Gilman School News - February 26, 2019

THE February 26, 2019

Gilman School

NEWS www.GilmanNews.com

Stay Connected With The Gilman Network

by Clark Dowling

A ny st udent shou ld know that Gilman has an extensive alumni network that spans thousands of former students in almost every career path imaginable. This so-called “Gilman Network” is a valuable asset and tool to better prepare students for college and beyond, as making connections with others is a crucial factor in any field of work. Furthermore, a major role of any educational institution is to prepare its students for life beyond its gates. Much of the student body, however, does not know how to access and make full use of it. Now, with the help of TheGilmanNetwork.com, the average Gilman student has an easy portal into this expansive, estimable resource.

TheGilmanNetwork.com is an “online network platform for Gilman alumni of Gilman alumni” and a “physical manifestation” of the idea of making connections from “shared experiences on Roland Avenue,” according to Mr. Nathaniel Badder, the Director of Alumni Relations and Outreach. Mr. Badder’s goal for the network was to create a place

where Gilman alumni can connect, share information and news, solicit advice and opportunities, and develop and further relationships with mentors and peers.

So far, the platform has gotten off to a great start. After just over a year of operation, TheGilmanNetwork.com has over 800 users out of around 5,000 total living alumni. This approximately 20% adoption rate is “pretty successful relative to other schools using [similar] platforms,” as stated by Mr. Badder. In his opinion, however, Mr. Badder thinks that the real success of the site is the fact that alumni have been able to successfully connect with others to find events, seek advice, recruit coveted talent, and apply for jobs.

Mr. Badder and the Alumni Department are “excited to continue to grow the site’s use and adoption.” The company that created the platform-- Graduway-- has an upgraded version of the website that the division is ready to upgrade to “in the next few months.” The Class of 2019 is one of the first classes to truly possess the opportunity to take advantage of the platform to explore Senior Encounter and internship opportunities.

This past January, more than thirty seniors enjoyed a “Chick-fil-a and Net-

by Max Sternlicht This year, teachers from G i l m a n , B r y n M a w r, and Roland Park Country School participated in ALICE (Alert, Lockdown, Inform, Counter, Evacuate) Training, a series of steps used to prepare civilians in the event of an active shooter.

What separates ALICE from a typical lockdown situation is that it provides teachers with a variety of tactics to best assure the safety of students.

ALICE Training was founded by Mr. Greg Crane after the shooting at Columbine High School in 1999. Crane has over 30 years of experience as a law enforcement officer and is considered to be one of the leading active shooter specialists in the nation.

The first ALICE step is Alert, which according to their website (www.alicetraining.com) “is when you first become aware of a threat… overcoming denial, recognizing the signs of danger and receiving notifications about the danger from others.” The second step is Lockdown, which, unlike Gilman’s previous lockdowns, involves barricading classrooms. Inform is concerned with communicating the location of the shooter to first responders and fellow faculty members in real time. Counter is described as creating distractions that will hinder a shooter’s ability to aim accurately.

Although these counter tactics do involve violence, ALICE stresses that Counter is NOT fighting and that it is a last resort.

The final step, Evacuate, is characterized as removing oneself and others from the danger zone when it is safe to do so.

Although these steps are often followed sequentially, ALICE encourages teachers to make decisions based on their

evaluations of the specific situation. For example, Countering should only be used if a teacher was to actually encounter an active shooter, while Informing may be prioritized when a shooter is a significant distance away from the classroom.

The ALICE training began over the summer when teachers were taught how to identify the sound of gunshots as part of a series of ALICE online training modules. The session concluded with an assessment in which teachers were tasked with listening to multiple sounds and identifying which ones were truly gunshots.

On Monday, November 12th, while students were enjoying a day off, Gilman teachers gathered to perform training inside of Carey Hall, which involved practicing all five ALICE steps. This training simulated an active shooter situation on the Gilman campus. Mr. Chris Flint (‘07) explained, “We started with the traditional lockdown drill so we could experience it contrasted with the ALICE protocol. It was really interesting to see how ineffective the lockdown could be if the intruder entered the room. When we returned to the debriefing room and the instructor asked who got hit (by the nerf balls), at least 1/3 of the room raised their hand...” Between each active shooter simulation, the teachers would meet to debrief the situation. The final situation was a mystery, meaning that the teachers would have to apply the ALICE strategies in whatever way they thought would be appropriate. Mr. Alex DeWeese (‘11) also mentioned, “Everyone assumed the training was over when we heard gunshots as we walked back to our classroom. I ended up jumping into the closest classroom and we barricaded the door with desks and chairs.” Mr. DeWeese volunteered to be

