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Vol. XCIII, No. 2

Deerfield, Massachusetts

Celebrating Andy Harcourt’s 40 Years


ORLEE MARINI-RAPOPORT Co-Editor-in-Chief Science Teacher Andy Harcourt will be retiring this June after 40 years at Deerfield. Throughout his time on campus, Mr. Harcourt has been involved in the return to coeducation, 85 seasons of sports, and numerous science classes,

including the creation of the AP Seminar: Global H2O class. While Mr. Harcourt noted that “some things have changed” over the past four decades, some haven’t, as he is still teaching AP Biology like he did his first year at Deerfield. Over the years, Mr. Harcourt has been involved with a multitude of activities that affect nearly every

Opinion: Experiencing Deerfield as an Asian-American LYNNETTE JIANG Contributing Writer Over the past four years, the Asian Student Alliance has always seemed less cohesive to me than the likes of the Deerfield Black Student Alliance, the Gender Sexuality Alliance, or the Latin American Student Alliance. I attribute this to the reality of how Asians fit into Western society, a lack of cultural and ethnic representation in the faculty, and a lack of outreach by groups like the ASA. Some of these issues are harder to solve than others and may take generations. However, some could be solved in a matter of months and could mean a world of difference to our school’s Asian population. This fall, at a meet-and-greet with Pamela Rotner Sakamoto, author of Midnight in Broad Daylight, every person in attendance shared why they were there. I listened to students who were just plain curious, to some who wanted to hear another’s perspective on living in America as an Asian, to one student who related to the characters’ search for missing family members separated by war. I had known those who sat around me

Opinion and Editorial, p. 2

Coat and Tie Shall Never Die!

Chijioke Achebe ’21 argues for the importance of maintaining the current boys dress code.

since I was in ninth grade, yet had never heard the stories they were now sharing in the presence of Ms. Sakamoto. In one dinner, I already had more opportunity to connect and bond with these students than I had over three years together. The members of the ASA deserve more events like these, to let them know that their stories, too, are important and worth sharing. Where the news is filled with stories of the marginalization of groups represented by alliances mentioned previously, the ASA is a little more hard-pressed to find events to rally around; the oppression of Asians in America and Western society is less apparent. No one has ever looked at me and locked their car door, nor have I ever met anyone who denied my right to marry who I want to. I don’t have examples of violence and outward hatred that I point to and say, “This is what we have to unify against.” I believe that this lack of tangible oppression is one reason why our school’s Asian population seems so scattered, so divided, so detached from itself and its identities. Continued on Op-Ed, p. 4

News, p. 8

Q&A with Board President Rodgin Cohen Hear from the departing President of the Board of Trustees on issues like dress code and financial aid.

aspect of campus life. He has coached soccer, hockey and tennis, and fondly remembers winning the New England Championships during his 12 years as the varsity softball coach. He is also, as Science Department Chair Mark Acton reports, “an incredible skilled minigolf player,” as evidenced by his performances on the secret minigolf course scattered throughout the Science Department’s office. Mr. Harcourt has also been involved with the faculty band since his second year at Deerfield. He noted that it began primarily for student enjoyment, but it “turned into more than that,” and the faculty began playing at dances and clubs. “It was fun while we were young,” he said, and it continues to be a “great way to have fun with people from other [academic] departments.” Early on in his tenure at Deerfield, Mr. Harcourt was on the Dorm Advisory Committee, a group that initiated the introduction of associate faculty members in dorms. Previous to that, faculty members living in dorms were on duty every night, and Mr. Harcourt noted that he is “really proud of” his involvement in the change, despite the pushback he originally faced from older faculty members who didn’t want to have any more dorm duty. Mr. Harcourt also began a science research program, introducing several new research courses. Originally, they were only for students who received a 5 on the AP Biology exam during their junior year, but Mr. Harcourt expanded the program greatly. Continued on News, p. 8

May 23, 2018

Opinion: Our Grading System Needs an Overhaul WILLIAM SPEER Math Teacher On August 5, 2014, less than a month before I started at Deerfield, I received an email from Diana Kocot stating that my schedule was available on DAInfo. Full of anticipation, I logged on to check my course schedule and to do some background research on my students. As I clicked around my classes and dorm rosters, I noted a recurring pattern under the “Grades” tab: student averages were incredibly tightly bunched, and it felt like half of my soon-to-be students sported averages between 88 and 91. This seemed like an odd coincidence at the time, but as I came to find out, my observations were far from anecdotal. Before even setting foot on campus, I was familiar with an ingrained aspect of Deerfield academic culture: grade compression. According to the “Grades and Percentiles” tab on DAinfo, for the 2016-2017 school year, the top quintile of juniors had averages ranging down to 92.4 percent, while the bottom quintile ranged up to 87.87 percent (the spread is similar for seniors and slightly wider for underclassmen). This spread of four and a half percentage points covered the middle 60 percent of the class — so, roughly two points in either direction (maybe a missed negative sign in math, or a forgotten vocabulary word in English) might determine whether a name comes up in front of the Cum Laude Committee or the Academic Standing Committee.

Deerfield is an inherently stressful place, and this narrow margin of error only intensifies that pressure. As described above, our compressed grades attach massive significance to each percentage point. These percentage points should theoretically represent one hundredth of the grade scale, but in reality each point carries much more weight. As a result, students (particularly juniors and fall-term seniors) fight incredibly hard for every point, given the disproportionate benefits that come from every slight boost. While we want to have driven, motivated students, I believe this narrow scale promotes an unhealthy focus on numerical grades. Compression inspires obsession with the minor distinctions that constitute a one or two-percentage point swing, to a level which I find counterproductive and unhealthy. Additionally, compression at the other end of the scale may inspire the opposite behavior. A median grade of 90 would not be a problem if the grades span the full spectrum up to 100! Currently, this is not the case, particularly in certain classes and in some departments. This can disincentivize effort at the top end — why give 100 percent effort if the best you can get is a 93 percent? While it is certainly true that not every section contains a mid-to-high-90s caliber student, it is true that many of them do. If we wish to decompress but not lower our grades, simply opening up the full upper range would be an easy solution. Continued on Op-Ed, p. 5

Board President-Elect Brian Simmons Takes On Dress Code JOSHUA FANG Co-Editor-in-Chief Next fall, Brian Simmons P ’12, ’14 will replace Rodgin Cohen ’61 as President of the Board of Trustees. Mr. Cohen has served as a Trustee since 2008 and as President of the Board since 2013. Per the Board’s bylaws, trustees may only serve 5 consecutive years before they are mandated to step down. After a minimum of 2 years, trustees may seek re-election. This year, seven trustees, including Mr. Cohen, are stepping down from their positions. Mr. Cohen stated he would not seek re-election in the future, wanting to make room on the board for new trustees. Mr. Simmons, a parent of two recent Deerfield graduates, is a Managing Partner at Shorehill Capital, a Chicago-based private equity firm. He is currently Chair of the Endowment Committee and also serves on the Finance Committee and Nominating and Governance Committee. As President of the Board, he will participate in all committee meetings, guiding the Academy’s broader long-term strategy.

Board President-Elect Brian Simmons (left) and Board President Rodgin Cohen (right)

Sports, p. 15

Arts, p. 17

Promoting Gender Equality in DA Athletics The history of gender inequality in Deerfield athletics, and what Mr. Howe is doing to change it.


The change in leadership comes on the heels of Head of School Margarita Curtis’ recent announcement that she will step down at the end of the 2018-2019 school year. Notably, Mr. Simmons is chairing the Head of School Search Committee. “We’ve prioritized leadership and understanding of the secondary school environment. There’s a variety of ways that could have been acquired,” Mr. Simmons said, when asked about the ideal background experience they were looking for.

John Van Eps: A “Deerfield Legend” Hear from various students on Mr. Van Eps’ unique teaching style and his impact on the community.

The search is still in its early stages — the Committee has not yet seen a list of potential candidates. He continued, “We’re looking for someone who understands the culture and the traditions at Deerfield, and the ways in which Deerfield is different from other schools.” Both Mr. Simmons and Mr. Cohen had plenty of praise for Dr. Curtis’s accomplishments. Continued on News, p. 9

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Opinion and Editorial

2 | Wednesday, May 23rd, 2018

The Deerfield Scroll

Letter from the Editor Dear Reader,

Vol. XCIII, No. 2 Editors-in-Chief Joshua Fang & Orlee Marini-Rapoport Opinion & Editorial Editor Nadia Jo

Graphics Editor Madeline Lee

News Editor Thomas Song

Online Editor Simon Lam

Buzz Editor Soo Min Lee

Associate Online Editors John Chung Emma Johnson

Features Editor Emma Earls Arts & Entertainment Editor Claire Quan Sports Editor Maggie Tydings Photography Editor Britney Cheung

Associate Photography Editor Harbour Woodward Associate Editors Peter Everett Lily Faucett Anna Fu Sarah Jung Annie Kane Jae Won Moon Seth Thayumanavan

Advisors Julianne Schloat and Anna Gonzales The Deerfield Scroll, established in 1925, is the official student newspaper of Deerfield Academy. The Scroll encourages informed discussion of pertinent issues that concern the Academy and the world. Signed letters to the editor that express legitimate opinions are welcomed. We hold the right to edit for brevity. Opinion articles with names attached represent only the views of the respective writers. Opinion articles without names represent the consensus views of the editorial board.

Redefining Leadership

In honor of Commencement, I’m proud to present the Deerfield Scroll’s first 20-page issue! When I first suggested that we aim for 20 at the beginning of this month, there was some concern about sacrificing quality for quantity (and understandably so). That ended up being far from the case. I’d like to thank the Scroll staff, editors, and advisors for their many hours of tireless effort and commitment to achieving this goal. With our previous issue, some questions surfaced surrounding the Scroll and its relationship with the Academy. I firmly believe it is more important than ever that the Scroll remains uncensored by the administration — this is the Academy’s official stance, and I am committed to its continuation in practice. Our goal is that neither administrators nor trustees will exert influence over what we publish. Recently we have received a lot of feedback from multiple parties regarding our newspaper’s

actions of an effective leader just because we have a leadership position. Both of these attitudes are harmful to our community. The Scroll Board defines leadership as influencing others’ personal growth and


new leadership positions that will continue in the 2018-19 year. These titles can come in many different forms, for example: captain of a sports team, editor of a student publication, proctor, peer counselor, or head of a student alliance. The Scroll Editorial Board believes that at Deerfield, leadership roles are sometimes misconstrued or not used to their full capacity. As a prestigious boarding school that strives for excellence in all realms, Deerfield is an environment where students often feel as if they need to stack up on leadership positions in order to stand out in college admissions. In the competition to rise to the top, people may pretend to be much more enthusiastic about an activity than they actually are. In other cases, someone might earn a position simply from continued involvement with an activity over several years, regardless of the tangible contributions he or she has made. We believe that Deerfield students can benefit most from redefining the role of a leader in their communities and organizations. From a young age, we are generally taught to view leaders as people who are the most vocal during discussions and who assign tasks to other members of the group. But oftentimes, we fail to realize that we don’t always need a title to positively influence others. When we do not have any special title in a group, it can be tempting to sit back and watch other people do the work. Conversely, we may feel as if everything we do automatically qualifies as the

maximizing their contributions to the community. In February, all juniors attended a leadership training meeting led by guest speaker Mike Weber. In his talk, he emphasized that the key to being a successful leader lay in forging meaningful relationships with peers to influence them positively. This description is certainly more abstract and harder to grasp than the widespread image of an assertive and overbearing member of a group. However, it suggests that true leaders inspire their peers and guide each member to contribute to the group’s overall success. They are selfless, putting the concerns of the group before their own interests. Consider weekly cleanup duties in dorms. There’s nothing inherently wrong about yelling at other people on your hall, “What are you doing sitting around in your room? Get up and start taking out the trash!” But what if we told people instead, “Let’s take out the trash — it only takes a minute, and our housekeepers will enjoy a less stressful morning tomorrow!” This kind of invitation to collaborate is much more likely to instill motivation in members of the hall, which can make a lasting change. Leadership is qualified by the kind of processes the leaders instill, not the results they are able to accomplish. The Deerfield community can benefit immensely by adapting this process-driven definition of a leader. Whether or not we have a leadership position, and no matter how large or small our associations and communities are, we have the opportunity to offer a helping hand to our peers.

this piece was far from what we intended. I’d like to apologize for making any staff members feel that their hard work was not appreciated. As always, we will remain mindful of the picture of Deerfield that we portray. We understand that the responsibility lies with us, the Editorial Board, to ensure the accuracy of our stories and keep our community well-informed. As the tents come up and another eventful year draws to a close, potential for great change in our school lies ahead. Through it all, I hope we can embrace a wide range of perspectives, and not shy away from voicing our opinions for fear of repercussions. An atmosphere of aversion to criticism or controversy will lead only to a lack of productive discussion on campus. To the Class of 2018: thank you for your leadership and friendship. You will be dearly missed. Joshua Fang Co-Editor-in-Chief

Letter to the Editor

BOARD EDITORIAL Stepping up into a new grade can be both an exciting and frightening experience for returning students. While members of the Class of 2018 prepare to leave campus, some juniors have already taken on

opinion pieces. We are committed to providing an unbiased platform for any member of the Deerfield community to opine if they are willing to stand behind their views in a public forum. This issue, we have opinion pieces written by students, faculty, parents and staff — all of these constituencies care deeply about our school, and we will continue to invite and host their opinions. As stated in our masthead, opinion articles with contributors’ names attached solely represent the views of the respective writers. We strive to publish well-written, thoughtful opinions based in logic and reason, and ask that you, as a reader, carefully consider the reasoning of these writers before dismissing (or agreeing!) out of hand due to preconceived notions. Within the newsroom, we will continue to report objectively on news stories that are relevant and worthy of readers’ attention. Last issue, we published a feature article on special Asian cuisine training that the Dining Hall staff received over spring break. The impact of

To the Deerfield Scroll Editors, The front-page faculty opinion piece on “Moving Toward an AllGender Dress Code” in the April 19, 2018 issue has produced a groundswell of parent reactions. The ongoing dress code discussion raises complicated issues and touches on strong personal beliefs for many students, faculty, parents and alumni. For the most part, the community’s conversation has been marked by open, civil discourse. Given the productive conversations to date, many of us were particularly disturbed to read the front-page opinion suggesting that the Deerfield dress code supports a “rape culture” on campus and that DA’s gendered

dress code leads to an environment where “harassment and violence are inevitable.” These assertions are truly alarming and make us wonder if this is really the case at Deerfield – we don’t think it is! Most parents believe that the academic dress code encourages neat attire that leads to engaged, serious, respectful students and classrooms – positive traits that factored into choosing Deerfield. Beyond the campus environment, it also prepares students to dress professionally for many sectors of the working world. While there may be issues with the current rules, the purpose of the tradition is clear. We encourage the ongoing, constructive community conversation as the Board works

toward an updated dress code that respects tradition while offering appropriate personal expression, clarity and simplicity for all students. On a more general note, we recognize that the primary audience of the Deerfield Scroll is on-campus, but the response to this article reminded us that many parents (current, past and future), alumni and others are also avid readers. You and your team serve an important role in connecting and informing the extended school community. Thank you! Respectfully, Deerfield Parents Network Executive Committee

Coat and Tie Shall Never Die! CHIJIOKE ACHEBE Contributing Writer

Over the course of this term, the biggest topic of conversation has been the dress code. This was sparked by Dr. Curtis sending an email to the female student body about her expectations of how they should dress. While there is a very constructive conversation going on about the girls dress code, I want to talk about the boys dress code. Some have advocated for either modifying it or abolishing it completely. I wholeheartedly disagree with that. One of the reasons given is that there is no way to make the girls dress code more formal, so as to be on par with the boys dress code. Because of this, some think that there is an imbalance between the boys and girls as it relates to dress. I personally think that things are fine as is. Our boys dress code is a huge part of what defines Deerfield. If you look at our admissions viewbook, “101 Things to Love about Deerfield,” one of those 101 things is the Windsor knot. I myself prefer the fourin-hand, but you get the point. And while I do believe that there is much more to Deerfield than just our dress code, I also firmly believe that it is an indispensable part of the culture here. If you ask a student at another prep school what they think of when they think of Deerfield, aside from our exceptionally strong academic programs and sports teams, they will tell you

that they think about our dress code. That dress code has defined Deerfield since the days of Mr. Frank Boyden, and it would be a disgrace to throw that all of that history away. Some might say that just because it is a tradition doesn’t mean that we have to keep it. To that I say that this is L








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a tradition that we should keep because it sets us apart from our peer schools; it shows that we maintain a standard of excellence. There are also real benefits to the boys dress code. When I wake up in the morning, I do not have to think too hard about what I want to wear. I’ll brush my teeth, take a shower, find a pair of khakis, a blazer, a blue or white shirt, and maybe I’ll spend a minute or two figuring out what tie I want to wear. Then I’ll put on a pair of loafers and head to class. That’s it. I don’t have to spend an hour agonizing over my outfit. At the

end of the year, that’s a lot of time I’ve saved that can be put to much better use. That, and it tells me that what I’m doing is important. When I put on a jacket and tie in the morning, I know that it is because I am about to receive some of the best education in the world, and that someday, I’ll put it to good use. Some say that our dress code fosters a sense of elitism among the boys here, in part because of the cost associated with purchasing clothes for class. While that is a fair point, I believe that the benefits of class dress far outweigh the costs. I believe that our dress code pushes us to better ourselves because more is expected of us. Because of how well dressed we are when we go to class, there is an expectation that we do the absolute best we can do. It would be far different if we all went to class in sweats. When you dress for success, unsurprisingly, you succeed. A study done in the magazine Scientific American found that participants in business attire were taken more seriously, and landed more lucrative deals than their counterparts in casual clothing. I think that this proves my point. I’d like to finish this by saying one thing. Everywhere you look, traditions are being scrapped, or “modernized.” But here at Deerfield, we have a long history of doing things differently. From sit-down meals to our policy banning phones on the path, we have set ourselves to a higher standard than our peer schools. So let’s do that. Let’s be worthy and keep the boys dress code.

The Deerfield Scroll

Opinion and Editorial

Let’s Buy In to a Sustainable Deerfield ANDY HARCOURT Science Teacher

Long known for its beautiful campus nestled in the Pocumtuck Valley, Deerfield Academy has taken important steps toward becoming a more sustainable community over the last ten years. Insightful and purposeful mission-driven decision-making with regard to facilities, resources and programs has positioned the school to become one of the leaders in implementing environmentally sound policies. Of equal importance is a cultural shift in the administration, faculty, staff and the student body toward becoming more environmentally aware and “all in” on making Deerfield greener. For decades in the past, Deerfield was slow to embrace sustainability as a priority, prompting some to describe the school’s approach to environmental stewardship as “neanderthal.” All that has changed. Most students and adults in the community now view taking care of the people, the program and the place as just another part of Deerfield life. Most seem willing to do their part to “Act Locally and Think Globally” as we strive to meet the challenge put forth by G. H. Bruntland, former PM of Norway and Director of the World Health Organization: “We must consider our planet to be on loan from our children, rather than being a gift from our ancestors.” The institutional commitment to sustainability is embedded in the DA mission statement: the Academy prepares students for

leadership in a rapidly changing world that requires global understanding, environmental stewardship, and dedication to service. This obligation to the environment has been further clarified by the Sustainability Mission Statement: Deerfield Academy seeks to preserve our heritage by operating in a manner that sustains our natural and human resources for future generations. Dr. Beth Hooker, Sustainability Education Coordinator, David Purington, Environmental Management Coordinator, and two members of the Class of 2018 recently delivered a presentation on advances in sustainability to the Board of Trustees. Some highlights included: • Overall greenhouse gas reduction of 33% since 2005 through a combination of innovative and substantive design engineering, energy efficiency upgrades, and targeted education • Innovative water conservation program, leading to 15-20% reduction • Purchase over 20% locally, sustainably-produced food • Shift toward sustainable landscape management, with an 83% reduction in synthetic fertilizer use. • Targeted analysis of solar PV for on-site electricity generation • Development of representative courses, including Global H2O, Global Food Systems, AP Capstone: Environmental History and Research in Sustainability

• Student-led initiative to implement composting in all dorms by Fall 2018 • Annual sustainability offerings through the CSGC: Including Panama, the Bahamas and Tanzania These advances in sustainability should provide momentum for next steps for Deerfield. According to Dr. Hooker, “The Environmental Stewardship Advisory Committee (ESAC) with input from across campus will work to draft a climate action plan, with clear curricular and cocurricular linkages. In addition, the program will promote the campus as a living laboratory, as a way to teach and practice responsible environmental stewardship through place-based, experiential learning as well as to provide a platform for effective engagement with important environmental issues.” Education lies at the heart of the Sustainability Mission Statement and this vision for future directions reflects this, modeling Deerfield’s aspirations after a successful program at Princeton University. The success of this initiative will depend on the level of buy-in by all members of the community as change will involve further sacrifices in the existing culture of entitlement and convenience. Moving forward, Deerfield Academy must consider ways of connecting interdisciplinary offerings that focus on sustainability to graduation requirements in order to demonstrate a firm institutional commitment to its mission.

The Conversation Afterward CHRISTINA KOPP History Teacher

Early this month, I received one of the most glorious emails a writer could hope to receive: Will you, Ms. Kopp, submit an opinion piece to the Scroll? Me? My opinion? Really? Why, yes, of course! So, I sat down, opened my laptop, and guess what? I couldn’t think of a single thing to write. (You know that feeling, right?) It’s not that I don’t have opinions; the people closest to me will tell you just how much I love sharing my thoughts on everything from the best adaptation of Pride and Prejudice (no question: 1995, Colin Firth) to the very meaning of existence (42). But when it comes to an op-ed piece, what could I write that would be meaningful? What opinion of mine might change your minds —and about what? After all, isn’t that the point of opinion pieces — to make an argument, to persuade, to get you to think about this or that topic just a little bit differently? Persuasive writing is an important skill, and the free expression of opinions is the cornerstone of a free society. But as I struggled to write, I began to wonder: can opinion pieces really lead to meaningful change? I sometimes fear that op-eds harden my pre-existing opinions. I find myself seeking out views that confirm what I already believe, and then, when confronted with ideas I don’t like, I want to fold up the paper, close the browser, turn off the radio. If I disagree strongly

enough, my heart begins to pound, and my hands start to shake. I pour all my energy into rebutting each disagreeable point. I perform a twisted, wrongheaded version of our cultural competency skills: I read to respond, not to understand. Don’t get me wrong: I’m not advocating the end to op-ed pieces. (That would be a tad ironic, wouldn’t it?) I celebrate the desire of students, staff, and faculty to share their opinions in this paper. The conversations that come from these pieces can be incredibly significant, even if they are also incredibly

conversation. So what responsibility do I have, now that I’m both an op-ed writer and an op-ed reader? As a writer, I should not be afraid to share my opinions, no matter how unpopular they are, if I feel they can lead to productive conversation. To do that, I should use words that invite, rather than shut down, conversation. (I hope I have done that here.) As a reader, I have to get out of my own head. I must read to understand and then seek out a perspective different from my own. I have to stop feeling defensive, as if I’m the one under attack, just because I disagree. Perhaps you, dear readers, can have that dialogue internally. But I need other people to help me reframe and empathize. How lucky I am, then, to live in this community w h e r e conversation is always near at hand. Next year, when I’m roaming around MADELINE LEE/DEERFIELD SCROLL the library, difficult for our community. taking a break from writing silly Perhaps that’s really the point novels, will you come find me? Or — it’s the conversation afterwards, I’ll come find you, but don’t worry, the experience of seeing, hearing, it won’t be to criticize or attack. speaking with another human I’ll ask you why you believe what about what X wrote in the Scroll or you believe, and I’ll do my best to what Y posted on Facebook. The listen, really listen. Then you can words of an opinion piece don’t ask me, “Why Colin Firth?”, and change me; I change me, but only we can all live happily... well, all when I allow myself to engage right, maybe not. I don’t believe in actively with ideas that make me happily-ever-afters, but I do believe uncomfortable. In my case, that change is possible, one awkward active engagement comes through conversation at a time.

Wednesday, May 23rd, 2018 | 3

Sophomore Library Privilege: Not Just About the Number the material learned, than how much I accomplished, I would not be taking the classes I am. I Sophomores have begged for wouldn’t be taking Latin III, or years for special privilege — an an Honors European History introduction to the upperclassmen course, or Chemistry 1A. But I am. lifestyle — and very recently, we I didn’t let my average rule my were granted this wish. As of now, schedule. I know that my grades sophomores who have an average mean less to me than exploring of 92.0 or above can request (via my potential through classes I filling out a form) to work in the want to take. I know my Deerfield library during normal study hall experience will be infinitely more hours. rewarding because I am challenging myself to explore the most I can. And I accept the fact that I do not have a 92. But does that make me less of a student in the administration’s eyes? Aiming for high grades is a respectable goal. But aiming only for high grades instead of challenging yourself is not. If Deerfield accepts the idea that MADELINE LEE/DEERFIELD SCROLL a 92 is ideal without weighing the fact This is a great opportunity that students take such a wide for sophomores to step up and range of different classes with show responsibility. Letting different challenges and different underclassmen manage their workloads, they are enforcing own time is a sign of trust from the mindset that a number is the administration. Allowing everything. Will students start sophomores to work in the library accepting the mindset that a might also turn the space into number defines them? Will they a more studious one, because start choosing the course that sophomores must earn this will give them the highest grade privilege by actually working. instead of pursuing academic So, in theory, this system is a challenges? The honor roll system, significant improvement from the college pressure, etc. all already old one. place this stress on our education. This new program is exciting Do we need another reason to let for sophomores as well, because grades blind us to the importance we are getting our first taste of learning for learning’s sake? of an upperclassmen lifestyle. Instead of helping our students However, the grade cutoff of 92 see more than just what numbers isolates a significant portion of represent, we are enforcing this the Class of 2020, because many toxic ideal. As early as sophomore of us haven’t reached that number. year, we are being told that, The emphasis on a single grade without a certain grade, you are significantly hurts the potential of less that your peers. This is not the sophomore class. based on effort or character or There are so many other potential. It is based only on a factors besides grade average number. I know that working in that constitute the ideal student; the library would help my work we students know this because ethic. I know I’d be able to focus Deerfield has already drilled it and work more productively. into our heads. We participate in 3 And I’m sure there are other mandatory co-curriculars per year, students without a 92 who feel the we have dozens of extracurriculars same. Why is an arbitrary cutoff led and run by students, and we excluding us from a privilege we’d are encouraged to pursue as many benefit from? non-academic opportunities as we I don’t dispute that grades are can while we’re here. And yet, we an important part of who should are only deemed worthy of sitting be allowed to visit the library, but it in the library for two hours a night shouldn’t be the only identifier. A if we get a 92 or above. What about recommendation from an advisor, club participation? What about the an application, anything that arts? What about athletics? What measures the level of responsibility about the hundreds of things and character of these students worth doing besides homework? would be better. 92.0 is an arbitrary All of these duties and interests number. But if an established take time away from obtaining the threshold was combined with highest grade possible, so are they a rational judgement based on worth less than our GPAs to our the student themself, not just school? their average, this would deDeerfield fosters community. emphasize the importance of a Deerfield encourages pursuit of grade. The administration would passion. Deerfield thrives because instead be promoting the idea that of enthusiasm for things other than students who put effort into their academics. Thus, the evaluation of studies and are of responsible and students through a single number trustworthy character should be seems contradictory. rewarded. If the school implants the idea Maybe I’m just bitter, but that the grades you get are more I’m not the only one who feels important to Deerfield than how wronged. Don’t tell us that we are well-rounded and involved you worth less than our peers because are, it hurts the potential of our we don’t have a 92 average. Don’t school. It hurts the potential of tell us we are worth less because our students. I am more than my we haven’t met a numeric ideal. grade point average, and I should Don’t contradict every message be evaluated as such. A 92 should to “challenge ourselves” and not be the determining factor of “implement a growth mindset” privilege qualification. There is so that you have instilled in our much more of me for Deerfield to education in favor of idealizing consider. a single number. We are always If I believed my grade point worth more than that. average was more important that

EMMA EARLS Features Editor

4 | Wednesday, May 23rd, 2018

Opinion and Editorial

The Deerfield Scroll

Experiencing Deerfield as an Asian-American LYNNETTE JIANG Contributing Writer Continued from Front I will make two comments about this. I am glad, overwhelmingly grateful, that my face and my skin tone are not the ones targeted by the TSA or ones stopped by police. However, the fact that the nightly news is not flooded with examples of my marginalization does not mean that I do not experience racism or deserve support. Regardless of what is going on outside Deerfield, our students still deserve a space to share and feel at home. When the ASA was planning for its main event of the year, the annual Asian American Footsteps Conference, I struggled to find

faculty advisors. By charter of the conference, all planners, participants, and advisors were to be those of Asian, AsianAmerican, or mixed Asian heritage. My search for an advisor boiled down to a list of five, maybe six, teachers, only two of which were of full Asian descent. One by one, each of them backed out. In the end, our official advisors were Ms. Hammond, who works in alumni relations, and Ms. Ott, Dr. Ott’s wife who has no professional ties to Deerfield. Although Ms. Hammond and Ms. Ott were incredibly helpful in all capacities, my search revealed something. Where other students of color may find support in the administration and their teachers, I have never connected with a teacher over shared Asian ancestry. I am lucky that some of my best


friends are also Asian and that I can share my experiences with them and that I have never been at a loss for a personal support system, but I was deeply saddened by this realization. New — and returning — Asian students look up at the balcony during school meeting and are hard-pressed to find teachers who look like them. There is no teacher-sponsored space for Asians to gather, no equivalent to the gatherings Ms. Young hosts in her apartment. The fact that students must plan gatherings ourselves sends a subconscious message to our school; it speaks to a lack of effort on the part of the administration, who, while choosing new hires, have not prioritized selecting faculty that a large percentage of our student body can relate to culturally. DA prides itself on the fact that faculty are more than teachers, that outside of the classroom they are mentors, coaches, dorm residents, advisors, and confidantes. They are the familiar faces you were promised you could turn to when you left home for the first time as a freshman, the mentors that you trust enough to write your college recommendations. When students who are not a part of the majority (whether this is a matter of race or sexuality) cannot find teachers that they identify with, this reflects poorly on the claim that Deerfield students have a strong support system. I hope that in the future, our school will realize the importance of supporting the whole Deerfield student,

prioritizing the exploration of one’s many identities that can extend beyond the classroom and athletic fields. I recognize that the duty of making Asian students feel at home does not lie entirely with the faculty. As I conducted interviews this spring to search for next year’s ASA board, each student conveyed with me their disappointment at the ASA’s lack of an introductory event that truly welcomed new Asian-American and international Asian students. Each of them expressed that when they first stepped on our beautiful campus, they questioned their place here. At Deerfield. In a rural Massachusetts town. In America. I agree that an event next fall could do great things for the newest additions of DA’s Asian community, letting them know that they too are important, worthy, and have earned their place here just like everyone else. Regardless of the lack of any call to action for the Asian community, the low numbers of Asian teachers, and a relatively inactive ASA for my first three years as a student, I have found ways to celebrate what being an Asian means to me. Despite all the ways Deerfield has to grow and improve, I have never been at a loss for good friends and meaningful relationships. Most of the memories that have most impacted my identity as an Asian were not administrationsanctioned or official ASA meetings. I encourage you all to find similar ways to support and share with one another, because

any opportunities the school offers will never help, if you yourself are not willing to look for them. My junior fall, I attended the “Chinese dinner,” a trip to a Chinese restaurant that the majority of the school’s Chinese population was invited to. Twenty of us sat around the table, sharing good food on a rotating Lazy Susan, laughing and cracking jokes in Mandarin. At ASA events held in the comfort of the Ephraim Williams with the scent of catered Thai Blue or China Gourmet wafting off of plates, dozens of Asian and non-Asian students sit on couches, talking and sharing. This April at AAFC, I felt more empowered than I ever have in my life to share a presentation on the realities of how affirmative action has affected me. My workshop concluded in an hour-long discussion, where the audience in turn each shared their own stories. And this spring in the library, I have sat for hours with my friends watching the Youtube videos that used to make me pee laughing, created by the likes of Asian creators NigaHiga, KevJumba, and WongFu Productions. There is very little I would change about my past four years and I have made unforgettable memories. This is not to say that Deerfield is perfect, but I believe that the generations of DA students for years to come — Asian, black, Latinx, white, and more — all have something to gain from all feeling a little bit more at home with the support of faculty members and student alliances.

Seeking Proactive Restorative Justice in the Discliplinary System SARAH JUNG Associate Editor

When students skip “boring” Academy Events, miss curfew, or perhaps drink under peer pressure, they know what they’re risking, and what will happen next. If they are caught, Deerfield will respond with APs or some sort of sanction determined by the Disciplinary Committee. The question lies in whether our current disciplinary process and the school climate it creates is really the best template for self-reflection or learning, as Mr. Kelly, Dean of Students, suggests, to live “healthy, productive” future lives. Mr. Kelly said that the main objective of the school’s disciplinary process is not to punish students, but to help them “stop, think, and reflect on their decision making, which hopefully, will produce healthy, productive, young adult lives after they leave us.” There is no doubt that the school administration wishes to support the student body even when individual students make mistakes. But taking steps to implement a stronger restorative justice model would more effectively support students when they make wrong choices. While the DC and Academic Honor Committee aim for transparency and consistency in making decisions, some students perceive that certain students are favored over others. Some cases receive a mere letter of warning and never reach a hearing, and this too can cause confusion in the student body. As a result, students question the fairness of the system. Students continue to break the rules, perhaps because they are unclear of where the boundaries lie, or because they feel less obligation to their peers and to the faculty with whom they collaborate each day, as relationships grow farther apart. This sentiment directly impacts not just the student response to

the DC and AHC at Deerfield, but also affects the premise of the Accountability Point system. Rather than helping in the endeavor to hold students accountable for their daily choices, APs serve as bank accounts. Students track the amount of “credit” they own, then skip sit-down dinners and school meetings to finish their studies, knowing that they still have several free APs left to use later in the term. Students must learn to think relationally rather than transactionally, respect mutual interest rather than self-interest, and give rather than get. Given that fear of punishment and getting caught has become the only incentive for students to attend school obligations, the school might stop to ask if changing our transactional system in favor of a system that fosters building stronger interpersonal relationships is necessary. Perhaps a pervasive spirit of receiving from the Academy without the compunction to give back, as well as lack of moral scruples from the student body explains the steady stream of DC and AHC responses this school year. However, not all of the blame rests on the students. The administration should be asking itself if students are truly responding to and learning from our current disciplinary responses in a positive and constructive way. Even from the numerous DC and AHC announcements at school meetings, it seems that the number of students changing their mindsets and desiring to follow the rules is slim. In fact, I have heard many students claim that hearing about an anonymous student’s suspension for plagiarizing, or a group of students’ expulsions for drugs instills more fear of getting caught than determination to stop breaking school rules. Thus, the largest problem with disciplinary responses is not necessarily that they are punitive,

but that they address the mistakes of students one by one after they are already committed, rather than proactively address the underlying problem of the apathetic student culture. The solution lies in gearing the school towards an instilled restorative justice approach. Restorative justice is defined as a system that rehabilitates offenders through reconciliation with victims of the offense and with the larger community. It brings together the persons harmed with persons responsible for harm and encourages accountability through dialogue, rather than through the serving of a sanction or consequence. The short term fix of handing out a suspension or expulsion might teach the student who committed a wrongdoing to learn from their mistake. Yet it focuses only on the rule that was broken and allots a corresponding response to it based largely on precedent. It does not target the root causes, repair damaged relationships, or deter recurrence. It is important to acknowledge that the school does already aim to incorporate particular restorative practices in its disciplinary responses. According to 11th and 12th Grade Dean Samuel Bicknell, “[The committees] have introduced some common language used in restorative practice approaches. In preliminary conversations with members of the community who have violated the handbook and in the statements they write for DC hearings, we have started to ask the following questions: What happened? How were you feeling? Who do you think has been affected by what you did?” Yet our school does not practice restorative justice to its fullest capacity and could develop it much further, given our continued use of reactive sentences like suspensions that do not solve the underlying problems in school culture.

Steps toward truly implementing a restorative system would include hiring a restorative justice coordinator, training as many employees (teachers, administration, counselors and security officers) as possible, and integrating the restorative conversation techniques learned from the training in the dining hall, classrooms, dorms, and locker rooms. From there, the restorative justice coordinator or an administrator could begin to incorporate it into disciplinary responses, and inspire students to dialogue rather than irresponsible action. Suppose an upperclassman was caught with drugs in his dorm room. Instead of receiving a suspension, the student might meet weekly with counselors at the Health Center over a period spanning several weeks to give the student an opportunity to

rehabilitate and change their mindset on drugs. Teachers and dorm residents could offer more support and further encouragement towards making healthy choices. Rather than relying on the looming consequence of suspension, this approach improves the student, as well as the larger culture and community of our school. Restorative justice is not only an alternative to our current disciplinary approach, but a strategy to mold a stronger, connected and caring culture. In an ideal community, Deerfield would not need the AP system, probations or expulsions. The collective community must learn to respond to the student by encouraging personal growth and rediscovery of our values. Only then can every student at Deerfield live up to the motto, “Be Worthy.”


The Deerfield Scroll

Opinion and Editorial

In Defense of Deerfield Asian Cuisine JOSEPH FERRER Special Events Chef

This letter is in response to an article in the Scroll’s April issue entitled “Dining Hall Learns Asian Cuisine with Sichuan Chef Shirley Cheng.” My name is Joseph Ferrer, and I am the Special Events Chef for Deerfield Academy. I have over 16 years of experience as a chef, including endless reading, honing and research of my occupation. I’m writing today to clarify a feature in the most recent issue of the Deerfield Scroll. In the story, Assistant Director of Food Services Mr. Woodward is quoted as saying, “[The goal of this training was to] give us a quick but broad view of different Asian cuisines and cooking techniques… From a lot of different cultures.” I attended this training, as well as many others prior to this. The 3 day “crash” course was intended to introduce the staff, myself included, to authentic techniques, ingredients and flavors from the respective regions in Asia. As an experienced chef, I will say it was quite successful in reaching those goals. The guest chef and lecturer, Ms. Shirley Cheng, was certainly knowledgeable in the materials she was covering. She has been a professor at the Culinary Institute of America for eighteen years, has worked at several positions in very reputable establishments, and continues, as most great chefs do, to hone her craft. She has won many awards for her work and has built a great reputation based on her knowledge and skill. As an insider in the business, I can tell you she is “the real deal.” Her course objective was to give us an introduction to, not an encyclopedic view, of Asian cuisine, covering some dishes and the nuances of those particular dishes. When you attend a cooking lecture on regional cuisine, you do not instantly become adept to that cuisine. There is much to know. There is an expectation the individual will walk away from the lesson and then continue to learn about it through research, trial, adjustment, etc. As I’ve learned in this field, there are different ways of making

the same dish. It is as true here, as it is in every region in China, and even within those regions, it remains true from house to house, restaurant to restaurant. If we think about it, we can use a familiar example of mac & cheese. Everyone here knows what that is, but do we consider that our next door neighbor makes it a bit differently? If we travel to the southern United States, or western, are the chefs there making it the same as each other? So, thinking about Sichuan, specifically yu xiang pork. Are we to believe that everyone in the province makes it exactly alike? That would be ridiculous, and yet, no matter who makes it there, it is still Sichuan, no? So now we have to consider what makes a dish “Sichuan.” Is it the chef? The ingredients? The location where it is prepared? These views are narrow. Equate it to language. Does not someone fluent in Spanish and English speak both, to perfection? Is it not Spanish if spoken in Denmark? It is not only possible for a chef to learn other cuisines, it is possible to master other cuisines. One who says otherwise isn’t speaking from experience, they are speaking from pride. This sort of defense is obsolete with food because everyone eats. With our world growing smaller, we generally are used to and open to eating other cuisines. As a professional, I pride myself on constantly improving and learning about how to prepare cuisines from cultures other than my own. When I come upon a new dish, ingredient, or technique, I study it with the same passion as some of you may study art, physics, or baseball. I read about it, source the ingredients, try it, and try it again. I treat the cuisine and culture with respect to its origins. I find it laughable, given my experience, that a well motivated, skilled chef could not

Wednesday, May 23rd, 2018 | 5

Our Grading System Needs an Overhaul WILLIAM SPEER Math Teacher

Continued from Front


reproduce dishes from a multitude of regions with the same deftness used by a native chef. I think some of you may be surprised to see who is in your favorite ethnic kitchens. As chefs, we are a playful group. We sometimes find benefit in combining ingredients or techniques from different cultures. It is known as “fusion cuisine.” When done well, it is of great reward not only to the inventor of the new dish, but also to the community to which he or she presents it. When you see something on the menu called “Asian Tacos,” it is not meant to imply it is an authentic dish. It is assumed the diner will know it is neither Asian or Mexican, but a melding of ideas into something new. It is a no-brainer, meant to show how well some things can go together that would not normally be found in the wild. What could be more inclusive than that? And lest we forget the whole reason for the training in the first place, we did it for the community. Your kitchen is staffed by some very special people who get joy out of serving you. We always strive to be better because that means you will be happier as a result. These courses are not easy. We don’t do them in a bubble, studying and learning only to not use any of it. We do it because we want to give the community our best every time. We appreciate constructive criticism, because it makes us better. We try not to have people laugh at our efforts. Who would want that?