working” dinner designed to educate them about the Gilman Network. This dinner included multiple successful Gilman alumni who gave advice to these seniors on the pathway through college and into the workforce, along with introducing the Class of 2019 to TheGilmanNetwork.com and teaching them how it works. This is just one of many events related to the Gilman alumni network that has gained momentum in recent years. The Startup Experience and the Wall Street 101 field trip are other examples of how students can meet and network with Gilman alumni. As Mr. Badder said, “[they] are excited to continue to evolve and add to these programs to meet [Gilman] alumni’s needs.”

Overall, with such an expansive, successful alumni network, every Gilman student has the opportunity to gain connections that will be very useful beyond the campus of Gilman. No matter the field, relationships with both mentors and peers can accelerate and advance one’s own career path and are necessary for the success of any person. TheGilmanNetwork.com is a succinct, easy way to access and take advantage of this system.

Teachers to the Rescue

Volume CXVIII No. 4

“

Inside This Issue If the Administration of Gilman truly believes hair must be short to successful in life, they are breeding a generation of conformists, risking a future of narrowmindedness.

”

Dodge Woloson, Page 2 The Prolet(hair)ian Revolution

“

These codes in the Handbook work to lower the threshold of what speech is deemed punishable, determine to what extent speech is free at Gilman Morgan Zinn, Page 2 Gilman’s Little Blue Book

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The Gilman News is a student run newspaper. A ll opinions herein contained are not necessarily those of the

Gilman A dministration

New Honors English Options

by Ibbe Ashruf For the first time since the turn of the century, Gilman students will have an option to pursue Honors level in their English studies. This new opportunity, however, is neither a course track nor an elective course like other classes at Gilman, but rather an optional component added to students’ existing course selections. This offering will be available to juniors and seniors next year and will be offered in addition to, but not in place of, the standard English course. Approved Gilman upperclassmen will have the opportunity to write a 3500-5000 word paper with the guidance of Mr. Patrick Hastings, English Department Chair, as well as other Gilman faculty of the English Department for Honors credit in English.

This component to the English course offerings, the Honors Paper in English, will be different for each student as the topic of the paper is almost entirely the student’s choice. The course catalog description states that the Honors Paper in English will be a “scholarly, critical essay that will build upon the reading completed in the normal curriculum.”

Mr. Hastings noted that this freedom in the topic of the paper will allow for each student to have a unique paper and for

each paper to have a different “style and emphasis.” Through thorough research and skilled writing, students will be challenged to “sustain an original and sophisticated argument.” Mr. Hastings will be the primary reader of the Honors Paper in English, but students will also have to present and defend their paper to students and teachers at the end of the semester. Mr. Hastings notes that while every project will be different and will require a tailored approach to not only research and writing, but also grading and evaluation, each and every paper will be “assessed on core rubric elements evaluating the quality and intellectual energy of the writing.”

All students will have to adhere to certain standard procedures such as meetings with readers, brainstorming, planning, research, and drafts, but the Honors Paper in English will provide a dynamic opportunity for each student to explore an area of interest related to the standard curriculum of English 11 or senior electives. Clearly, the Honors Paper in English presents rising juniors and seniors with an interesting path to further their interest in the humanities and further develop their skills in English while bringing back the rigor of the Honors level without the drawbacks of an Honors English class.

a room leader during the simulation. He explained that he wanted to lead a room (about 20 teachers) because, “I wanted to best simulate what it would be like for me to be responsible for a class during an active shooter situation. Leading the room was nerve-wracking for me because I was responsible for the safety of everyone in the room.” Although Mr. Flint

received a broken hand when he tackled a simulated intruder, he, Mr. DeWeese, and many other teachers agreed that ALICE Training was a meaningful experience overall. Mr. Flint says that the faculty now knows, “that we now have the option of picking what measures are best for our location depending on where we are

see “Alice,” page 4

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February 26, 2019

Gilman School

Gilman’s Little Blue Book

www.GilmanNews.com

The Prolet(hair)ian Revolution

by Dodge Woloson

The purpose of the Upper T h e G i l m a n Up p e r remarks,’” language used almost verbaSchool at Gilman is to preSchool Student Handbook tim in the Gilman Handbook. At colleges pare young men for sucessentially governs the around the country, it’s safe to say that cess in college and in life entirety of students’ behav- free speech is under attack, evidenced by after college by challengiors, actions, and attire and the pseudo hostage situation at Evergreen ing them in a professional lays out the philosophical State College to Yale’s Halloween incident atmosphere. The dress code foundations of the school. Despite the sig- to the constant disinvitation of speakreflects this environment with its strict nificance of this text, students and faculty ers like Milo Yiannopoulos. These three regulations, including hair.