While the internal disadvantages of our compressed grades cause me enough concern, there is also a nontrivial external disadvantage created when our students apply to colleges. For any given school, many Deerfield applicants likely have similar, highly compressed grades. In this case, it is difficult for the schools to distinguish applicants by their academic record, and they may turn to a different metric. A convenient alternative would be to place increased weight on standardized test scores, as Math Teacher Sean Keller suggests. I would not want colleges to enhance the significance of a four-hour standardized test compared to 1–4 years of full-time study here, and I suspect the majority of the faculty feel the same way. However, if grade compression remains the same or gets worse, those schools have no choice. How can we fix this? One idea would be to prescribe fixed (or “suggested”) averages and/or standard deviations for course level (100, 200, 300, etc) and/or track (honors, regular, etc). This would ensure that heterogeneous classes (where students of varying ability are mixed) have a different grade profile than homogenous classes (those where students are of similar ability level). A heterogeneous class, such as Africa and Latin America, would reasonably be expected to have a lower average level of achievement and a greater average spread than a more homogenous class, such as French V Honors. That distinction would help students at all levels: those students who excel in heterogeneous, lower-level classes will be more apparent “shining stars,” clearly identifiable by their distance from their class medians. Such a distinction would provide better evidence for future placement

like moving into the honors track. Furthermore, students who take mostly upper-level honors classes will have higher averages on their transcripts, making them more easily identifiable to faculty and college admission officers alike. We will no longer have the problem of a few multiple-choice errors dropping a student from top decile to middle quintile, as grades will span a wider spectrum across the board. For those who feel the above solution is too prescriptive, I offer one more alternative: simply weight grades for higher-level, honors, and AP classes. This would likely require abandoning the 100-point grading scale (to prevent averages from exceeding 100), but it would be an easy way to space out term averages and reward those students with challenging course loads. Of course, compressed grading is not a Deerfield-specific issue; many high schools and colleges are struggling with this problem. Furthermore, the academic level of the school has likely narrowed over the years, so some grade compression would be natural. However, just as we have recalibrated our admissions and student life policies to reflect modernization and better serve the student body, there is no reason we can’t do the same for our grading system. It would take honest discussion, rigorous data analysis, and a willingness to compromise — but our students would be better for it.


Reconciling Competition and Community KEVIN CHEN

Former Editor-in-Chief When anyone asks what the best part about Deerfield is, we all instinctively say “the community” or “the people.” And I completely agree. My peers here are some of most exceptional people I know. I am continually awestruck by their eloquence on the page, their artistry on the stage, and their prowess on the field. My teachers, too, amaze me with their insights into the world and their passion for helping students grow. The administrators are kind and always willing to listen to student feedback. The staff work nonstop to make this school run well, and always with heartwarming smiles. Yet what has impressed me most about this community is our willingness to see the world


from another’s point of view. I am proud that we have had candid and constructive conversations regarding a wide array of topics, such as race, gender, and politics. Still, I feel that there is one topic we have yet to fully address: competition. In fact, we seem to avoid this topic at all costs, presumably because we believe that competition has no place in a loving community. Many tour guides artfully dance around questions about competition at Deerfield. Some teachers panic whenever they see remotely competitive actions: some of my peers report being rebuked for asking how they could improve in a class. We keep denying competition until we are blue in the face, but that does not change the fact that we students are competitive. And should this really be surprising at all? We all want to succeed. We have even competed to get in: Deerfield’s acceptance rate is lower than that of most colleges, and only ambitious people would apply to a top boarding

school in the first place. We demand that others tell us what grades they get on tests. We have cold wars over leadership positions. We gossip and make mean remarks about teammates and classmates. Of course, this is not all of us, and this does not happen all of the time, and this is not unique to Deerfield — students at nearly all top high schools report competitive environments. But these harmful acts certainly do occur, and we need to do something to address them. The specific remarks that people have made to hurt me and the ways that people have wished for my failure are not what is important. What is important is that competition here has hurt me. Competition here has hurt my friends. Our current response to competition, if we wish to call denial a response, is ineffective. What ends up happening is that we still compete with each other, but seeing that it is not socially acceptable to compete openly, we do it surreptitiously instead. Consider our nation’s economy: by acknowledging that companies are competing with one another, we can regulate competition and determine what constitutes fair competition. If we were to deny the existence of competition in the

name of supporting collaboration, competition would not vanish; rather, the lack of discourse would make the problem worse. In many ways, this is what I think we as a school are doing right now. When I visited a college, I asked the students there about the competition at their school. A common response was that students are competitive in the sense that they want to succeed, but they want their peers to do well, too. It was so refreshing to hear this acknowledgment of competition, and for once, I felt that people were being honest about it. Some may argue that a natural consequence of competition is wishing your peers to fail, but I reject this notion. Consider an athlete training for a race. She would improve much faster with a training partner, because on one day he may beat her, and then she will be inspired to work harder, and perhaps the next day she will beat him. They will keep pushing each other and making each other better. We should want our peers to be strong, because that would make us all stronger in the end. Without competition, it is easy to become complacent. I believe that that there is a place for healthy competition in our community, and this stems from

viewing ourselves as teammates training for the race of life and not as opponents battling for victory. For example, instead of being upset that someone got a higher grade than us on an English assignment, we should listen closely to what we like about their writing when they read it aloud in class and use it to improve our own writing in the future. The same goes on the stage and on the field. There is nothing wrong with wishing to improve ourselves — we should just hope that our peers succeed, too. As I began this piece by saying, the people at Deerfield are some of the best people I have ever met. I believe in our community. Our community is not so fragile that a bit of healthy competition would cause it to come tumbling down — unhealthy competition surely hasn’t — and I think it’s time that we all start believing. Regardless of our views on healthy competition, one thing is clear: the status quo cannot remain. We have implicitly agreed to banish the topic of competition from conversation, but waving our magic wands has not made competition disappear. Instead, a toxic breed of competition has flourished behind the scenes. We must call competition by its name to build a better community together.


6 | Wednesday, May 23rd, 2018

Deerfield Walks Out TRISHA BOONPONGMANEE Associate Editor

The National School Walkout was a nationwide, student-led protest held on Apr. 20 in order to both memorialize the 19th anniversary of the Columbine shooting and stand against government inaction on gun reform. At Deerfield, student leaders planned a contribution to this walkout with the same goals. Deerfield student organizers Abby Lupi ’18, Suzy Mazur ’18, Kye Liew ’18, Nailah Barnes ’18, and Doris Zhang ’18 scheduled a week full of activities leading up to the National School Walkout here on campus. To introduce the topic, the school held two informational sessions about gun safety and the arguments of organizations and political parties in the midst of the gun control debate. Supplementing these info sessions, the student organizers distributed blue wristbands to people who attended the informational session for the purpose of sparking conversations. Those who attended the walkout were also encouraged by the student leaders to spread the information they learned through discussions with their peers. In addition, the organizers screened Under the Gun, a documentary with statements from the families of victims of mass shoot-

ings, specifically Sandy Hook. The Young Democrats and the Young Republicans also co-hosted a discussion forum that allowed members of the Deerfield community to contribute to the ongoing discussion. “I felt very comfortable talking about my opinions in this setting,” said Emma Earls ’20. She continued, “It was a political discussion, but it wasn’t harsh or tense; we were all just interacting with each other’s viewpoints.” During another open meeting, leaders informed participants how to get involved and use their voices to make a difference by preparing them to speak to government representatives. Around the Dining Hall, small papers illustrated basic gun control information to readers, allowing students and faculty members to hold productive and factually correct discussions. A large group of student volunteers supported the organizers’ efforts, helping run sessions, make posters, and manage an informational booth on the day of the National School Walkout. Volunteer Grace Mazur ’20 offered her motivation for helping make the walkout at Deerfield possible, saying, “Instead of just being frustrated about this congressional inaction, I wanted to take action, join this movement, and create change. I also wanted to support and get the word out to

people on campus who felt similarly about taking action.” Walkout participant Natasha Leong ’21 stated, “In my hall, they were talking about when the Florida shooting happened and how big of an impact it had on every student in America. It really got me thinking and when I saw that we had a walkout at school, I just took the opportunity to go.” Similarly-motivated students, capitalizing on the chance to walkout during school, brandished posters and wore orange t-shirts in protest of a lack of gun control legislation. However, not all students agreed with the premise of the walkout. Mason Horton ’19 said, “I think they should walk out and stand in solidarity with those we have lost and in protest for gun reform, but I was not in favor of the walkout due to the fact that it was anti-gun.” After seeing the turnout and results of walkout week, Mazur said, “The walkout was certainly successful in sparking a conversation on campus about gun control, and I hope that we, as a school, continue to have important political conversations.” Similarly, Liew acknowledged, “Each differing opinion is extremely important in terms of stirring up wider campus wide discussion, and I hope discussion leads to compromise, and compromise leads to change.”

The Deerfield Scroll

After 24 Years, A Fond Farewell to Ms. Loftus



Nikhil Barnes ‘21 shares his story regarding gun control at the walkout.

Students and faculty listen intently to their peers’ speeches.

Students reflect as they immerse themselves in the speakers’ stories.




After 24 years at Deerfield, Health Issues Teacher Kristen Loftus will depart to pursue a career in nursing. In 1994, Ms. Loftus came to Deerfield as an athletic trainer, and after completing her master’s in education, she began teaching. At Deerfield, she has taught both Anatomy and Health Education. Since her return from a sabbatical that she took in 2015 to earn a degree in nursing, Ms. Loftus has been simultaneously working as a part-time nurse, coach, teacher, advisor, and head of the Peer Counseling program. In addition, Ms. Loftus, along with Susan Carlson, a retired member of Deerfield Academy’s health program, organized the first Deerfield trip to the Independent School Gender Project’s annual conference. This initiative focused on encouraging Deerfield students to think about and discuss solutions for gender issues in their lives. In 2011, Ms. Loftus also collaborated with Ms. Carlson and Counselor Susan Watson to conduct a survey gauging students’ opinions on gender-related issues on campus in terms of equity and mentorship. Based on the data she collected, Ms. Loftus led the efforts to create a position for both a female and male head cheerleader. She also worked to ensure that each class has male and female student council representatives. Additionally, after school meeting was moved from a Tuesday to a Wednesday, Ms. Loftus noticed, “There were kids who would go first [period], second [period], school meeting, and third period and wouldn’t have had anything to eat until [lunch].” Following up on this observation, she prompted the provision of snacks for students after school meeting. Ms. Loftus has also led an initiative to promote healthier nutrition on campus, mainly through Dining Hall “healthy plate” nutrition cards. She divided the Dining

Hall into the sections of a healthy plate and assigned each table a food within that category with information on its benefits, and how to incorporate it into healthy eating habits. Ms. Loftus has been the advisor to the Peer Counseling program throughout her time here. Describing her close connection to the group, Ms. Loftus stated, “[The Peer Counseling program is] the thing that I will absolutely miss the most … because that group becomes so comfortable. It’s very much like a family.” The Peer Counselors themselves also attested to the impact that Ms. Loftus had had on them personally. Micajah Stude ’19, who got to know Ms. Loftus as both an advisor and the head of Peer Counseling program, said, “She has been like a second mother.” Likewise, Nate Baker ‘19 described the impact she has had on his Deerfield experience: “Her energy and love have really rubbed off on me and shown me the kind of person that I wvant to be not only for the rest of my time here at Deerfield but also for the rest of my life.” Mikey Holland ’19 also praised Ms. Loftus’ instrumental role in cultivating the close-knit atmosphere of the Peer Counseling group, saying, “I’ve never seen a leader of a club or group at Deerfield bring a group of kids in and produce a family year after year.” Reflecting on her experiences at Deerfield, Ms. Loftus described her most memorable moments as tied to her impact on students. She explained that moments like receiving thank-you notes at the end of the year or finding out that she had inspired a student to attend medical school had made her Deerfield experience particularly rewarding. While she has chosen to pursue a new chapter in her career, Ms. Loftus still plans to frequently return to campus. She stated, “I still plan on going to the Fitness Center, and I’m going to the games!”


The Deerfield Scroll

Wednesday, May 23rd, 2018 | 7

“Change My Mind” Sparks Bipartisan Dialogue SARAH JUNG Associate Editor

HANNA DERINGER/DEERFIELD SCROLL Claire Quan ‘20 utilizes her library privileges to study for her AP Chemistry exam.

HANNA DERINGER/DEERFIELD SCROLL Anna Fu ‘20 (left) works together with Thomas Song ‘19 (right) during study hall.

10th Graders Receive New Library Privileges Based On Winter Grades LILIA BROOKER Senior Writer

This spring term, 10th graders with at least a 92 grade average during their winter term are permitted to study in the library from 7:45pm to 9:45pm during evening study hall. Tim O’Brien ’20 first proposed the idea as a Student Council initiative. One of his goals was to make the transition from 10th to 11th grade smoother by gradually expanding the scope of students’ independence. O’Brien believed that 10th grade library privileges would allow 10th graders to “experience the same freedom that upperclassmen have, and learn to navigate and study in the library.” He added, “It also serves as an incentive for students to work their hardest through 10th grade winter.” O’Brien mentioned that 10th graders who have been granted this privilege feel that they are more productive in the library compared to their rooms. Kikka Giudici ’20 agreed, articulating, “It makes it more accessible to work with other people and get the help we need.” Assistant Student Dean Rebecca Melvoin framed the initiative as a way to have 10th graders adjust to studying outside of their rooms in a focused and rigorous space. “The hope is that these 10th graders will set a positive tone in the library next year,” she said. Director of the Library Marshall Carroll collaborated with Student Council, the Student Life Office, the Curriculum Committee, and various department heads to launch this pilot program. He stated, “Everything I try to

do in the library is student-centered and student-focused. We want to make sure we are providing as many opportunities for as many students as we can.” Mr. Carroll explained that about 10 sophomores use the library every night and must sign in and out at the beginning and end of study hall. He added that “[the 10th graders] know that they can also lose this privilege if they are not using it properly.” However, there has been some disagreement surrounding the choice of a 92 grade average as a requirement for this privilege. Cynthia Lugo ’20 specified, “Overall, I really don’t think this privilege should exist. No matter what your average is, everyone works hard at this school, so I don’t see the point in basing this privilege off of higher grades.” Ms. Melvoin explained the reasoning behind the decision: “The 92 average made sense to us because this is a pilot program and we wanted to select about 40 students. A 92 average usually indicates strong study habits, and so we thought that these students would use these habits in the library.” Deerfield currently recognizes term averages above 90 as “Honors,” and term averages above 93 as “High Honors.” During the 2016-2017 school year, the top 20 percent of 10th graders had a grade average of 92.27 and above. Ms. Melvoin recognized that some 10th graders may feel frustrated with the grade requirement because hard work and productive study habits do not always guarantee a 92 average or above. O’Brien understood both the limitations and benefits of the re-

quirement, stating, “There was a concern for those who don’t excel in their classes that their grades will suffer if they lose authoritative eye-watching over them during study hall. The school believed that the students with a 92 average have already shown that they are able to handle their workload, so they will not suffer if they began to work under their own supervision.” He also recognized that allowing all 10th graders to study in the library may exceed the library’s capacity. O’Brien acknowledged that some 10th graders were against the grade requirement, saying, “I realize that a student’s success doesn’t necessarily correlate with stronger abilities to work on their own. Also, the current system doesn’t necessarily account for those students who take more challenging classes, and I understand that that isn’t necessarily fair. On the other hand, there had to be a clear academic requirement, in order to serve its purpose as an incentive; it’s very difficult to account for class difficulty in this.” Mr. Carroll emphasized that the grade requirement is not intended to leave anyone out. He described the initiative as a “meritocracy,” explaining, “These are students who have shown that they can handle the extra responsibility, as they have been achieving at a high academic level. It is never my goal or intention to exclude people. If anything, this is about including more people. I look at this as a first step.” The initiative will continue for the rest of the spring term and will be evaluated as a possibility for next year’s 10th graders.

The Young Republicans and Young Democrats leaders have taken steps to increase communication between members of the community who lie on opposing sides of the political spectrum in recent months. One initiative that Raegan Hill ’19, Shreyas Sinha ’19, and Mason Horton ’19 specifically pursued with this intent is “Change My Mind,” which took place on Apr. 29. At the event, students sat around tables and discussed several political issues, ranging from gun control to the wall along the US-Mexico border, with the guidance of a student leader. Addressing the importance of the Change My Mind event​ for the Deerfield community, Sinha stated, “I believe that the effort to produce bipartisan relationships should start at the high school level; we’re all students learning about the world and still developing our opinions and ideas about political issues.” The core of both clubs lies in instilling the confidence to both speak and listen comfortably. Rather than narrowing that newfound confidence to dialogue between students who share the same views, Hill, Sinha, and Horton, in addition to Nora Markey ’18 and Marco Marsans ’18, decided to expand conversations to include students on opposite sides of the spectrum. Sinha described the effect of previous smaller-scale bipartisan conversations conducted on campus: “In the joint meetings we hosted during winter term, it would be very common for people to disagree with members from their own club while finding themselves agreeing with those from the ‘opposing’ club.“ Hill added, “I’ve found that students are actually more alike than different when it comes to our views.”

Hunter Keller ’20 expressed that she felt that the “Change My Mind” event was successful in raising awareness on key issues and promoting dialogue. She said, “[I thought that] students left with a fuller knowledge on the issues and a better understanding of where their fellow students stand.” Sinha reminisced on the valuable conversations he witnessed at the event. He noted how several students approached him after attending “Change My Mind,” and expressed how their opinions on topics such as a US-Mexico wall or gun control evolved after listening to their peers’ alternative perspectives. However, Samara Cummings ’20 shared a differing opinion on the value of the event: “I did not think it was that productive. Although we shared our views and there were different sides at the table, people were just stating and restating their points over and over.” Cummings continued, describing how she felt that the students at the event refused to acknowledge other perspectives: “[It was] as if they were talking to walls, rather than actively listening. No one stopped for a second to really listen and empathize with each other.” While the goal was never to force students to actually change their minds, the “Change My Mind” initiative aimed to take a crucial first step towards tackling the stigma around political discourse on campus. Hill stated, “People shy away from it because they don’t want to step on people’s toes.” Sinha elaborated, “With people finally understanding each other’s beliefs, we reduce politics from a sport of moral superiority to what it is supposed to be: an engagement in various schools of thought.”

IZZY HAMLEN / DEERFIELD SCROLL Event organizers Shreyas Sinha ‘19 (left), Marco Marsans ‘18 (center), and Raegan Hill ‘19 (right) posing after the event.

8 | Wednesday, May 23rd, 2018


The Deerfield Scroll

Q&A with Rodgin Cohen JOSHUA FANG

Co-Editor-in-Chief Q: What do you think Deerfield’s biggest accomplishment has been during your term as a trustee? A: I would probably refer to several accomplishments. One is clearly adopting a policy and a program for emphasis on inclusion. We have an Inclusion Committee, and it will be made permanent. But structure is only the beginning ­­— the end is implementation, and I think we have a board, student body and faculty which are committed to inclusion. A second accomplishment was a continuation of Dr. Curtis’s vision of providing enrichment for the faculty in terms of opportunities for education and development, giving faculty experience and the ability to learn more. There are a host of programs which the board was highly supportive of, and it all goes out of the Imagine Deerfield vision — not just the money, more of the vision. At the end of the day, this school has to stand and fall on the faculty. If we have the best faculty, we have the best school. It’s that simple. There have been other accomplishments. Sometimes I’ve compared my role as President of the Board to a Tesla self-driving car. I have to get behind the wheel, but it can largely steer itself. It knows when to put on the brakes, and when to accelerate. So, some of these accomplishments happen because of others. We have pushed very hard for increasing our endowment and our endowment per student. That is critical to financial underpinnings of the school — not this year, or next year, but for decades to come. Q: Do you foresee a future where Deerfield could be needblind? A: Putting aside whether that is the correct term or not, even today [during our Board meeting], we discussed that subject. We are actually not that far away from it. Forget the label for a moment — the way I would define the goal is that if you look at an applicant and she or he is qualified, should that person ever be disqualified because she or he needs financial aid? And actually, we have had that data recently, and we’re not that far away from it. As part of moving forward, that’s where a key issue will be. Q: Would you ever seek another term as trustee? A: Probably not. Nobody should believe they’re indispensable, or anywhere close to that. You don’t have that variety of experiences and outlooks [on the Board] unless you have new people coming in. I just think of so many of the new trustees, and they’re just a terrific group. If we had trustees coming back, they would have been excellent themselves, but we never would have seen these new people. I go through this at other nonprofits, and it’s a very similar issue. Q: What is the Board’s perspective on the recent discussions surrounding Deerfield’s dress code? A: Having listened a lot ,which is important, over the last few days, and before, it is clear that there are heartfelt and very strong views on this issue. It is an issue which is worthy and will get careful study by the Board. It is a governance issue, and so the Board will ultimately have the responsibility to make a decision. But, within that, the Board would not be fulfilling its duty unless it sought and took into ac-

count the views of every relevant constituency. Students, faculty, administrators, alumni, parents, it’s all of the groups. It won’t be my decision, but I hope the discourse can be civil and rational. This is not a morality play — it is about what is best for the school. Morality plays a role, but so do pragmatics. Q: Do you personally believe the dress code should change, and if so, how? A: I personally don’t know enough; that’s why we need more information before that decision is made. We have heard today from people who feel passionately about the issue and who have been willing to express their views. That’s not the whole universe. We need to learn more, and we also need to figure out an approach. Yesterday, in one of the meetings, a number of the students were all very articulate in their views. They said, first, they wanted a dress code. Second, they didn’t want a dress code limited just to broad principles. Third, they did not want a dress code which was based on exceptions. Rather, they wanted a dress code with specific requirements. Q: How do you balance ageold traditions with Deerfield’s aim to prepare students for a “rapidly changing world?” A: I don’t think the two are inconsistent, although it takes some real effort to make sure there is consistency. Deerfield and its traditions are not a religious doctrine in the sense of being unassailable and unquestionable. What they are more like is like a constitution; move from the religious to the secular, where change requires a careful deliberative process before it is made. There is a recognition that the constitution, symbolically speaking for Deerfield’s traditions, has served us very well. Change needs to be done not precipitously, but very thoughtfully. Q: What is your role as President of the Board? A: First of all, it is to set the agenda and help each of the committees, taking a role in assisting the committee head. It is to try and forge a consensus among the board members. It’s not surprising that if we deal with difficult issues there will be different views. It is also to encourage an environment of collegiality and respect in the boardroom. Boards which don’t have that are boards which will make serious errors. Q: What’s your view on Dr. Curtis’s recent announcement that she will step down next year? A: If I had my choice, she would stay longer. I think Dr. Curtis wants at least one more chapter of her life. I ran a large law firm, and I said when I took over that it would not be more than 10 years, and I stuck to it. It’s not that you run out of ideas, but you become a little bit too comfortable with what you have done. From time to time, change in perspective is necessary. I would be very surprised, whether it’s Deerfield, or any other of the leading private boarding schools, that you will ever see another Frank Boyden, or some of the other heads of schools serving 25, 30, 40 years. It probably will be, if things are going well, a 10 to 12-year, maybe 15-year pace. Q: Will you ever be back on campus? Of course! I’ve still got Commencement, and I think I will try and make sure I find other reasons as well.

DEERFIELD ACADEMY ARCHIVES Mr. Harcourt explains “salt bridges” to a chemistry class in 1983.

Mr. Harcourt engages in lively discussion with AP Biology students.


Celebrating Andy Harcourt’s 40 Years ORLEE MARINI-RAPOPORT Co-Editor-in-Chief

Continued from Front Now there are about forty students involved in research courses at Deerfield each year. He has also been heavily involved with sustainability efforts at Deerfield as the Chair of the Stewardship Committee within the Strategic Plan and as a co-teacher of the senior science course Research in Sustainability. As Chair of the Science Department for seven years, Mr. Harcourt helped design the Koch Center, a building he said “more than anything has attracted science students to Deerfield.” Dr. Acton noted a lesser-known responsibility of Mr. Harcourt’s: “He always brings in peanut M&Ms to the department and puts them in little candy dispensers which are labelled ‘Skittles’ even though they never have Skittles, only peanut M&Ms.” The science teachers then share the M&Ms as they take a break from class. Reflecting on the changes that he has witnessed and spearheaded during his time at Deerfield, Mr. Harcourt said, “One of the things I value about Deerfield is that although Deerfield has been slow to change over the years, Deerfield embraces change. … The school is always looking for ways to get better, which I really appreciate. It’s important that we realize we’re not perfect, but we actively seek to get better all the time, which I really appreciate about this place. It’s one of the reasons I stayed.” Mr. Harcourt also feels that the return to coeducation, one of the major changes Deerfield has undergone over the past 40 years, was “the best thing that’s ever happened to Deerfield,” saying, “Virtually overnight, Deerfield went from a good school to a great school.” While some students “had trouble” letting the boys’ school

culture go, he remembers that “most of the faculty were all-in [to returning to coeducation] from day one.” He continued, “It was nice to be part of Deerfield earning a more academic reputation once we went to coeducation, because we were more known as an athletic school before that.” Mr. Harcourt’s two daughters attended Deerfield after growing up on campus under his wing. He said, “It’s hard to imagine a better place to raise kids, with the intellectual atmosphere and supportive community.” He believes that his daughters “got the best of both worlds,” as they “got a Deerfield education and got to be day students, which gave them a little more freedom, and more sleep!” Science Teacher Dennis Cullinane said, “To me, [Mr. Harcourt’s] most important contribution to our department and community is his ability to plug in with kids in his classroom, on the ice or field, in the dorm, and even at sit-downs.” Science Teacher Mark Teutsch echoed this sentiment, saying, “Mr. Harcourt will be missed at Deerfield more than can be imagined, as his intellectual command of natural history, physical science and geology, when built upon core values he holds for environmental sustainability, gives rise to rich and detailed stories that come to life in his eyes, inspiring all those of us who have been his students, formally or informally.” Academic Dean Ivory Hills said that Mr. Harcourt is “the embodiment of a keen intellect, industrious disposition, and a partially concealed whimsical nature,” noting, “He cares about rational thought, persistent curiosity and, of course, student development.” Science Teaching Fellow Hannah Insuik ’13 had Mr. Harcourt as a softball coach for two years while she was a student. She enjoyed a field trip about the geology of the Pioneer Valley that Mr. Harcourt led for the Sci-

ence Department a few weeks ago, saying, “I was again astounded by his excitement and knowledge, and could have spent days listening to him speak.” Cathy Poor ’97, this year’s Science Symposium featured speaker, had Mr. Harcourt for 9th grade biology, AP Biology, and as an advisor. She double-majored in college in chemistry and biology and then earned a Ph.D. “partly because of a love of science inspired by [Mr. Harcourt’s] teaching and being his classes.” She said, “The reason I became a scientist has a lot do to with Mr. Harcourt.” Ms. Poor remembered her 9th grade biology class, where she got a “very bad score” on her first quiz. She credited Mr. Harcourt with breaking her into the “hard-core academics” at Deerfield, saying, “He is able to explain complex issues simply and make them understandable so that we can digest what he’s saying. … that’s a trait a lot of scientists don’t have.” Ms. Poor fondly recalled Mr. Harcourt’s influence on her later career in science. At one point, she had to enter into a room of faculty members in college that would interrogate her on one topic in chemistry. She chose to be interrogated about water, because Mr. Harcourt had told her there were only three things about water she’d ever need to know. Ms. Poor went to her Campbell AP Biology textbook — the same one Mr. Harcourt uses today — to remind herself of the material and aced the interrogation. “He teaches the fundamentals that are pervasive,” Ms. Poor noted. “They’re not simple things … [but he] teaches so well and he can take them to a level that is understandable.” “Deerfield has been so lucky to have him as a teacher and as an advisor and as a presence on campus,” Ms. Poor concluded. “I can’t imagine what it’s going to be like without him. He’s irreplaceable.”


The Deerfield Scroll

Ms. O’Donnell Concludes 18 Years at Deerfield SYDNEY BEBON Staff Writer

Sonja O’Donnell has taught English and philosophy at Deerfield since 2000. She has spent the last 18 years immersing herself in the lives of Deerfield students as an academic advisor, head swim coach, assistant crew coach, hall resident, Feminism Club advisor, literary and arts magazine Albany Road advisor, and debate and public speaking coach. Ms. O’Donnell has taught several different courses during her time here. In addition to teaching 10th grade English, she created the much-beloved Love Stories and City Lights senior English electives. For nearly 16 years, she has also co-taught the spring elective Existentialism with her spouse, philosophy teacher Michael O’Donnell. Ms. O’Donnell described her duty to students as a teacher outside of the classroom: “There is no difference in being a coach or in being at a Dining Hall table, having students over to your home or being in the classroom. As a teacher at Deerfield, you are in this unique position to be able to discover and understand [students’] lives as multidimensional, indeed, as fully human, and to facilitate the integration of that knowledge into a meaningful existence both

here and beyond.” Kiana Rawji ’19, Editor-in-Chief of Albany Road, attested to the profound impact that Ms. O’Donnell has had on her students, stating, “She teaches students to ask questions even when she knows we won’t be answering them anytime soon. … She has this ability to make you feel so disillusioned with the world around you by helping you realize the problems that exist there, but at the same time she makes you feel so empowered to change things.” Ms. O’Donnell also elaborated on her role as the advisor to both Feminism Club and Albany Road, saying “I believe in student groups being run by students; I’m there to facilitate.” Valentina Connell ‘16 asked Ms. O’Donnell to serve as the original advisor to the Feminism Club. Since then, Ms. O’Donnell has continued to support the Feminism Club and its students and even facilitated a 2018 Martin Luther King Jr. day workshop on the #MeToo movement. Under the advising of Ms. O’Donnell for the past two years, Albany Road underwent significant changes, expanding the size and format of its publication, and holding new contests and events for literature and the arts. One of these changes is the blackout poetry contest that

launched in fall 2017 after Ms. O’Donnell suggested the idea to Rawji and Managing Editor Johnny Xu ‘18. Ms. O’Donnell has also opened her home for Albany Road Coffeehouses, a student experience that was revived under the leadership of Lucy Beimfohr ‘17. These events were not the first time Mr. and Ms. O’Donnell opened their home to Deerfield students. They served as hall residents in Shumway for 13 years. After they moved into Nims House on the corner of Main and Memorial Streets, they never ceased to welcome students. Ms. O’Donnell recounted, “Ever since we came back from sabbatical four years ago, we’ve had an open house on Wednesday evenings, just as we did in the dorm.” She added that she loves “getting students together to share their art, to share their music, to share their voices.” Heather Liske, a teacher in the English Department, said that Ms. O’Donnell has left a profound mark on the Deerfield community: “Deerfield is losing a passionate teacher and dynamic thinker; we’re losing a dear friend and colleague. Sonja has been here long enough that when she leaves, she takes with her part of Deerfield’s institutional memory.”

Wednesday, May 23rd, 2018 | 9

Board President-Elect Brian Simmons Takes On Dress Code JOSHUA FANG

Co-Edtior-In-Chief Continued from Front “If I had my choice, she would stay longer,” Mr. Cohen said. “Dr. Curtis talks about people, program and place, and her efforts have been pretty substantial,” Mr. Simmons said. Mr. Simmons will begin his term amid rising discourse on campus surrounding potential modifications to Deerfield’s Academic Dress, one of its long-standing traditions. Discussions were initially sparked by a letter Dr. Curtis wrote to female students in April, beseeching Deerfield girls to “carefully consider [their] clothing choices.” The issue has since escalated, and has evoked a wide range of strong opinions from students, faculty, alumni and parents. Considering the voices of these students and faculty members, on May 2, the Board announced a comprehensive “study of the dress code,” aiming to reach a decision by January 2019. This marks an abrupt change from the atmosphere surrounding the issue last October, when prospects of changing Academic Dress were met with “considerable concern” by the Board. “I don’t have a personal opinion at this point. Dress code has been an important part of Deerfield’s culture and tradition,” Mr. Simmons said on Trustee Weekend. Mr. Cohen also stated, “The Board would not be fulfilling its

duty unless it sought and took into account the views of every relevant constituency — students, faculty, administrators, alumni, parents ... all of the groups.” On May 9 and May 10, Dr. Curtis invited female students to meet with her and provide suggestions for changes to the girls’ dress code. In the invitation, she stated, “Until we have a clear outcome, I’d like to work with you to find the intersection between our standards for academic dress and what you’d feel good wearing.” Entering his upcoming term as President of the Board, Mr. Simmons aims to continue Cohen’s work “considering a wide range of opinions” and “building support around a broad consensus on important issues.” Besides the upcoming 2019 renovation of the Health and Wellness Center, Mr. Simmons also plans to explore Deerfield’s use of technology in the classroom. “With AI, and personalized learning … there will be some exciting opportunities to make better use of technology,” he said. Above all else, Mr. Simmons expressed the importance of student-centric policies, drawing from his experience as a parent. All of the Board’s trustees except one are either parents of Deerfield students or Deerfield alums. “Deerfield, to me, seems to be a school that is deeply committed to students. … there’s a lot of student-centric discussions at the board level, and I’m one-hundred percent in favor of that,” Mr. Simmons said.

Admissions Statistics for Incoming Students

Ms. O’Donnell enthusiastically discusses the previous night’s reading with her English students.

Ms. O’Donnell reminisces on her memories as a crew coach at the annual crew BBQ.




10 | The Deerfield Scroll

Alya Abd Aziz Northeastern University

Sophia Centola New York University

Osayuwamen Ede-Osifo Brown University

Anna Harvey Dickinson College

Camden Kelleher Tufts University

Julia Angkeow Columbia University

Ashley Chang Cornell University

Amelia Evans Southern Methodist University

Henry Hayden University of St Andrews

Imani Kindness-Coleman Carleton College

Nailah Barnes Spelman College

Jennifer Chatham Mount Holyoke College

Misha Fan Brown University

Osceola Heard Bates College

Katie Koch Middlebury College

Athalie Bastien Boston University

Amelia Chen Williams College

Lulu Fanjul University of Pennsylvania

Kevin Hendrick Duke University

Claire Koeppel University of Virginia

Mike Bevino Colgate University

Kevin Chen Harvard University

Connor Finemore University of Virginia

Helen Hicks Vanderbilt University

Julia Bewkes Santa Clara University

Lisa Chen University of Chicago

Emmeline Flagg Bowdoin College

Ben Hirsch Cornell University

Nicolas Labadan Cornell School of Hotel Administration

Niyafa Boucher Middlebury College

Justice Chukwuma Princeton University

Conrad Freire Cornell University

Michael Hirsch Washington University in St. Louis

Marios Bourtzonis Trinity College

Jordan Coan University of Chicago

Isabel Gilmore University of Oxford

Brenna Hoar Trinity College

Jack Brown Middlebury College

Jackson Cohlan Princeton University

Adeliza Grace University of Michigan

Oliver Hollo Harvard University

Mary Mack Brown Washington and Lee University

Carolina Conzelman Hamilton College

Megan Graves Springfield College Kevin Gu Boston University

Emily Luber Middlebury College

Ines Bu New York University

Lachlan Cormie University of Pennsylvania

William Holowesko University of California, Los Angeles

Young Hur Boston College, Carroll School of Management

Abby Lupi Rochester Institute of Technology

Chris Camelio Trinity College

Kevin Danforth University of Virginia

Yingtong Guo University of California, Los Angeles

Parker Luber University of Virginia

Sam Cabot Bates College

Amanda Cui Columbia University

Erin Hudson Cornell University

Jillian Carroll University of Southern California

Nicasio DeFay University of Pittsburgh

Mila Castleman University of Southern California

Ali Dougal Bowdoin College

Arianel Cazeau Cornell University

Helen Downes University of Pennsylvania

Brett Hale Boston College Hollin Hanau Wake Forest University Cabrel Happi University of Virginia Maya Hart Southern Methodist University

Annie Ilsley Duke University Lynnette Jiang University of Chicago Olivia Jones Washington and Lee University Hannah Kang University of Southern California

Noah Lang ETH Zurich Theo Lenz University of Pennsylvania Alexis Levit Stanford University Elizabeth Louis Brown University

Cornelia Mackay University of Virginia Owen MacPhee Kenyon College Devin Mao Columbia University Nora Markey Wesleyan University

ns, Class of 2018!