The handare rarely aware of the specific guidelines events and everything in between hapbook reads, “Hair cannot extend below and ideologies contained within our little pened because someone’s thinking was the collar, over the ears, or below the eyes blue book. From religion to the security challenged and the college’s speech codes and must be neat, clean, a natural color, of property to tri-school regulations, the allowed the administration to punish handbook dictates everything. Due to its those who challenged that student’s way and well groomed. No extreme haircuts or hairstyles are permitted.” Who decided importance, committees gather annually of thinking. to discuss and to review the handbook, These codes in the Handbook work that to be a successful person, you are delving into its many specifics, yet some to lower the threshold of what speech required to keep your hair short? Can’t rules remain unchanged or ill-conceived. is deemed punishable and determine long hair also be “neat, clean, a natural Throughout the handbook, Gilman to what extent speech is free at Gilman. color, and well groomed”? If the Adminpromotes policies on respect, encourag- Evidently, subtle attitudes against free istration of Gilman truly believes hair ing students to act with good behavior speech already exist at Gilman. When must be short to be successful, they are in accordance with the school’s values in members of the Gilman faculty spoke at breeding a generation of conformists, everything from sexual harassment to a follow up assembly against a speaker for risking a future of narrow-mindedness. technology use. According to the Gilman using offensive language, some students Throughout the world, some of the most Policy on Sexual Harassment, students asked if those faculty members would successful people have preferred to keep and faculty are prohibited from using be fired for their speech. Free speech their hair long. Sir Richard Branson, “personally offensive humor or jokes challenges students and our ability to founder of the Virgin Group, is a perfect about sex.” As for technology, Gilman’s think critically. As social psychologist example of a man with long hair in busiAcceptable Use Policy prohibits the Jonathan Haidt and President of FIRE ness, a man whose company has genertransmission of “materials containing... Greg Lukianoff put it, free speech “has ated about $25.5 billion. Albert Einstein, gender bias, racial bias... or other inap- been one of the most valuable inventions one of the most inf luential people in propriate information.” These clauses, in the service of peace, progress, and modern physics, would have had his hair though well intentioned, are examples innovation that human civilization ever deemed unacceptable by Gilman. of something called a speech code. The came up with.” As a bastion of academic Gilman’s mission states that the school Foundation for Individual Rights in excellence, Gilman should encourage free strives to create “a diverse community Education (FIRE) defines a speech code speech in all areas of student life to foster dedicated to educating boys in mind, as a “regulation or policy that prohibits rational discourse and intelligent inquiry body, and spirit through particular expression that would be protected by instead of restricting it through harmful emphasis upon academic excellence, athletic participation, and aesthetic the First Amendment in society at large,” speech codes. appreciation. Gilman seeks to produce an example of which “would be a ban men of character and integrity who have on ‘offensive language’ or ‘disparaging the skills and ability to make a positive contribution to the communities in which they live and work.” The hair regulations directly juxtapose with the mission statement of the school. By instilling the idea that short hair is required for success, Gilman is attempting to limit students to their own picture of what a businessman or successful person should look like, and is discrediting diversity in personal expression. Aesthetically, hair is an (410) 323–3800 ext. 448 expression of one’s personality, which

by Morgan Zinn

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E ditor i a l Sta ff : Sa m B loomberg G r eg D i et t e M orga n Z i n n I bbe A sh ru f C l a r k D ow l i ng Wi l l D ow l i ng Jac k son Tac k a Jac k S t uz i n M a x S t er n l ic h t

E di tor - i n -C h i ef E di tor - i n -C h i ef M a nagi ng E di tor M a nagi ng E di tor E di tor E di tor E di tor E di tor P hoto E di tor

Facult y A dv isors: D i a n e F u l l er , M at t Z e a l a n d & C esa r e C icc a n t i

C ontr ibutors: G0 bi H e r na n de z , J oh n W i l l i a m s

I ndicates an Editorial or First Person Perspective Piece

Volume CXVIII No. 4

is vital to building one’s character. By instructing students on how to express their personality, they are directly infringing the mission statement that they hold so dearly.