Wednesday, May 23rd, 2018 | 11


Julian O’Donnell Rhode Island School of Design

Geraud Richards Northeastern University

Shenika Shi Berklee College of Music

Michael Wang Brown University

Megan Martino Skidmore College

Ismeraí Ortiz Bowdoin College

Madeline Richmond Clemson University

Bailey Smith Northeastern University

Erika Warren Columbia University

Annabelle Mauri Princeton University

Nicholas Osarenren Hamilton College

Taylor Roberts Yale University

Cameron Snow Bowdoin College

Maddie Wasson Syracuse University

Suzy Mazur Georgetown University

Stephanie Oyolu Occidental College

Lily Robinson University of Virginia

Jaja Sothanaphan Brown University

Brian Weber Boston University

Griffin McDowell College of William and Mary

Jared Pantalony Bates College

Tierney Roche Trinity College

Sabrina Sotirhos Georgetown University

Lowell Weil Duke University

Will McNamara Georgetown University

Bret Pastor Middlebury College

Nolen Rockefeller Brown University

Donald Edward Sparks, III Columbia University

Philip Weymouth University of Virginia

Connor T. Mead Duke University

Andrew Peck Georgetown University

Spencer Rosen Duke University

Joshua Stevens Georgetown University

Tommy Whiteley Brown University

Carolyn Melvin Northeastern University

Andrew Penner Brown University

Lilley Salmon Colgate University

Samuel St. Jean Dickinson College

Tug Witt University of Virginia

Tavian Njumbi Stanford University

Charlie Pink University of Southern California

Sofia Salvadore Brown University

Caitlin Sugita Cornell University

Gideon Yektai Northeastern University

Allison Norris Williams College

Emilia Pitchon University of Chicago

Alexis San Martin Cornell University

Melia Summers New York University Abu Dhabi

Zev York Middlebury College

Sofia Novak Columbia University / Sciences Po

Alex Platt Brown University

Anna Scott Yale University

Everett Tsai McGill University

Sean Yu New England Conservatory

Iqbal Nurjadin University of California, Berkeley

Mim Pomerantz Wesleyan University

Sinclair Seeligson Vanderbilt University

Thanasi Tsandilas Boston College

Gozzy Nwogbo Boston University

Sam Powell Bowdoin College

YeonJi Seo Carnegie Mellon University

Topjor Tsultrim Williams College

Fatima Zahoor University of Massachusetts Amherst

Vanja Obradović Princeton University

Jacob Presnal Bentley University

Sameer Sharma Trinity College

Erin Tudryn Molloy College

Meaghan O’Brien Merrimack College

Maya Rajan Colorado College

Colman Shea Hamilton College

Hannah Valencia Harvard University

Sarah Jane O’Connor Williams College

Kiana Rawji Harvard University

Charles Shearon Union College

Roopa Venkatraman Princeton University

Claire Zhang Brown University Doris Zhang Georgetown University The above students self-reported their future plans to the Scroll. Not everyone responded, so not all members of the Class of 2018 are included. The response rate was 85%.

12 | Wednesday, May 23rd, 2018


Students Organize Day Of Silence ABBY PERSONS Staff Writer

On Apr. 12, 1996, Maria Pulzetti held a demonstration at the University of Virginia, protesting the silencing of the voices of the LGBTQ+ community within the school. She and other students were silent for the entire day to show support for LGBTQ+ members of the community. In 2018, the Day of Silence is a national event held on Apr. 12 in schools and communities nationwide to honor the mission of Pulzetti’s protest. According to the Gay, Lesbian, and Straight Education Network (GLSEN), the catalyst for the event, the National Day of Silence is a student-led national event where folks take a vow of silence to highlight the silencing and erasure of LGBTQ+ youth at school. The Gender Sexuality Alliance explained the importance of this event to the Deerfield community, urging them to stay silent or to show their support in an attempt to see the world from someone else’s eyes. Head of the GSA Valentina Saldarriaga ‘20 said, “The purpose of Day of Silence is to raise

awareness for LGBTQ+ kids who can’t speak up for themselves, no matter the reason.” Students were encouraged to take a vow of silence in order to draw focus to the erasure LGBTQ+ kids across the country. If students were not able to contribute to the silence, they were encouraged to show their support in other manners; the whole community was asked to wear red in solidarity, and rainbow ribbon pins were handed out by GSA members. Saldarriaga compared last year’s event to this year’s, saying, “[2018’s] Day of Silence was a big success compared to the Day of Silence last year. I feel like people began to understand the point of what we were doing.” Though participant Madeline Lee ’20 felt her silence was respected in part, she commented, “There was a lot of confusion from people at first, I felt pretty isolated from the community. It took a while for people to warm up to actually participating.” She continued, “It was pretty awkward in classes because I felt that some people didn’t fully understand the meaning of the silence.” Angela Osei-Ampadu ‘21

advocated for participation in the event, saying, “I think it’s an awesome opportunity to support the people around you.” Lee described new realizations she had throughout the day: “The Day of Silence made me think about the things that people couldn’t say either because they really just couldn’t, or because they were afraid.” Though some may feel that there is still a divide between alliance groups and the remainder of campus, this event was an opportunity for students to participate in the active inclusion work promoted by the Office of Inclusion and Community Life. Overall, the Day of Silence is an opportunity to voice support for victims of LGBTQ+ erasure and to contemplate what the Day of Silence means to their community.


Declamations: Past and Future KIKKA GIUDICI Staff Writer

Declamations are considered a rite of passage to many students, a long-standing tradition as part of Deerfield’s history. In fact, they have been around for so long that no member of the English Department seems to know why, when, or how the practice was first established at Deerfield. Some describe the declamation as a core element of the Deerfield English curriculum that must be kept for the future, while others feel they are an antiquated practice that should remain in the past. Any changes to the tradition of declamations are generally implemented by the English Department. All the teachers of a certain grade level meet to discuss ideas and opinions. In the past 25 years, these meetings have led to various changes in each grade. Until two years ago, ninthgraders chose a passage to recite from a book read in class that year. Now, the ninth-graders write their own pieces by drawing inspiration from a set of photographs selected by the ninth grade teachers. 10th grade declamations have changed somewhat as well, as finals are no longer performed on Family Weekend, which had been a tradition in the past. English Teacher Mark Scandling explained, “We moved it off because there were so many other things competing for attention. We wanted the sophomore group to have their own night, where the softball or crew team wasn’t gone.” The 11th grade declamations have undergone the most dramatic evolution. About 25 years ago, juniors began writing their own piece on some American issue, which then evolved into today’s task of writing about a personal issue that connects with the “American experience.” Two years ago, the 11th grade English teachers also decided to remove the memorization aspect. Mr. Scandling explained, “[We were] hoping instead to have students spend more time crafting the written part and really delivering it with more conviction.” Despite changes made for general improvement, there is disagreement within the department regarding the

WHITNEY VOGT/DEERFIELD SCROLL Vera Grace Menafee ’20 performs her declamation, Langston Hughes’ “Let America Be America Again.”

relevance of declamations and their future path. Certain members were pleased with the removal of the 11th grade’s memorization aspect, such as Mr. Scandling,who stated, “There were times where people would get halfway and forget their words, and then what did we teach them?” Others, however, appreciated the memorization of certain declamations. English Teacher Christian Austin explained, “There is a lot of value in [memorization of the sophomore declamations] and having to take ownership of someone else’s writing and ideas that are not necessarily theirs.” He added, “There are still mixed opinions on how [the 11th grade declamation] change has gone. It’s an ongoing conversation and we might always go back.” These disagreements are echoed by the student body, where there is no clear majority opinion on declamations. Some remain in favor of maintaining the tradition, like Roopa Venkatraman ’18, who said, “Declamations bring us back to the old notion of reading and performing traditional literature and poetry.” Others believe only particular aspects should be altered. Sam Bronckers ’20 criticized the voting

system of declamations, saying, “It is hard for us to judge another’s performance while declaiming because of our limited knowledge regarding declamations and literature.” English Department Chair Michael Schloat also reflected on the unfair bias present in student voting. “I get worried that in small classes it’s pretty easy to have a vote that selects a student for a reason other than ‘this is the best declamation,’” explained Mr. Schloat, who teaches a ninth grade English class. Certain members of the community believe the practice should be amended altogether. Maggie Tydings ’20 remarked on the sophomore declamations, “There is no applicable scenario in your professional life where you would utilize this skill. I will never need to stand up straight with my hands still by my side and recite a piece of literature.” For the future, changes might be implemented in the voting system, as many worry it is too subjective. However, there currently are no major future changes planned for the declamations. “It’s a distinctive thing about Deerfield and it is not without academic value, so I think it is worth keeping,” concluded Mr. Austin.

The Deerfield Scroll

Why Deerfield Isn’t Need-Blind ANNA FU

Associate Editor Former Head of School Frank L. Boyden said over a century ago, “Pay what you can,” when addressing parents of prospective Deerfield students. Ever since Mr. Boyden’s tenure as Head of School, the administration has been committed to making a Deerfield education affordable for as many as possible. Deerfield uses its $10 million financial aid budget to supplement this goal. However, despite the seemingly large budget, the admissions process still remains far from being completely “need-blind.” Thus, applicants requesting financial aid are not placed in the same applicant pool as those who would be able to afford the entire Deerfield tuition. Director of Financial Aid Melissa Persons explained, “We’re not need-blind because we have a set budget.” The money available to support prospective students and families is large but not enough for Deerfield to admit all qualified financial aid applicants. For the 2018-2019 school year, the total cost of attending Deerfield as a boarding or a day student will be $61,840 and $44,735 respectively. Deerfield currently sustains a $10 million budget to aid students who cann ot afford those prices. 33 percent of Deerfield’s student body received some form of financial support from the Academy during the 2017-2018 school year. In the upcoming year, this will rise to 36 percent. In comparison, these numbers are far less than those of Phillips Exeter Academy, another independent secondary school in New England. Exeter currently has a tuition of $54,171 for boarding students and $42,508 for day students, already significantly lower than Deerfield. The school has a $22 million financial aid budget and 50% of their 1,079 students receive some form of financial aid. Exeter claims to have a need-blind admissions policy. However, the issue is far more complex than these numbers make it seem. Firstly, the label of ‘needblind’ technically means that if the top students applying to an institution all need financial aid, the school should have the ability to grant them full scholarships. “No school,” as Dr. Margarita Curtis explained, “can currently provide a full scholarship to every student. Even schools that are now ‘need-blind,’ like Exeter and Andover in the Eight Schools Association, still have close to 50% of their students paying tuition.” Furthermore, it must be taken into consideration that Andover and Exeter, independent high schools with “need-blind” admissions, have been building their endowments for a much longer period of time than Deerfield. As Dr. Curtis explained that,even though all three schools were founded in the late 1700s, Deerfield did not gain notoriety as

a boarding school until the Boyden era, and at the end of his tenure in 1968, Deerfield’s endowment was still minuscule compared to those of other distinguished academies. However, Dr. Curtis explained that within just 50 years, Deerfield has been able to increase its endowment size significantly and rise up to fourth place on an endowment-per-student basis in the Eight Schools Association. The Board still aims to close the gap between Deerfield’s current financial aid budget and being completely “need-blind.” As Dr. Curtis attested, “Ensuring that the worthiest kids have accessibility to Deerfield, and attracting the best and the brightest to the Academy is very important to [the Board of Trustees].” Just within Dr. Curtis’ tenure, the school has been able to raise its endowment significantly, in part due to the highly successful ‘Imagine Deerfield’ capital campaign, which aimed to fundraise $200 million in five years. The campaign concluded in June 2015, a year ahead of time and 20% over goal, according to Dr. Curtis. Dr. Curtis also confirmed that a notable portion of the $252 million raised in those four years was allocated towards the financial aid budget. The funds were also directed to support Deerfield’s professional development budget, curricular and co-curricular programs, and a series of major facilities renovations. When making financial decisions, the Board of Trustees, according to Dr. Curtis, takes into consideration four different factors: rate of tuition growth, financial aid, scope and breadth of the school’s program, and endowment growth. They need to help maintain and foster each metric without jeopardizing another. Therefore, the decision of how much money will be allocated towards supporting students financially also includes the decision of how much money is allotted to areas like compensation for faculty and staff, facilities, maintaining low tuition growth, and sustaining programs like athletic teams, the arts and a wide variety of clubs and student activities, as explained by Dr. Curtis. When discussing the ‘Imagine Deerfield’ campaign and its achievements, Dr. Curtis said, “We’ve been ambitious regarding our financial aid goals without neglecting other institutional needs.” However, the reality still remains that Deerfield still does not have a “need-blind” admissions policy. Chair of the Endowment Committee Brian Simmons, who is also the incoming President of the Board of Trustees, stated, “Deerfield, at this point in time, does not have an endowment large enough to be completely need-blind. … It would take a substantial effort around raising additional endowment funds for us to be able to accomplish that.”



The Deerfield Scroll

Wednesday, May 23rd, 2018 | 13

The Classics Made New EMMA EARLS & JAE WON MOON Features Editor & Associate Editor

This coming year, the Classics Program at Deerfield will undergo fundamental alterations, including the reintroduction of ancient Greek into the curriculum, the establishment of new requirements for the Classics Distinction, and increased involvement of the Classics Club. These changes aim to promote genuine interest and curiosity in the Classics. One significant change is the re-incorporation of Greek into the Classics Program. This addition of Greek into the Classics curriculum for the coming year will take the form of a introductory level Greek course taught by Daniel Houston, who will also continue to teach Latin. When discussing the reasoning behind this decision, Dr. Houston explained,“In the realm of Classics, Latin is only half the picture and ancient Greek is the other. Without Greek it would be a Latin studies program.” Another important aspect of the

Classics Program remodeling is the Classics Distinction, awarded to graduating seniors who have fulfilled a series of tasks and commitments within the Program. The details of this Distinction have been altered to reflect changes to the Classics Program. All seniors who fulfill the requirements are awarded the Distinction. Out of those seniors, one student will be chosen to win the Dicklow Prize. This prestigious award is an acknowledgment of continuous dedication to the Classics here at Deerfield. Mr. Savage said, “It is all about a sustained commitment to the Classics at Deerfield.” Another evolving aspect of the Program is the involvement of the Classics Club. Although the Club has no direct influence on the curriculum, the Classics

Behind the Scenes: Mr. McCarthy KATRINA CSAKY Staff Writer

The Dining Hall is the sole source of home-cooked meals on Deerfield’s campus. The workers cook tirelessly to feed the entire community three times a day all year. Yet what many don’t know is that planning for the meals begins weeks before they are even cooked and served. The central authority in planning and preparing for Deerfield’s meals is Michael McCarthy, the Director of Food Services at Deerfield. Mr. McCarthy’s day starts with emails: responding to vendors, communicating with the campus’s needs from the Dining Hall, and coordinating meals. According to Mr. McCarthy, the work on planning meals starts about three weeks before they are made. It takes correspondence with vendors, communication with the Food Committee, and several other critical steps to start planning for the Deerfield community’s meals. “There’s a lot of communication that I handle with the community and [within the Dining Hall]. I work with responding … to issues that need immediate attention and other events that need planning,” said Mr. McCarthy. In addition to the demanding work within the Dining Hall, Mr. McCarthy works on organizing other events around campus. Mr. McCarthy is in charge of coordinating Family Weekend, Trustee Weekend, Prom, and many other events, orchestrating the staffing, decoration, and the catering of all these. Currently, Mr. McCarthy performs all of these duties while also operating three companies. Mr. McCarthy runs Riff’s North in Turners Falls, Riff’s Joint and the Hideaway Lounge in Northampton, and a catering business called Myer's Catering. He incorporates the experience of using healthy and fresh ingredients at his restaurants into helping the Dining Hall put the same-quality food on the Deerfield community’s tables. “I started my career in the restaurant business. I’ve always wanted to own my restaurant and when an opportunity came up, I took it!” Mr. McCarthy said. “I love food — it is my life. I


started with cooking, my mother’s parents owned a restaurant, so that’s how I started: just cooking with my family. I went to business school, but always cooked in between classes and when it came to choosing a career, I decided this is what I love and this is what I want to do.” Mr. McCarthy is happy to combine his love of food with his love of working at a school like Deerfield. “I love having kids as customers,” McCarthy said. “It gives me so much energy! There is a positive vibe and excitement and I just catch on to that. Being around young people just keeps you young and interested and I’m always learning from students what they like about food.“ Mr. McCarthy’s love of student energy contributes to his love for his job at Deerfield. Mr. McCarthy summarized, “Part of what I love about Deerfield, and why I’ve been here for 20 years, is that being around students and young people gives me this enthusiasm when I see how active, busy, positive this place is.” Mr. McCarthy’s passion for Deerfield does not just stop with students. When asked about his favorite memories, Mr. McCarthy leaned back in his chair, reminiscing as he tried to pick the best ones. “One of my favorite memories is the holiday meal. What I really love is the show of anticipation of that meal that students have.” he reminisced. “Everyone is dressed up holiday-like. We have candles in the dining room and to have everyone come together, whenever I watch that, it just makes me feel like it’s such a special place and it's really touching.”

Program strives to support this club through fostered interest and involvement.

discipline.” The club has already taken significant steps in making the Classics Program more prominent on campus. Dr. Houston provides trips to different colleges to introduce members in the Classics Club to Classics events in the s u r ro u n d i n g areas. Recent e v e n t s included seeing Antigone in the Stadium at Harvard University and participating in a Latin Scavenger Hunt at the Museum of Fine Arts in Boston. MADELINE LEE/DEERFIELD SCROLL Many students currently participating in the Classics Dr. Houston, who is the faculty Program at Deerfield are eager to see what this new Program has in advisor of the Classics Club, store for them. attested that the Club wants to Peter Sanford ’20, a Latin II create a space for students in the Classics Program to “[form] student, said, “I think that the bonds and share the love for their new Classical Studies Program

is one that has a huge amount of potential. ... I personally look forward to the new classes, like Greek.” When discussing her love for Classics and her hopes for the program, Gemma Bishop ’19, a Latin IV student, said, “I’ve loved the Classics ever since I was a little kid, and I started taking Latin when I was in fifth grade. I hope [the program] can really inspire kids to discover a passion for these stories and this amazing ancient culture.” Both faculty and students involved in the Classics Program look forward to the new version of the program and everything it has in store. The Language Department and Classics Club hope this revival will offer students more resources and chances to delve deeper into their passion for the Classics. Mr. Savage concluded, “We want to ensure that our students are gratifying their curiosity throughout their Deerfield career…We want it to be more than just being proficient in the language; we want it to be genuine curiosity.”

An Intro to the Teaching Fellow Program LILY FAUCETT Associate Editor

For the past five years, Deerfield has been a part of the Boarding School Teaching Residency, an innovative two-year Fellowship program between the University of Pennsylvania Graduate School of Education and nine of the country’s top boarding schools. Teaching Fellows earn master’s degrees at UPenn, all while teaching, coaching, advising, and working in the dormitories here at Deerfield. Fellows are an integral part of the school’s community. Each year, Deerfield Academy, along with eight other boarding schools (Northfield Mount Hermon, Hotchkiss, Lawrenceville, Miss Porter’s, Taft, Loomis, Milton, and St. Paul’s), employs three to four new Fellows through the BSTR. Currently, Science Teacher Hannah Insuik ’13, English Teacher Chinyere Odim, and Math Teacher Elliot Sakach are all in their first year as UPenn Fellows. Meanwhile, English Teacher Anna Gonzales ’12, Computer Science Teacher Khizar Hussain, and Theater Teacher Adaire Robinson are finishing up their second, and final, year. Fellows teach two fewer sections than most other Deerfield teachers, because they also have their own school work. Aside from coaching, advising, teaching, and living in or being associated with a

dorm, they attend weekends at the University and at other boarding schools involved in the program. At these weekends, they are able to work with their cohort of Fellows from other schools, share their experiences, attend classes taught by Penn professors and deans, and learn how to improve their teaching craft. The Fellows appreciate the structure and balance of the program. “I feel fortunate to be in a program like this one, where Deerfield understands that I am working on my master’s, and UPenn knows that I am also teaching,” Mr. Sakach said. “The program is set up to allow me to do both to the best of my ability.” Mr. Sakach described one of the most rewarding parts of his Fellowship thus far as talking and learning about how to teach, and then applying those things to his own class. He is grateful for the motivated and passionate students he teaches. “It is a privilege to be working at an institution where students are engaged and eager to learn,” Mr. Sakach said. He has also enjoyed the opportunity to speak with other Fellows about their experience, and looks forward to spending this summer reflecting on his first year of teaching. “The combination of support from fellow Deerfield faculty members and the structure of the UPenn program was the best possible introduction to teaching I

could’ve had,” said Ms. Gonzales, when asked to reflect upon her past two years at the Academy. “The faculty was extremely willing to help me learn how to become a better teacher.” She said that Deerfield and UPenn were both very supportive in helping her to become intentional and thoughtful, while letting her explore her own ideas. A Deerfield graduate herself, Ms. Gonzales has often found her own experience helpful in understanding what challenges current students are facing and the stress they experience every day. After serving as a fellow for the past two years, she looks forward to moving into a full-time teaching job at the Academy next fall as a one-year sabbatical replacement. She will continue to teach Voice and Vision to ninth-graders and American Freedom to eleventhgraders in the English Department. “I’m excited to be totally present at Deerfield and to be teaching a full course load,” she said. The BSTR Program is beneficial to Deerfield in numerous ways, including bringing young teachers to campus who are new to the boarding school model. Ms. Gonzales says that “the Fellows program is a great way for Deerfield and other schools to continue their effort to diversify the faculty and to attract people who would not normally come to work for a boarding school.”