Why doesn’t Gilman enforce a crew cut if they think short hair is a predictor of professionalism? Our military institutions enforce this strict rule. Are military men and women more professional than others? They are more disciplined, but that is not the goal of Gilman, according to the mission statement. Hair has no relationship with one’s contributions to their community, which is explicitly valued in the mission statement.

Now, I am not discrediting the dress code in its entirety, for I think that its absence would create a sense of disorganization and a chaotic atmosphere. Ties and button-downs should still be in the handbook because even though clothes are also an expression of one’s personality, they can be changed instantaneously.

On the other hand, hair is a part of the human anatomy and if students prefer long hair, it can not be changed instantaneously to one’s preferred length after it has been cut to the “appropriate” length according to Gilman. Will Naylor (‘20) said, “I am tired of having to spend my own time to please a standard set

by Gilman that I do not believe in. My parents already sacrifice enough for me to attend here. Academically, this has no importance whatsoever.” Although Will shares the opinion of many students, it is certainly not unanimous. Will Gildea (‘19) holds a strong set of beliefs, explaining, “I think that the hair regulations are far too loose. We should all have buzz cuts like me. It gives so much more structure and makes for a cleaner-looking community.”

Gilman students already struggle to keep up with the rigorous academics and in some cases, to balance that academic rigor with time-consuming sports. On top of that, they want to take time out of our own and parents’ busy schedules to adhere to a set of pointless and inconsequential guidelines. The length of our hair should be the least of our concerns with all of our other responsibilities.

Pre-K Coming Soon

by Gobi Hernandez Starting in 2020 Gilman School will be adding PreKindergarten to its lower school reper toire. The grade has been long in the works and is finally ready to premiere. Head of the Lower School, Dr. Armistead Webster explained, “Everyone in the Lower School is excited about welcoming our first class of 4-year olds for the 19/20 school year.

Teachers have been planning for over a year to create the perfect program for our newest and youngest ever Hounds!”

The new grade will focus on cultivating relationships between the boys and their teachers through the use of many handson tasks and recesses throughout the year. On top of that, the classes will enjoy twenty field trips throughout the year and physical education where they will learn to swim after a guaranteed forty hours in the pool before the start of middle school.

The day-to-day schedule for the boys creates a fun and challenging environment in order to begin teaching them smart study habits and foster long-lasting relationships. Immediately after drop off, the kids will be able to have a thirtyminute recess to get their minds and

bodies ready for the day ahead of them.

Recess is followed by a morning meeting and then an hour of language arts where they will begin to learn how to read and write. Snack time will follow their first class and then the new hounds will report to the athletic center for physical education. Shortly after athletics, the boys will eat lunch at 11:30. Math and their resource classes finish up the day, but not before they get to enjoy an hour-long nap right before pickup! The resource class, depending on the day, includes music, art, science, and even an introduction to Spanish and French cultures. Every academic class is an hour long, but Gilman is confident that these four-year-olds will be up for the challenge!

Pre-Kindergarten offers all the early tools for success through its ABC’S of Gilman Childhood program. The full list can be found on Gilman’s website under Academics and Pre-Kindergarten. Each letter represents one of the many things these new greyhounds will learn in their first year at Gilman. Finally, Head of School Mr. Henry Smyth expressed his excitement via the website saying, “On behalf of the school, I’m thrilled to welcome our newest and youngest set of greyhounds to Gilman!”

February 26, 2019

Gilman School

www.GilmanNews.com

Volume CXVIII No. 4

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The

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BUZZ compiled by Sam

Bloomberg

Coach Kramer To Conquer the MIAA Coach Kramer Whitelaw is proving to the move from the coaching staff at St. be an exciting addition to the Gilman Pauls to Gilman early this year because athletic staff and, more specifically, the of his close connection to both Coach wrestling team. His love of wrestling Holmes and Coach Henry Franklin (’87). started at the young age of five when he Commenting on his move to Gilman, joined a club team. From there, he con- Coach Kramer said, “This year when tinued to wrestle C oach Holmes throughout middle called me it felt and high school at like the right time McDonogh alongto make the move s i d e G i l m a n ’s over to Gilman. I Head Coach Bryn am excited to work Hol me s. A f ter w ith the Middle graduating from School and Upper Mc D o n o g h , h e School wrestlers matr iculated to for years to come.” the George Mason Coach K ramer’s University wresclear devotion tling program to wrestling and before work i ng great relationships in sales for a beer with many of the distributing comcoaches at Gilman pany. bode well for the Coach K ramer seasons to come. decided to make Photo Courtesy of Instagram

Molina Leaves his Mark on NPR On January 4th, WYPR, Baltimore’s affiliate station of National Public Radio, released one of their Stories from The Stoop podcasts, an ongoing series featuring residents of Baltimore sharing personal anecdotes, starring Gilman’s own Mr. Mike Molina. He had previously participated in the Stoop Stories: Through Race-Colored Glasses and Getting it Wrong: Stories about Mixups, Mistakes, and Misunderstandings.

This time, Mr. Molina’s story deals with the power of forgiveness and humility.

M r. Mol i n a a l s o explains the merits of doing small deeds for one’s community.

For more info or to listen to the podcast, check out his Stoop Story on the WYPR Photo Courtesy of Gilman.edu website!

Photo Courtesy of Gilman.edu

Gilman Lauds New Swimming Records Gilman Swimming posted a historic season this year marked by high-level individual and team performance. A total of 5 school records fell, one of which was broken twice in successive meets. In the team’s senior day meet on January 23rd, the first two events of the day saw broken records: the 200 yard medley relay team of Max Verheyen (backstroke), Nathan Hedgecock (breaststroke), Philip Morgan (butterfly), and Wade Perry (freestyle) posted a school record time of 1:39.26 and Max Verheyen broke the individual 200 yard freestyle swim record in 1:43.18. Ten days later at the MIAA Championship meet on February 2nd, the same 200-yard medley relay team broke their own record in 1:38.20. The 400 yard freestyle relay record was also broken in a time of 3:16.24 by a team of Max Verheyen, Nathan Hedgecock, Eric Zhang, and Bryce Lloyd, and in the first leg of that race Max Verheyen broke the school’s 100 yard freestyle record, which had stood since 1985, in 47.54. Finally, Max Verheyen, with his 5th school-record performance of the season, broke the 200-yard individual medley swim record in 1:50.95. These performances and others led Gilman swimming to its best finish ever on both the Varsity and JV level in 3rd and 2nd place, respectively.

The Senator Honors Mr. Reddy Finney

Photo Courtesy of Gilman.edu

On February 5th, The Senator Theater premiered A Path to Follow: The Reddy Finney Story. The film examined the life and legacy of Mr. Redmond C. S. Finney (‘47), Gilman’s 10th Headmaster. His impact on Gilman is evident through the number of memorials around campus dedicated to him, including the Finney Center as well as a portrait in Carey Hall. Although Mr. Finney was unable to attend the event, his son, Stewart Finney (‘77), spoke before the film. The Executive Producer Todd Yuhanick followed up Stewart with insight about the film’s origin and his own creative process. Hundreds of alumni, faculty, and students were present at the event and joined in celebrating Mr. Finney. If you still want to see the film, it will air on Maryland Public Television on March 31 at 7:00 PM, but will hopefully be even more accessible in the future.

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February 26, 2019

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Volume CXVIII No. 4

during Sophomore Seminar is beneficial, I don’t believe that only meeting once a cycle allows enough time for the community projects to be successful.” Zhang describes it as a program designed to sort of mimic Freshman Fifth, but bring it up a level appropriate for sophomores who have now spent over a year in high school.

Gobi Hernandez (‘22) gave his opinion regarding Freshman Fifth: “It needs to be much more structured. The idea of a class like Freshman Fifth which provides students with morals needed for the rest of high school is good, but the execution is not as good. Most of the classes have a good target for the lessons, but most of the freshmen know some of the seniors, and use it as an opportunity to talk with them.” Kidus Yibas (‘22) had a different opinion on the matter, stating that, “It is a beneficial class; it helps get us through freshman year easier. I like the fact that we can converse with upperclassmen that have been in our shoes. They make going through freshman year seem possible.” If anything, Yibas says that he would like to have Freshman Fifth more frequently, because they always seem to run out of time to complete the lesson.