HUNTER KELLER/DEERFIELD SCROLL The Teaching Fellows (from left to right): Hannah Insuik ’13, Chinyere Odim, Adaire Robinson, Khassar Hussain, Anna Gonzales ’12, and Elliot Sakach

14 | Wednesday, May 23rd, 2018

Softball Shuts Out Taft


The Deerfield Scroll

Athlete of the Issue: Jared Pantalony PETER EVERETT Assoicate Editor

DEERFIELD ATHLETICS FLICKR Meghan O’Brien ’18 during her game against Worcester on Apr. 11.


The varsity softball team travelled to Taft on Apr. 21 with an undefeated season under their belts. Coming off a 13-7 win over Stoneleigh-Burnham that Wednesday and close wins over both Choate Rosemary Hall and Worcester Academy, the team felt confident despite going up against a notoriously strong Taft team. Last year, Deerfield played Taft twice, falling 0-5 and 2-4, so, as head coach Rebecca Melvoin described, they “knew it was going to be competitive.” The day proved to be historic as Deerfield took home the victory 3–0 for the first time in more than 10 years. Leading the team was captain Meghan O’Brien ’18, pitching a perfect nine innings with 13 strikeouts. O’Brien also hit two doubles — one down the third base line and another cranked to right field. Teammate Kathryn Hioe ’20 described O’Brien as “a force to be reckoned with.” Hioe continued, “She is always ready to play and never has any doubts about our performance and what we can do as a team.” The impressive feat of a perfect game came despite the anxiety of playing a talented team over Family Weekend. O’Brien, a seasoned player, has learned over

her softball career to channel these nerves into motivation. “I’m very comfortable on the mound. I feed on my nerves — I like it. It pushes me and drives me,” she said. Having lost a close game to Taft last year, the entire team was hungry for a win. It was evident in the mood on the field. Deerfield batted first, and O’Brien’s double in the first inning set off consistent team support and energy that lasted the entire game. Ms. Melvoin added, “[The girls] know how to pick each other up and get each other going.” Suzy Mazur ’18 and Hioe hit a double and triple, respectively, completing Deerfield’s hardfought win. The team has enjoyed success all season. It was seen from the start during their training at ESPN’s Wide World of Sports over spring break, where they were able to bond and create the trust they now rely on in games. Gaining confidence from last year and carrying it over to this year’s team, O’Brien commented “[The preseason trip] set the foundation and [helped us] see from the beginning that we could be something. ... it was promising.” The softball team finished the season with an 8-5 record and competed in the Western New England Championship on May 18. MADELINE LEE/DEERFIELD SCROLL

Jared Pantalony ’18 stared dead into the Cushing batter’s eyes during his signature start of the year. Pantalony knew he had him beat before he threw the ball because of the endless hours he’d put into the art of the pitch. He knew he had him beat before the Cushing batter whiffed on the change-up for strike three. Pantalony knew the batter had no shot because of the work he put put in off the field and the support he had on the field. Pantalony finished the Cushing game with four hits, four walks, and five strikeouts in his seven innings on the mound. Pantalony is known to be a great person on and off the diamond. His laughter and signature smirk is infectious, and his infatuation for the word “zoot” can put a smile on anyone’s face. He’s also no stranger to the bright lights. He’s had a love for baseball ever since he was four. Whether he’s painting the strike-zone or sniping with equal precision on Fortnite, Jared loves a good competition. “On the field and off, he’s a tenacious, competitive guy,” said teammate Sameer Sharma ’18. “His competitiveness sets him apart from any pitcher I’ve ever played against.” “If there’s anyone I try to model my game after, it’s Tom Glavine,” Pantalony said. Tom Glavine was a fan-favorite pitcher for Pantalony’s favorite team, the New York Mets, from 2003–2007. “He didn’t necessarily have the best stuff, but he mixed up his pitches and competed on every play.” Coach Patrick Moriarty described Pantalony as “a consummate team player, who consistently leads by example.” “He doesn’t have a mindset for losing,” said teammate Levi Constant ’19. “He takes ownership of every game he plays, and he keeps you accountable for holding up your end.” Some of the keys to Pantalony’s success have been hard work, trusting himself, and being


motivated to put the team in a position to win whenever he pitches. The new energy Coach Moriarty has brought to the team has also been apparent. “The attitude has been extremely positive compared to recent years,” Pantalony said. “Everyone wants to compete and get better.” Pantalony’s favorite memory on the baseball team is split between the two wins against Exeter and Worcester earlier this season. “Both of the teams blew us out the last two years. I think it’s shown our progress as a team, and it’s been a lot of fun to be a part of,” he said. “Keep napping, that’s our motto.” Pantalony said with a grin. “We’ve caught a lot of teams by surprise this year. We definitely play with a sort of chip on our shoulders.” Pantalony’s current goal is to make the playoffs. Even with two close losses on the backburner, the league is tight enough that the team still has the chance to control

its own destiny. Moving forward, Pantalony hopes the baseball program maintains the camaraderie and competitive spirit of this year’s team. Pantalony says he is most proud of the turnaround he and the twelve other seniors have seen over their tenure. The baseball program at Deerfield has begun to make a name for itself within the New England Prep League, and this is thanks in great part to the leadership of the thirteen team members, with Pantalony leading the charge. Moving forward in his own career, Pantalony will be playing Division III baseball at Bates College in Lewiston, Maine next year. Pantalony is excited about continuing his career on the mound through college, and couldn’t be happier to be doing it at Bates. When asked what he would change about his Deerfield experience Pantalony responded with, “I wouldn’t go back and change a thing,” “Nothing?” “Nothing.”

Golf Team Completes Undefeated Season MADDY SOFER Staff Writer


For those of you who don’t know, Ben “The Reverend” Lovejoy ‘03 is a professional hockey player. Lovejoy played at Deerfield before continuing his career at Dartmouth and is now making a career out of the sport in the NHL. Lovejoy started his career on the Pittsburgh Penguins; with them, he won the 2016 Stanley Cup. Lovejoy currently resides in New Jersey where he plays for the New Jersey Devils. The Devils made it to the playoffs this season, but their run was cut short by fellow Deerfield alum Alex Killorn ’08 and the Tampa Bay Lightning. We caught up with Lovejoy on the phone to reminisce about his time at Deerfield. Favorite memory at DA: Tying Choate in soccer my senior year to make the New England tournament. Even though soccer was not my main sport, it was incredible to see the team reach such amazing heights. We may not have been the most skilled team, but we had a whole lot of heart.

Best moment in the Barn: I went down before I even went to Deerfield. I was coming to DA the next year, and Deerfield was playing a tournament in the barn. I remember standing on the glass watching the crowd go absolutely bananas and I just couldn’t wait to be a part of it. I was only a young kid, but I knew that this was the school for me. Favorite feed: Mr. and Mrs. Creagh’s Ham & Cheese Hot Pockets, for sure. Favorite Deerfield tradition: Bagpipes going down to the lacrosse field. I don’t even mean to sound like a jock, they’re just so cool! Favorite faculty member: The late, great Mr. Kapteyn. He was such a big influence for me in and out of the classroom. Favorite class: Mr. Henry’s junior year English class.

The Deerfield golf team excelled this season, with key players leading the team to a record 15-0. In addition to an undefeated record in duel match play, the team also won the Newport Invitational for the first time since 2014. “[We had] pretty high expectations because the team last year did well, and everyone on the team worked hard over the summer,” explained Lowell Weil ’18, captain of the team. Weil has been a key component of the Deerfield golf team since 2015 and was excited to finally take a formal leadership position on the team this year. Another crucial member for the team is Kimberly Stafford ‘19, who has been a close friend of Weil’s since they were young. She spoke to his leadership on the team, saying, “It was really cool for me to see him assume a leadership position on the team. He does a really good job of getting me fired up for our Saturday match-play together in addition to uniting the team both on and off the course.” Stafford is one of the strongest golfers, the number two seed and the only girl on this co-ed team. Nonetheless, she states that she doesn’t find it strange that she is


the lone female: “Honestly, being the only girl on the team has never really felt that weird. The guys on my team right now are some of my closest friends.” Apart from Weil, the other seniors on the team are Ben Hirsch ‘18, Connor Mead ‘18, and Bret Pastor ‘18. Coach Brendan Creagh described their leadership, saying “They have each demonstrated an ability to not only focus on their own game but to help the younger athletes deal with the stresses that are unique to golf.” Newcomer to the team Mat Panikar ‘21 felt that the transition to golfing at Deerfield was made easier by the unique team dynamic. “I was really nervous in the beginning, but I think everyone has been really great and accepting, and it’s great that everyone gives feedback and instruction without judgement,” Panikar explained.

There is no question that the golf team has had an exceptional season thus far, and this is thanks in part to the incredible team dynamic between these ten athletes. With golf being such a time-consuming sport, the team is very close due to the hours on end they spend together in the van to and from the course. With strong leadership from the four seniors, outstanding play from the underclassmen, and guidance from Mr. Creagh, Deerfield golf has regained its position as a powerhouse in the New England Prep League. Having completed the regularseason matches, golf will travel to Kingswood-Oxford for the New England Championship Kingswood Tournament match. With a fantastic season under their belt, the team has no qualms going into the tournament. Best of luck to the golf team!


The Deerfield Scroll

Varsity Scores Boys Tennis


at Exeter


vs Suffield


at Cheshire

Girls Tennis


vs Northfield Mount Hermon


at Longmeadow High School



at Andover (DH)


at Andover (DH)


at Williston



at Andover


at Loomis Chaffee

Girls Water Polo


vs Hopkins


at Andover


vs Andover

Boys Lacrosse


at Avon


vs Salisbury

Girls Lacrosse


at Pomfret


Wednesday, May 23rd, 2018 | 15

Promoting Gender Equality in Deerfield Athletics ANNIE KANE Associate Editor

It has been almost 30 years since Deerfield became coeducational; however, the road to gender equality in sports has been a long one. Although there have been concerns over the years, Deerfield has made incredible progress towards an equitable program. When girls first attended Deerfield in 1989, their immediate success in sports gained them respect in the community. For example, the field hockey team had the cheer “5-4-3-2-1, coeducation has begun. We’re here to stay. We’ll show you the way! Let’s go green!” This was representative of the energy they brought to the fields. According to English Teacher and former varsity field hockey coach Karinne Heise in a 2014 Scroll article “Reminiscing About Our Coeducational Heritage,” when the girls won their first game in penalty strokes, “the crowd erupted and ran onto the field … a real moment of embracing the girls as an integral part of Deerfield in its new days of glory.” This compares favorably to the moment when the girls varsity squash team won the New England Championship last year on their home court, which English Teacher Mark Scandling described as “electric,” or this past fall when students rushed the girls varsity soccer field when the whistle blew after an exhilarating win against Choate. Moments like this give the school what Mr. Scandling, who taught through the transition to coeducation, calls “a source of pride” in female success: “If there’s anything that’s gone away, it’s the idea that girl’s aren’t really athletes.” While accomplishments are the shining moments that Deerfield

vs Berkshire

has been working towards, behind the scenes, it has not been as smooth. In recent years, there have been complaints of discrepancies between genders in facilities, transportation, and other logistical aspects of the sports program. Mr. Scandling noted that before the basketball gyms were completely renovated, girls would practice in the older gym, and “for a while there was even more practice time for the boys.” Caroline Savage, the head

Howe. Having made an immediate impact after two years as Athletic Director, he said, “Being the father of four girls, I have an eye out for this kind of stuff.” He addressed the softball field, stating, “For years, we’ve been okay with baseball on one side, softball on the other. There are only a handful of people that see that. We now have a field for girls softball, and they like the place they’re playing at. We’re going to put in a scoreboard this summer


coach of girls varsity swimming, said, “When I first started [at Deerfield], the boys were meeting upstairs in the lounge room that’s now an office and the girls met in the pool office that didn’t have any furniture.” Other topics of recent discussion have been the quality of the boys baseball field in comparison to the girls softball field and claims by students that boys teams get coach buses more often than girls. Nonetheless, if there is someone working to solve this pressing issue, it is Athletic Director Robert

— we can finally have a field we can be proud of. Because of this, we’re probably going to see better softball players now.” He also commented on the bus discrepancy, stating, “With boys teams, there sometimes are more numbers on the team. A boys lacrosse team usually has around 40 kids, while girls only have around 24. So the boys usually got coach buses. What we needed was a policy change. Now, any varsity or junior varsity team that’s travelling over 1 hour and 40 minutes gets a coach bus. That

Athlete of the Issue: Anna Scott

Boys Crew


at Founder’s League Tournament


vs Middlesex & Nobles

Girls Crew


at Founder’s League Tournament


vs Middlesex & Nobles



at Choate


at Westminster

Boys Track & Field

2nd Place at NMH

Girls Track & Field

3rd Place


at NMH

JV Scores Boys Lacrosse


at Avon


vs Salisbury

Girls Lacrosse


vs Hotchkiss

10-6 at Williston

Boys Baseball


at Eaglebrook


vs Cushing

was a pretty easy thing to fix.” The school has also addressed other problems that have come up in recent years. Speaking about the discrepancy between the meeting rooms for the varsity swimming teams, Mrs. Savage explained that after receiving a budget to fix the girls’ room, “not only do the girls have furniture to sit on, it’s become a coed space that both teams can use, which is even better.” She continued, “Both water polo teams use it as well. It’s become this great shared space that is both very useful and very comfortable for everyone. It’s made it feel like more of a cohesive program.” Both girls lacrosse and tennis have positive news to report. Varsity girls lacrosse coach Amie Creagh said, “We all have felt completely supported.” Four-year varsity girls tennis player Lisa Chen ’18 said, “I would say the girls and boys teams are very equal. We get the same budget for uniforms and transportation, as well as the same amount of court space. We are definitely equally supported throughout the tennis program.” Despite this development, many wonder to what extent girls and boys’ sports at Deerfield can truly be equal. Mr. Scandling commented, “High-profile sports are still male because that’s the way of the culture in America.” For example, the boys varsity football game always closes Choate Day. Mrs. Savage said, “Because Deerfield was all-boys for the majority of its time, boys sports have a longer history and more entrenched traditions. Many continue to feel like boys’ sports are valued more than girls’ at Deerfield, but we’re working hard to change that perception.“

Anna Scott ‘18 alongside her boatmates at the Founder’s League Regatta, which they won.


Sports Editor & Staff Writer Kind and competitive: a rare pairing in athletics, but one that rower Anna Scott ’18 embodies on a daily basis. Scott had never been on the water before coming to Deerfield, yet next year she will head off to Yale University to row on one of the most successful crews in the country. Scott has led Deerfield to three top three finishes at New England’s, with a first place finish last year. The top finish at NEIRA’s qualified the boat for Nationals where they placed seventh amongst the strongest high school crews from coast to coast. Scott’s success in the sport

speaks for itself, but what speaks volumes is her character. She is described by co-captain Bailyn Pritchett ‘19 as a “natural leader” and a “kind spirit.” When asked to speak to Scott’s work ethic, Pritchett responded with, “She’s always gives her all — I’ve never seen someone push so hard with stroke — which is super motivating for the rest of the boat.” Scott’s journey in the sport is truly a miraculous one. When asked how she got started in the sport, Scott said, “Originally, I was going to do cycling, but Ms. Goldenberg, the rowing coach at the time, that I should join the team after finding out I was 6’1”.” Scott gave it a try, starting as an inexperienced ninth-grader.

Scott had never even watched a regatta before being recruited by Goldenberg, saying, “I was really inexperienced. I didn’t even know the river had a current.” Her first season on the crew team, Scott found herself in second boat, an impressive feat for a new rower. As Scott’s career progressed and she began to feel the current in the river, she joined the first boat. After a successful season in the 1V her sophomore season, with a third-place finish at New Englands, Scott sought more success for her junior year, and more success is just what she got. That year, the 1V clinched a spot at Nationals by a first place finish at New England’s, a accomplishment that the crew had not seen since Scott’s ninth grade year.

Head coach Melanie Onufrieff spoke to Scott’s incredible work ethic saying, “She is totally an inspiration to the other girls on the team. She shows that if you have dreams and you put in the work, she can reach unimaginable heights.” Being such a successful and hard-working crew, it would be easy to make the season all work, no play. But what makes Deerfield crew so special is the amount of chemistry on the team. Scott reminisced about fun jam sessions on the way back from the boathouse, and dance parties in the locker room before regattas. Teammate Erika Warren ’18 attributes much of this team chemistry to Scott, saying, “[She] is such a fun captain. She makes everyone feel so included and makes even the hardest practices a blast!” As much as Scott has changed the Deerfield rowing program, the Deerfield rowing program has also changed her. “Without the guidance of my talented coaches and teammates, there is no way I could be where I am today,” said Scott. The girls crew team has had an incredible season thus far, with the first boat placing first in three of their races and second in their most recent race. The team as a whole has a record of 3-1, with one more regatta left before New England’s. Scott was optimistic about the upcoming races, saying, “We have a really good team and I’m excited to see what this last month holds.” Best of luck to Scott and the rest of the crew team, as they take on Choate next weekend and look defend their New England title the week after next!


16 | Wednesday, May 23rd, 2018

The Deerfield Scroll

John Van Eps: “A Deerfield Legend” CHRISTINA LI Staff Writer

It’s 6th period on an average class day, and you’ve happened to stumble into the Hess Center for a

Mr. Van Eps’ legacy in developing the music program’s potential over a decade has been successful and prominent. well-deserved break. Immediately you notice the noises flowing from the notorious basement band room: the reverberating floorboards, the suave melodies of a saxophone, the sharp snaps of a snare drum, and, above all, the echoing guffaws of Director of Bands John Van Eps. To some in the community, Mr. Van Eps is just another music teacher, perhaps director of the band program at best — someone who appears on stage at Family Weekend showcases, cracking jokes and shaking a tambourine periodically. He is someone that is admired by many, yet not enough. Known as a “Deerfield legend” to the fortunate many, Mr. Van Eps (“Veps”, “Van Eps”, or “DJ Eps,” as many have come to call him) has overseen the growth of the Deerfield music program for a span of over 12 years, longer than all music faculty except one. He is one of the biggest unsung supporters of students’ musical efforts inside and outside of the class day, from student-led bands to a capella groups and every other area imaginable. Born in a family of musicians, Mr. Van Eps grew up with music. He spent his time learning to play the dozens of instruments lying around his house and, with the strong support of his mother, was able to attend New England Conservatory despite his selfproclaimed “horrible grades.” From there, he moved and spent 40 years in New York City working with large companies to produce records for television commercials and the radio. He still partners with many of these companies today. When his daughter, Emlyn Van Eps ’12, was accepted to Deerfield, he began his Deerfield career teaching percussion, which slowly developed into his role here today as director of the band program and the recording studio. As to why he stayed, in his typically terse fashion, he responded, “I liked it.” Mr. Van Eps’ legacy in

developing the music program’s potential over a decade has been successful and prominent. Music Program Coordinator Lynn Sussman, the only music faculty who has been at Deerfield longer than Mr. Van Eps, commented on this development: “With the arrival of Mr. Van Eps, the program has changed from concert-band centered … to one that is much more diverse.” She continued, “A lot of it has to do with the areas of expertise that he’s brought to the job as a composer, arranger, jazz musician, and rock musician.” Mr. Van Eps, a part time teacher, is involved in not only the band program but also in teaching music theory, composition, and studio production, in managing the recording studio, and even in ventures with the theater program. “I love that the Acting Lab and Mr. Van Eps’ recording studio are right next to each other because it allows the students from the two programs to collaborate,” Director of Theater Catriona Hynds remarked. “Mr. Van Eps and I have collaborated on three musicals together here, in which he arranges much of the music and is also responsible for playing in the pit band,” she continued. “If I were only allowed one word to describe him,” Mrs. Hynds said , “I would say ‘naughty!’” Commenting on the heavy workload he takes on every year, Mr. Van Eps quipped, “It doesn’t really get too much, not really. But I’m glad when school’s over! That’s the best part.” “Van Eps is a fireball, absolutely one of the funniest guys I know,” Quentin Jerayetnam ’16 recalled. “Some of my best memories at Deerfield are talking about everything and anything with him in the recording studio.” Van Eps’ influence extends not only to students but to faculty as well, forming some especially humorous relationships. “[Mr. Van Eps] is very mischievous; I love that about him!” Mrs. Hynds commented, “You can always count on him to lighten the mood with his wicked sense of humor. He never takes anything too seriously and he encourages us to do likewise, which I think is very important.” Despite his relaxed attitude to teaching, Mr. Van Eps draws from a vast repertoire of musical expertise and knowledge that he uses to guide his students to real learning. “He has decades of experience in basically every style and instrument you could think of. That’s why he is afforded so much respect from the musical faculty — they understand that behind the jokes, there’s truly great leadership and expertise,” Joshua Fang ’19 reflected, “I

was fortunate enough to take private jazz lessons with Mr. Van Eps for a few terms, and he blew my mind every lesson. Through each lesson, my mental expanse of what was possible musically would grow to twice, three times the size.” Describing his “teaching philosophy,” Mr. Van Eps explained, “The reason I’m different is because I’ve never thought about teaching.” “I don’t have teaching in my background,” he stated simply. “In other words, I don’t have a teaching philosophy. I don’t have an agenda, and I teach whatever the kids want to learn.” This “philosophy,” or lack thereof, has actually proved to be incredibly efficient over Mr. Van Eps’ Deerfield career, and many teachers admire him for his teaching style. “I think that one of his goals is to make everyone comfortable in the group,” Director of Chamber and Orchestra Tom Bergeron noted. “He’s trying to disarm everyone, to make everyone comfortable — make people feel like he’s going to teach you something, but nobody has to feel scared or worried.” Bruce Krasin, saxophone instructor, expanded on this idea, “He has this ‘laissez faire’ attitude that really brings out the best in the students, but at the same time he’ll tell it like it is, which challenges students to really expand their comfort zones.” With his decades of experience and knowledge, Mr. Van Eps has proved his ability to be a fantasti teacher. Additionally, in many more unconventional ways, he


because some kids are smart and into it, I know I’m reaching people. That’s the most important part of teaching for me.” He described how his favorite moments working at Deerfield have been watching his students stand up in front of crowds and improvise solos after working hard in the lessons that he has taught. He takes pride in seeing them succeed, because “improvising is the hardest thing a musician can ever do.” As a part-time teacher at Deerfield, Mr. Van Eps spends the rest of his time working in his home recording studio, continuing his career as composer, producer, and arranger for audiences both inside and outside of Deerfield. As for future plans, he plainly jested that he just “needs to make it until 67 until all [his] pensions mature.” From the recording studio, to the band room, to the stage, Mr. Van Eps is the symbol of the extent of music’s reach at Deerfield and beyond. He has a unique ability to impact and influence hundreds around him in momentous and incredible ways. By being the pivotal figure in many students’ lives, he is the epitome of a “Deerfield legend.”

Eps is the one person that actually steps outside and says ‘What the hell? You guys are kids. You need to have fun; you need to know how to wear a smile.’” “He’s not a conventional mentor, but he knows exactly how to make you happy and teach you how to live,” Marsans added. While numerous students and faculty have felt the impacts of his reach as a teacher, mentor, or colleague, Mr. Van Eps also

“He’s trying to disarm everyone, to make everyone comfortable — make people feel like he’s going to teach you something, but nobody has to feel scared or worried.“ – Tom Bergeron is able to reach many students to convey his broader life message of what is important — not only in music. Always down-to-earth, Mr. Van Eps often is the one to put problems in perspective. He teaches students that a single bad grade, a stressful AP test, or a rejection for a leadership position mean almost nothing in the grand scheme of the world. That, for many, is what makes him so special in a high-pressure environment like Deerfield. “If you ask what Deerfield is, it is a preparatory boarding school,” Marco Marsans ’18 explained. “We are basically funneled into this conveyor belt of success, constantly stressed, and Mr. Van

considers Deerfield to be a place that has also changed him in many ways over the decade of his work here. “The kids are fabulous. They’re really smart,” Mr. Van Eps explained. “I feel like a lot of the kids gain a lot from what I teach them, and they get it. There are obviously also a lot of knuckleheads that don’t. But

d “He’s basically Deerfield music’s pituitary gland: regulates growth, ensures normal function, and secretes endorphins.“ – Elven Shum ’20 “I distinctly remember Mr. Van Eps (I call him DJ Eps) teaching me how to actively listen to music - breaking it down to smaller components of beat structures, instruments, textures, and I’m forever grateful because this skill has been pivotal in the music work that I do.” – Kento Yamamoto ’16 “He’s really passionate about helping kids discover a love for music, even if it’s as simple as a bongo ensemble.” – Quentin Jeyaretnam ’16 “There’s something about him that makes you let down your guard. During rehearsal, you never know what will come sailing your way — perhaps a witty insult or occasionally a real compliment.“ – Joshua Fang ’19

HELEN MAK/DEERFIELD SCROLL Mr. Van Eps teaches a student how to electronically produce music in the studio.



The Deerfield Scroll

Wednesday, May 23rd, 2018 | 17

Artist of the Issue: Caitlin Sugita JAE WON MOON Associate Editor

BRITNEY CHEUNG/ DEERFIELD SCROLL Sugita sings “He Could Be The One” by Hannah Montana.

A warm breeze blew over the Hess Center lawn as Caitlin Sugita ’18 took the stage for her final KFC performance. Cheers erupted and continued throughout her performance. “Singing is a universal art form,” Sugita said. “It brings me so much joy when people come up to me after a performance and tell me that they really needed to hear certain lyrics I sang at that moment in their life.” Sugita’s journey as a singer began at a young age. She grew up in Jakarta, in a household where both her older sister and grandfather loved to sing. Frank Sinatra and Queen were the “soundtracks of [her] childhood.” “Although my father is essentially tone deaf,” she joked, “it was almost inevitable that I would come to fall in love with singing.” Sugita has never taken formal singing lessons, which shocks most of her friends. “For me, it all started in my shower and the backseat of my car,” Sugita said, describing how she learned to harmonize with her sister. Her singing eventually spilled into public performances at interscholastic theater productions in Jakarta. “The earliest memory I have is of my first solo during a Valentine’s Day performance — my class performed the song ‘L.O.V.E.’ and I was the letter L. I remember being so excited and I practiced for hours in front of the mirror,” Sugita said. She went on to star in many musical theater productions back home, such as Belle in Beauty and the Beast. When she was 12 years old,

she began uploading covers to SoundCloud. “My earliest covers were terrible and are now private. They were a capella, and entirely recorded on my iPhone 4 in one shot — for everyone’s sake,” she said. Sugita has composed songs for many years, but has never released any to the public. When she entered Deerfield in 2015, Sugita immediately connected with the choral director at the time, Daniel Jackson. “Mr. Jackson encouraged me to embrace my style of singing and my individuality as a singer,” Sugita explained. “He never tried to alter the character of my voice and I really appreciate him for that.” Kento Yamamoto ’16, a good friend, commented, “For someone who was never classically trained or had vocal lessons, Caitlin’s vocal skills can’t be compared to an average high schooler, let alone vocalist.” He described her voice: “It reminds me of some renowned vocalists featured in Spotify’s ‘Butter’ playlist, which describes her singing — it’s smooth and just makes you feel like you’re melting.” Last year, Sugita co-founded

focus within the classroom. Fine Arts Teacher David Dickinson, Sugita’s academic advisor, said, “She is dogged about her studies. She will lock herself up in her room and just grind away for hours on end … I think music has been a great release for her.” Sugita has performed in all six KFC’s during her time here at Deerfield, and has also performed multiple KFC promotions during School Meeting. Mr. Dickinson, who founded KFC in 2007, commented, “In a strange way, KFC has brought her out of her shell … She didn’t have to prove herself for any adult. She did it for herself.” Along the same lines, Sugita said, “Singing has given me a voice and allowed me to give other people voices or outlets for their emotions — it has taught me to be confident.” Recently, Sugita collaborated with Jackson Cohlan ’18 and Dylan Nagle ‘17 on the song “American Adolescence.” The song was a project started to raise awareness on some of the problems that teens in the twenty-first century go through everyday. Cohlan commented, “I first approached Caitlin after hearing

“Growing up, my home was always alive with music. Sinatra and Queen songs were basically the soundtracks of my childhood.” – Caitlin Sugita

Deerfield’s coed a cappella group with four other singers. It marked the addition of a third a cappella group to Deerfield’s campus, alongside the traditional RhapsoD’s and the Mellow-D’s. For the past two years, Sugita has led the group to many successful performances. In addition, she also sings for the Rhapso-D’s, Deerfield’s all girl a capella group. “I am so grateful for how dedicated everyone in the group has been to making good music. Good harmonies and good blending gives me chills — the good kind,” Sugita said. Christina Li ’20, another cofounder of Deerfield’s coed a cappella group, praised Sugita: “Her leadership is shown during every single practice. We meet during weekends and sometimes people don’t want to be there, but it is obvious she wants to make quality music.” Alongside her passion for music, Sugita has maintained

her on Soundcloud. … As soon as I heard her I recognized that she was extremely good at harmonizing and I needed to work with her.” Producing music is no simple task, but these three were able to complete “American Adolescence” within two months. Jackson added, “It is really easy to find the chords to match her voice because of her natural talent in harmonizing with the music. I expected the process to take a lot longer, but she definitely expedited the process by weeks.” Sugita has a mini professional microphone in her room at Deerfield as well as a studio set up at home in Jakarta. Although she hasn’t yet released any original pieces, she maintains a SoundCloud account where she regularly posts covers. Next year, Sugita will attend college at Cornell University and plans to continue singing a capella while honing her interests musically and academically.

Theater and Music Departments Present Spring Musical Revue ANGELIQUE ALEXOS Staff Writer

The week of the much anticipated Spring Musical Revue arrived among the flurry of events during the last weeks of the school year. While the theatrical performances at Deerfield are typically met with enthusiasm and support, this production has garnered abnormally more. Songs from many eras of musical theater are performed, as this production is “a synthesis of all the performing arts,” described Theater Director Catriona Hynds. This Revue, directed by Mrs. Hynds and Theatre Teaching Fellow Adaire Robinson, has something for everyone, and it allows all types of performers to participate. Quinn Soucy ’19 expressed that she was never able to participate in theater because of her commitment to dance, but the Musical Revue gave her the opportunity to do both. Now, she is able to continue to improve as a dancer while developing her acting skills as she scored an unexpected monologue in “Cell Block Tango” from the musical Chicago. The Revue also allowed students who participate more frequently in theater to broaden their understanding of musical theater. Students are able to witness musical theater’s evolution through the decades from classics like “Do You Hear the People Sing” to Les Misérables to “My Shot” from Hamilton. The complexity of this Revue required all performers to be constantly focused during rehearsals and connect with their various characters to create a multidimensional production. While audiences may be

awed by the intricate dances and sequence of performances, there is more to the Revue than meets the eye. The creative team behind this Revue has not missed the opportunity to add layers of meaning to well-known songs. During her interview, Mrs. Hynds hinted that the Revue has “a little more political bite.” She added, “We are making some subtle (and some not so subtle) commentary with some of these beautiful old musical pieces.” While the original message for this Revue centered around the seniors as they prepared for college and left Deerfield, the directors soon decided it was more important to speak about issues in modern society, from immigration laws to political corruption to cultural stereotypes. They aimed to use this production as a medium to draw light to those problems and start a conversation amongst all vivvewers. Maddie Wasson ‘18, who has been part of every theatrical production this year, said, “I think that this is a really fitting way for me to end my time at Deerfield. The performances in this production are proof of how much I’ve grown.” Having made new connections with some of the characters she played, Wasson encouraged audience members to come to this production with an open mind: “Don’t look for the shows within the numbers — allow them to be up for interpretation.” With all the work and time dedicated to this show, both the directors and performers were excited to reveal it to the Deerfield community. And the Revue, as hoped, received outstanding reception from the community, with full shows and high praise.


Flamenco Dancers Immerse Students in Spanish Culture ARTHUR YAO Staff Writer

The Deerfield community welcomed four talented Flamenco artists to perform on behalf of the Spanish Department several weeks ago. Flamenco, a dance that typically includes singing, guitar playing and dancing, originated in Spain and has roots dating back to 1774. Since then, its popularity has spread all around the globe as it surfaced in many non-Hispanic countries such as Japan and the United States. As this is the second year Deerfield has the honor to host such a talent group, all involved authorities wanted to ensure a warm welcome for the dancers as they debuted in the Hess Auditorium. It was back in 2014 when Language Teacher Cheri Karbon visited Granada. While

visiting Spain she met Pilar, Jorge, Sanda and Paco, the four members who make up the Flamenco dance troupe who visited campus during late April. Ms. Karbon recounted the steps it took to invite the dance group: “Mr. Flaska came to visit us in Granada and I took him to see their show. He loved it! He asked me if I thought there would be any way to bring the Flamenco dance troupe to Deerfield. As a result, I asked them if they might be able to spend a week performing and offering workshops at Deerfield. They loved the idea.” Once the quartet took the stage, they mesmerized the entire community with their performance. Ms. Karbon further added, “Flamenco is such a beautiful and traditional art form, full of passion and history. It was so wonderful to be able to share that with the

community.” Students in various language





and Spanish, were given the opportunity to dance with the Flamenco dancers instead of having their regular Spanish class. Flamenco dancing is very focused on detailed hand and feet movements. Students reflected that it was hard to coordinate their body movements to the unfamiliar dance genre. Christina Halloran ’20 remarked, “It was so hard to coordinate the tapping of my feet with the clapping of my hands and keep track of all of the dance moves. Although the dancing was hard to learn, it was a lot of fun!” Another student who took part in the practice, Jarod Harrington ‘20 commented: “Paco was the one who led the dance; I remember he was a very talented and patient teacher. Not only did he understood where we were coming from because it was completely new for us, He

was also trilingual which made it so much easier since we took French. In terms of the dance, it was compelling yet unusual. You needed special shoes to dance.” The same class was introduced to members of the dance ensembles. Gigi Deinard, member of the Advanced Dance Ensemble, said, “It’s unlike any style we’ve learned. The amount of details we have to focus on is insane. I had to pay attention to rotating my hands and tapping my feet.” The dancers that came to Deerfield were not only exceptional in their dancing ability but also eager to share aspects of their culture with the Deerfield community. From Spanish lessons during class to the presentation clothing and props, students were allowed a glimpse into the unique traditions of Flamenco and aspects of the culture it stemmed from.

18 | Wednesday, May 23rd, 2018

Artist of the Issue: Sean Yu


The Deerfield Scroll

Small Lens, Big Stage: Cinematography CAIO OLIVEIRA Staff Writer

Here at Deerfield, students are fortunate enough to watch their peers perform on stage, put their creativity on the canvas, and rock on under the bright lights at events like KFC. Such artistic occurrences happen on a consistent basis throughout the school year, always keeping the community entertained. But there comes a special time in the spring where a particular arts program receives the spotlight: cinematography! With recent film showcases, Telluride Mountainfilm and the Widdies, taking place during the month of May, many are unaware of what

Deerfield.” Indeed, Telluride has accumulated great success at Deerfield, as countless students enjoy learning about the world around them through film. F rom a short film highlighting extraordinary skiing to a human interest story about ‘yoyo-ing’ in East Baltimore, Mr. Calhoun said, “I think Mountainfilm has helped connect Deerfield to communities and experiences that most of us have never experienced personally.” Meanwhile, the Widdies, a longstanding film festival here at Deerfield, focuses on showcasing student-made videos for various purposes. Whether they are used to entertain, to teach, or to reflect,

social commentary.” When asked what differentiates videography from other art programs here at Deerfield, Mr. Trelease noted, “Like other disciplines within the visual and performing arts, Videography provides an outstanding opportunity for students to collaborate with each other. … As technology has become more sophisticated, affordable, and user friendly, the quality of the films and enjoyment of the process has been phenomenal.” Nick Fluty ’20 said, “There was a lot of freedom in the filmmaking process. A lot of options on the table to choose from.” James Whiteley ’20 reflected on last year’s Widdies by saying

“Telluride Mountainfilm celebrates ’indomitable spirit’.” – Eric Calhoun

BRITNEY CHEUNG/DEERFIELD SCROLL Yu performs the Ravel Miroirs during his senior recital on May 13.

ANGELA CUI Staff Writer

In response to why he has chosen to play the piano, Sean Yu ’18 stated, “It is my passion. I hope that one day I can use it to touch people.” Yu is the first musician from Deerfield Academy to attend a conservatory. Next fall, he will attend New England Conservatory, one of the most distinguished music schools in America. For as long as he can remember, Yu was exposed to music by his two musician parents. They started nurturing his passion for the piano from a very young age. “My parents bought a piano when I was one and I started fiddling with it when I was three, so I started playing when I was five” said Yu. Yu also takes his inspiration from his parents, especially from his father, for persevering for their art despite the difficulties they faced. “[My father] came a long way from China during the Cultural Revolution only to perform on stage,” Yu elaborated. Before coming to Deerfield, Yu won numerous competitions, providing him the opportunities to perform at various venues including the prestigious Carnegie Hall in New York City. Yu considers this one of the greatest achievements of his career. During spring break of 2015, the Deerfield music program traveled to Asia and spent ten days in Korea and four days in Hong Kong. Yu, a ninth-grader at the time, accompanied the orchestra and choir, and performed chamber music during the two-week-long tour. “That was my first experience performing so many concerts in a short amount of time and for pretty big audiences,” Yu reminisced. “It was a new and truly enjoyable experience.” The director of this program, Peter Warsaw, was the previous Academic Dean and Director of the Chamber Music and Orchestra programs. Despite leaving Deerfield in 2016 to work in China, Warsaw also immensely influenced Yu’s passion for music. “One of the reasons why I came

here was because of Mr. Warsaw, and he really garnered a lot of interest in me for music,” Yu said. “He was just a great mentor. He was my teacher, my advisor, and also my piano teacher, so I’d say I attribute most of my success here and my aspirations to him.” During all four of his years here, Yu participated in Deerfield’s orchestra and took Chamber Music, the most advanced class offered to instrumentalists. Chamber Music allows musicians to work with each other in small groups, giving Yu the opportunity to collaborate with other Deerfield instrumentalists as well as meet renowned chamber musicians. “During my time working with Sean, it’s clear that he is very knowledgeable about music and genuinely very passionate about the piano,” said Britney Cheung ‘19, a violinist also taking the Chamber Music class. “Sean is a talented, and reliable pianist. He is highly aware of his goals and devotes a large amount of time and effort into his practice,” added pianist Shangyi Zhu ’20. “He has grown to develop more mature ideas in music, and become more passionate towards the things he loves.” Four years ago, Yu played the first movement of the Brahms piano quintet in F minor Op. 34, and now, for his last chamber performance here at Deerfield, Yu will return to this piece full circle and perform the fourth movement. “I fell in love with the piece back [in freshman year],” Yu said. “I was the one just listening to everyone else and trying to find my place. Now, I’m playing it more as a leader of the group. My role has changed, and I’m more musically mature, so it’s a great experience for me to play it and I hope to play it more.” In addition to his chamber performance, Yu performed his senior recital on May 13. “It’s my last performance here, and it’s my only ever solo recital here, so I hope to give back to the school what they gave to me,” said Yu. Looking forward, Yu plans to continue his studies with piano and perhaps diverge into other fields of music, such as composition or conducting, at NEC. Above all, he hopes to “concertize for people and touch people” with his music.

goes on behind the making of each festival. Science Teacher Eric Calhoun helps run the Telluride Mountainfilm festival here at Deerfield. The festival originated with a shared interest in environmental documentaries by Mr. Calhoun and Audrey McManemin ’17. McManemin and her family had a strong bond with Mountainfilm, and eventually brought the festival over to Deerfield. When asked about his original hopes and intentions with Telluride, Mr. Calhoun responded, “Mountainfilm celebrates ‘indomitable spirit’ through film and I wanted to share that positive energy with the Deerfield community.” With two siblings working as environmental documentary filmmakers, Mr. Calhoun added, “I know how powerful the medium can be in terms of education and spreading a passion for the outdoors, [so] I wanted to help share that with

they are one of the most prominent showcases of cinematography on campus. It has become somewhat of a tradition at Deerfield to attend the Widdies every spring. Videography Teacher Timothy Trelease, recalls the event taking place before he arrived at Deerfield. “My understanding is that students would get together to screen videos in the small auditorium before I came to Deerfield 13 years ago, but the event was fairly lowkey,” he said. He elaborated, “Once I started teaching Videography every term, interest grew and the quantity of quality work increased exponentially.” With the diverse set of minds here at Deerfield, one never knows what they might see on the big screen at the Widdies. Mr. Trelease added, “I think there is something for everyone, with the range of genres covering everything from comedy and jump-scare to documentary and

“It was very interesting and satisfying to see my work being shown in the big screen.” Alex Weinman ’19, who has been producing a feature film of his own, was excited to share a teaser of his movie at the Widdies. “I began making films at the start of freshman year, and took a videography class last year as a sophomore. This current film I am making is not for a particular class; I am doing it independently because I love it.” After all, film festivals here at Deerfield give filmmakers, like Weinman, a chance to portray their true passions on screen to their peers. It gives the viewers a fun and entertaining night, and as Mr. Trelease put it, “I would like to think that the Videography Showcase adds as much value to attract and engage prospective and current Deerfield students as any of the other outstanding events staged by the Visual and Performing Arts Department. “

Traditional Deerfield Songs HELEN MAK Staff Writer

From sit-down dinners to weekly school meetings, Deerfield celebrates many traditions. One of the biggest parts of being a Deerfield student is gathering in groups to sing. In the days when Deerfield was an all-boys school, the pep band performed the Cheering Song at football games. After touchdowns, the band would play the song and the crowd would sing along. Now, the song is typically sung by individual teams on game days. “On the lacrosse team we usually sing [the Cheering Song] on the bus ride back from games right when we pull into the school,” Olivia Jones ‘18 said. “Whether we are celebrating a win or mourning a loss it brings our team together.” The student body also sings the Cheering Song at School Meeting, with piano accompaniment previously provided by the Director of Research, Innovation, and Outreach Peter Nilsson. Recently, Mr. Nilsson has reached out to Joshua Fang ’19 to continue this job. “I can still remember the first time I played at school meeting,” Fang described. “When students

realized there was somebody else at the piano and a buzz swept through the room. People began to sing with new energy.” According to Mr. Nilsson, the Evensong has only been sung in its current fashion for the past five to six years. Mr. Nilsson explained, “Students spontaneously and organically


started singing arm in arm just last year.” Another regular school event that used to occur every week was an all-school sing, during which the Deerfield boys would go to the Brick Church on Main Street to sing. They would sing hymns, the Evensong, and popular songs for an hour. The all-school sing has since vanished almost entirely except for during Family Weekend. During this event, Math Teacher Marc Dancer performed

another traditional song that the community might know of, but doesn’t sing regularly: the Deerfield Song. The lyrics to the Deerfield Song are printed on the cards provided in the Dining Hall during Sunday night dinners — directly opposite of those of the Evensong. In regards to the significance of these traditions, Fang commented, “It’s something that links our community in the present moment. We put aside our differences, sway together, clap together, cheer together. Deerfield unites us — it’s what we all have in common.” Fu observed, “Music, like sports, brings people together. We go out and support friends at their games. We unite together and cheer everyone on. Deerfield songs are essentially the same thing. We come together as a community and sing in unison. ... Without it, Deerfield would be so different. It’s one of my favorite traditions.” Reflecting on the impact that singing as a community brings, Mr. Nilsson stated, “I think the experience of singing together builds a sense of shared identity and there’s something about the act of singing itself that resonates with literally and figuratively within people.”


19 | Wednesday, May 23rd, 2018

The Deerfield Scroll

‘Tis The Season For Gotcha SARAH JUNG

Associate Editor The whispered “gotcha” might shoot a spike of terror up your spine. Throughout the spring, many shrieks and screams have reverberated throughout the halls and fields on campus. Gotcha is a campus-wide game that enters every student into an allegedly random computerized system, although some students might disagree about the “randomness” of the pairings. After all, over the years, ex-boyfriends have been matched with ex-girlfriends, best friends with other best friends, and sisters with brothers. The rules are as follows: students are assigned a target that they must “get,” or eliminate, from the game. Students must eliminate their target within six days; Sunday is a rest day. If students do not get their person out within the six days, they are automatically taken out of the running for the remainder of the game.

‘gotcha’ in their ear. So swag.” When “getting” a person, the Indeed, in an attempt to block student must whisper, ‘gotcha,’ in out the sound of any possible voictheir target’s ear. If anyone around es, some students take to plugging hears the student say, “gotcha,” in earbuds. Other students may it does not count, and the person frantically latch on to anyone must plot another scheme to enwalking in the same direction as sure their survival. As this conthem, while tinues, there the ambiare two surtious few vivors, and take to livthese students ing in a conare crowned stant state king or queen of paranoia of Gotcha. and deep It takes mistrust of swift cunothers, inning to make cluding close it to the top friends, for ranks, so over the duration the weeks students MADELINE LEE/DEERFIELD SCROLL of the game. S a m a have creatra Cummings ’20, one of the ed various strategies of attack. top five survivors left in the Andrew Peck ’18, one of the game, said, “I people-hopped student organizers of Gotcha often even if I didn’t know this year, said, “Best strategy them, and I usually never went I’ve seen is when people take anywhere without someone.” other people’s headphones out She continued, “Once I was from behind them and whisper


running down the hall to go talk to my friend right after chemistry class. I started hearing fast footsteps behind me and I realized my Gotcha person was running after me. So I got to the nearest person and told them to listen.” For people advancing to their third and fourth weeks, it is easy to get too wrapped up and forget that Gotcha is only a game. Some people devote hours out of their busy weekdays to chase down their targets, going so far as to stalk outside of students’ classrooms. While Gotcha is stressful, it is important to remember that it remains just a game to spice up the final weeks of spring on campus. During the past couple weeks, the game has served as a conversation-starter, a beginning to fragile alliances, and even a defiant challenger to friendships, as friends compete against friends. With the last “gotcha” said and done, it’s time to say adieu and meet again next year.

Housing 101: Pros and Cons of Deerfield’s Dorms MASON ZHAO Staff Writer

MacAlister (Mac) Pros: Mac may be a little far from the dining hall, but it is still so close to the the fields, the river, and the athletics center. Cons: If the construction isn’t done, you might have some late nights and some early mornings. Hope you’re not a light sleeper! Rosenwald-Shumway Pros: It’s a massive dorm in a great location. I don’t know what more you could expect. Cons: Recently, there’s been a bug problem on the first floor. So, make sure to keep your room clean or the little buggies might come and room with you.

Barton Pros: Because it is right next to the baseball field, you can watch baseball games right from your bedroom. Cons: Respondents to my survey noted that the bathrooms are cold. I hate cold bathrooms. MADELINE LEE/DEEFIELD SCROLL

Field Pros: I hear this is the dorm where Fortnite parties are regularly held. Count me in! Sophomore spring has nothing on me. Cons: Living in Field means that you might wake up to the lovely sounds of drills and hammers, instead of birds chirping, in the morning.

Harold Smith (HS) Pros: Have you heard of the HS towel warmers? You’ll never have to enter the shower in a moist towel ever again. Cons: With only 7 girls, the halls are pretty small, so you better really love the people you live with! John Williams Pros: You have the door. What more could you ask for in a dorm? Cons: “Built in 1760.” There were less than 30 countries in the world back then. Does the dorm feel a bit old yet? Mather Pros: The pets in Mather are really cute. Not to mention the feeds…Have you heard of a breakfast feed? Cons: Mather is right on the walkway to LM, JL, and the Village, so privacy may be a concern. Just make sure to whisper sometimes and close your curtains!

Dewey Pros: Living in Dewey means quick access to the Health Center. You’ll never have to worry about a midnight medical emergency. Cons: So, you’ll never have to worry about a midnight medical emergency, but living in Dewey means you’re sleeping right above the germs and illnesses in the Health Center — so make sure to wash your hands!

Scaife Pros: Scaife is a great dorm to become really close friends with everyone on your hall. The halls are narrow, and the rooms are spaced to enable the most human interaction. Cons: The ping-pong table is in the basement, which is suspicious for many reasons. Pocumtuck (Poc) Pros: Poc used to be a hotel. How hospitable… right? Cons: Have you heard of Violet? She’s the ghost that once haunted Poc, but luckily, she hasn’t made an appearance in years (at least we think).

Denunzio Pros: Denunzio is in one of the most convenient locations to live on campus: you have access to Shipping and Receiving, the Dining Hall, and your laundry services right around the corner. Cons: Living in Denunzio is the same as the shape of Denunzio: an “L.” Just kidding. I just really wanted to use that line. Denunzio’s first-floor common room is smaller than a typical room in Denunzio. Bewkes Pros: The rooms in this dorm are absolutely elephantine. Not to mention the personal bathrooms in a few of the rooms! Cons: Bewkes is quite the walk to the dining hall or the Kendall. Also, you’re stuck with seven other boys the entire year, so you might get on each others’ nerves just a little.

New Dorm Pros: New Dorm is the newest, most high-tech dorm on campus to date. The dorm has air conditioning in every room, heated towel racks in all the bathrooms, and an elevator. Cons: This dorm may be just as far, if not farther east than JL, so if you have trouble waking up early, this might not be the dorm for you.

John Louis (JL) Pros: Studies show that JL girls have stronger quadriceps than the average student at Deerfield. This is mainly due to the fact that students must walk for at least 10 minutes to reach the dining hall every day (5 if you book it). Cons: Walking to and from JL means you need to wake up extra early to go to breakfast and rush to practice — not to mention the game days when you need to catch that 1:15 bus!

Louis Marx (LM) Pros: LM has two luxurious commons rooms with ping pong tables, punching bags and TVs. Also have you heard of a kind man by the name of Alex Platt? Cons: Unfortunately, legendary proctor Alex Platt will not return next year. Hopefully someone else will be able to fill his absence. Village Pros: In the Village, the freshmen get to live with their entire grade, and they also have the biggest common room on campus, with a ginormous TV. Cons: The Freshmen Village may be one of the few dorms where you are forced to live in a double, or if you’re lucky, a triple. Forced cohabitation may not necessarily be the greatest of all things.

Dear Margo, Rita, and Curtis, With graduation coming up, I’m really sad that the senior class is leaving, and I’m nervous about all the changes to come.Do you have any advice about coping with the sadness and stresses of the last weeks of school? Also, I’m worried that after the seniors leave, our friendship won’t be the same. How can I maintain my relationships with the seniors even when they are gone? Best, supersadstudent21 Dear supersadstudent21, As the end of the school year dawns on us, there definitely is a nostalgic air that fills campus. With graduation right around the corner, we can all sense ourselves feeling a little excited and sad at the same time. Graduation is bittersweet, because, although you are proud of your friends and proctors for graduating, there are still new roles on campus to fill, exams to take, and graduation duties to do. The last few weeks can be super hectic, especially when you read through the graduation duties (setting up the tent and second-waiting, really?) and begin to think about exams. Nevertheless, when the graduation ceremony begins, the waterworks will come flowing out (profusely and nonstop). So with the last few weeks, make sure to try and spend as much time as possible with the seniors. Yes, some of you may have that “special someone” that you just can’t miss a weekend of visitations with, but maybe take the last few weekends of the year off. With the sun setting at 8pm now, you basically have two extra hours to lay out at the river or walk to Richardson’s. When the seniors inevitably graduate, there is a hole in the community. The half-empty dining hall during Sunday sit-down on the day of graduation might as well be a mandatory mourning event. But remember, there are other really fun events like the Stepping Up bonfire and exams (not)! Plus, you’re going to have a whole new role on campus as you gain a year of experience at this school! Use these exciting things to get yourself out of that depressed state. Most importantly remember, even though the seniors are leaving, you’re in the age of social media, so it’s not like you will never be able to talk to them again. With Snapchat, Facebook, and Instagram, it will be like they never left. Plus, before you know it, the seniors will be back for Choate Day. Trust me, a few months of college doesn’t have anything on a lifeime of memories in the Valley. So spend time with the seniors and make memories that will last a lifetime. Also, remember that in a matter of weeks, you’re going to be home, enjoying your stress-free freedom again. So don’t fret, take a deep breath, and I promise you will make it through these last few weeks of school. Best, Margo, Rita, Curtis


The Deerfield Scroll

Wednesday, May 23rd, 2018| 20

An Ode To Departing Faculty Ms. Emma Coffin

Ms. Julie Graves

Ms. Maria Hernandez

Dr. Christina Kopp

Ms. Sonja O’Donnell

“I had so much fun traveling to Tanzania with Ms. Coffin. I’m so sad that other Deerfield students won’t get to experience her goofy, bright, caring personality.” — Mae Emerson ’19

“Ms. Graves uses a process-based appraoch to Calculus that encourages us to focus on the journey towards finding an answer rather than the answer itself. Although I certainly struggled in Calculus sometimes this year, I’m grateful to have had a teacher as supportive and accommodating as Ms. Graves.” — Sarah Jane O’Connor ’18

“I loved Ms. Hernandez as my math teacher over the last year! Her bubbly personality and passion for math always energizes the classroom, and it’s evident that she truly enjoys teaching the subject to students! It’s also clear that she cares for her students—one time she brought in brownies right before exams! I will definitely miss doing modeling problems and listening to her clear and concise explanations of calculus concepts next year!” —Thomas Song ’19

“Dr. Kopp’s enthusiam for history and love for teaching has made me love my history class this year. She guides her students through each lesson by encouraging independent discovery, not mere lectures. On top of her abundance of knowledge and passion, her goal was to engage all of her students and make the whole learning experience a useful and enlightening one. We will remember Dr. Kopp for her humble spirit and persistent efforts to better our skills as historians and to push us to our full potential as learners.” — Morgane Dackiw ’19

“As my teacher, club affiliate, and intellectual advisor, Ms. O’D has played an extremely important role in my four years at Deerfield. She has inspired me to stand up for my convictions and pushed me to take risks. I could not be more grateful for the guidance and wisdom she has imparted. In her time at Deerfield, she has stood as a beacon of intellectual curiosity and activism. Deerfield will not be the same without her.” — Lily Louis ’18

Mr. Khizar Hussain

Mr. Andy Harcourt

Ms. Kristin Loftus

Mr. William Speer

Ms. Adaire Robinson

“It has been a great couple of years having Mr. Hussain as a computer science teacher. The support and guidance he has given to his students was unparalleled. We will miss him next year. Good luck on your PhD, Mr. Hussain!” —Valerie Hetherington ’19

“Words fail to describe Mr. Harcourt’s awesomeness. To call him a masterful teacher would be an understatement; to say that he knows exactly how to explain things fails to account for the impressive number of relevant stories he has for every topic. Who else can so elegantly digress from a lesson on chaperonin proteins to a story about chaperoning Deerfield dances in the days of yore? What other teacher would have offered us the opportunity to embrace our inner sage grouse as we experienced the glory of a lek? Mr. Harcourt is quick to laugh, able to empathize, and clearly cares deeply about what he teaches and the people he teaches to. I am really grateful to have been his student in his last year here — Deerfield will be a different place without him.” — Misha Fan ’18

“Ms. Loftus is the perfect balance of a teacher, a friend, a role model, and a mom. My favorite memory with Mrs. Loftus was when she made us a three-course plated meal for advisory. It was a great bonding moment for the whole advisory, and although small, it is a moment that I will never forget.” —Micajah Stude ’19

“As the boys varsity tennis coach, Mr. Speer constantly scours the web looking for new drills to help us improve our game. He is truly dedicated to our success as well as the success of the program and his efforts as the coach day in and day out help display this dedication. I can honestly say that there is no one I would rather have as my coach than Mr. Speer. His humility, kindness, and the respect he shows for opponents, as well as us players, is something all coaches should take from him. Whether it’s the witty hashtags he comes up with for our team twitter, the Pulitzer prize worthy write-ups he composes after every match, or just his simple but wise advice he bestows upon us players, I know that Mr. Speer will be dearly missed and that he will always have a place in the hearts of all his students, players, and peers.” — Matthew Wuyan ’18

“At the beginning of the year, Ms. Robinson told my seventh period acting class that we would become so close by the end of our two terms together. Everyone looked at each other with doubt clouding their eyes and wondered how this could be possible. Fast forward past memories of laughing uncontrollably and leaning into discomfort, and we are at the end of our winter term. Right before class, I learned that a boy that I knew from home had just passed away. When we did our daily highs and lows, I just wanted to lift that off my chest and share with my ensemble. That is not something that I would normally share with any other teacher or class. Ms. Robinson made everyone stand up, and we did a cinnamon bun hug where all of my classmates wrapped around me and gave me a hug. I felt so supported and loved.” — Samara Cummings ’20

“Deerfield can be a stressful and taxing environment. Take the time to reflect on how you’re doing, and know when you need to pause, and ask for help. AND, never turn down a trip to the Rock. You only have so many sunsets in the valley, so watch as many as you can from up there.” — Hollin Hanau ’18

“The support from the community here is unlike any other. Be an active part of it, and never be afraid to introduce yourself to new people. You never know who could end up being your new life-long friend.” —Will McNamara ’18

“Hall resident, Chem. teacher, coach, BFF, and Bandit’s owner, Ms. Coffin truly did it all...We promise to keep the hall clean for you Coff Coff!!!! #rollmac3forever&always” — Mac 3 (2017-18)

“Although only knowing him for one year, it is safe to say that Mr. Hussain has made a huge impact on me. Not only does he have a vast knowledge of computer science, but he is willing to work oneon-one with his students to provide extra guidance. His teaching is the perfect combination of funny and serious, and he makes me excited to come to class each day. I know for certain that we will all miss him next year as he continues to make an impact in the world.” — Kimberly Stafford ’19

“My favorite memory of Ms. Loftus is the day after I found out I got the Peer Counselor role. She was at my JV lacrosse game, and afterwards she came up to me, gave me a huge hug and welcomed me to the family. She’s such a welcoming person, and I admire her attitude and devotion to the students at this school. —Jill O’Connor ’19


“Ask people genuinely how they’re doing, and listen for and support an honest answer. Check in with the people you care about, or even those you don’t know as well but could use the support.” —Nora Markey ’18

“​ Never be afraid to ask for help; it doesn’t make you weak, it makes you stronger.” — Ossie Heard ’18 “Always be willing to branch out and meet new people.” — Ben Hirsch ’18

“Talk to someone in the dining hall that you’ve never had a conversation with before. The surprise will brighten someone’s day and maybe you’ll make a new friend.” ­­­­­­— Connor Finemore ’18

“Make unexpected friendships, whether at meals, in class, or at practice. You never know who could transform your day — or even your life.” — Helen Downes ’18

“Don’t be afraid to be yourself and get a little silly. While high school is partially about academic excellence, it is also about having fun and making meaningful connections with the people around you!” — Jillian Carroll ’18

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