Although the opinions of the freshmen and sophomores vary greatly, all students can agree that it is a time to learn about high school from those who have been in their position and to motivate them for the coming years.

by Jackson Tacka Last year, the Gilman Baseball team had a mediocre season, posting a record of 15-14. After securing the 6th seed in the MIAA A conference playoffs, Gilman found themselves in an underdog position. The Greyhounds went on a hot streak, charging into the Championship against MIAA powerhouse Archbishop Curley. As Prep Baseball Report stated in their preseason evaluation of Gilman, “Given that Gilman always find themselves in the race for the MIAA crown, we wouldn’t be surprised to see them back in the mix in 2019.” Although they lost in the championship series last year, the young Gilman team looks to have a strong year with a good chance of making another run for the championship.

Although the team lost starting seniors Maxwell Costes, Mike Willis, Joe Melancon, and Alex Slodzinski along with pitcher Jack Bowmaster, the team brings back last year’s junior captain, Wake Forest University commit Pierce Bennett, along with fourteen other returning varsity players from last year’s finalist team.

As Pierce explained, “I have been looking forward to this baseball season my whole life, with the help of some young studs and a great group of ballplayers, this year should be something special. Losing in the championships two out of my three years here, we’re looking to finally get that ring.” This mentality is consistent across

the board for the team as all the players seek retribution from last year’s crushing defeat against Curley.

Although the varsity baseball squad will be losing a valued coach, Zach McElroy (’08), who will be heading up the JV team, his role as pitching coach will be taken on by Coach Russell Wrenn (’96) and Coach John Richardson, both veterans of the Gilman coaching staff.

When asked for his outlook on the season, Coach Wrenn commented, “Generally, I think all the coaches and players are excited about the 2019 season. Finishing an up-and-down 2018 with a run to the MIAA finals gave everyone a taste of what championship-caliber baseball is. The staff is excited about the work the boys have put in during the offseason, and the combination of experienced returners and talented newcomers offers the potential for a successful spring for both the JV and V squad.”

This year the team will be going down to Georgia for spring break as well as having the opportunity to practice on the Wake Forest field. The team is very excited about this new spring break trip and it should be a great opportunity to get out of the cold in Baltimore and enjoy some team bonding. The Gilman Greyhound’s road to the finals at Harford Community College begins on March 13th against the St Paul’s School Crusaders.

Freshman Fifth

by Bryce Lloyd Once a cycle, ninth and tenth graders at Gilman have an additional commitment on their schedules during fifth period: Freshman Fifth, “an ongoing orientation program to high school” that teaches important life and personal lessons, and Sophomore Seminar, a chance to investigate ways to better the community around them.

Participants within the student body have mixed feelings about Freshman Fifth and Sophomore Seminar.

In Sophomore Seminar, similarly to the long-established Freshman Fifth, the tenth graders are broken into groups, where they learn about and interact with the Gilman community. For example, the sophomores completed a project where each group had to produce an idea on how to improve the Gilman community and then carry out their plan. One of these ideas from the sophomores was to have more protein at lunch in addition to a unique entree each day, and the students eventually met with Flik to discuss their idea. As a result, the lunch served at Gilman has been changed as discussed.

Now, with every meal, there is an option to have either chicken tenders, hamburgers, hot dogs, or chicken sandwiches, depending on the day. Eric Zhang (‘21) described the second year iteration of the class, saying, “although what we do

by John Williams A s t he w i nter at h let ic season comes to a close on campus, the lacrosse team readies itself to begin a successful 2019 season.

After narrowly missing the playoffs last year, and finishing with an 8-8 record for the second season in a row, the Hounds look to finish above and beyond that mark, with the ultimate goal of winning a championship.

This season will prove to be an especially important one as it marks the end of Varsity Head Coach Brooks Matthews’ (‘87) tenure at the helm of Gilman lacrosse.

Coach Matthews will enter into his 15th and final season with a legacy of 140 wins and two MIAA A Conference Championships (2009 & 2011 seasons).

When asked about the importance of his final season, Coach Matthews noted how this season is just as important as every other one and how he is “focused on the details and preparations for those first days of the season to get underway.”

Another source of excitement for the Hounds is having some new faces on the coaching staff such as Jake Scott. Coach Scott brings an impeccable resume to

Baseball Preview

Lacrosse Preview the program as he was named an AllAmerican in high school at Conestoga (PA) before going on to be an attackman at Harvard. This is an experience that he plans to infuse into Gilman’s offense this season.

Despite last season’s disappointments, the team seems much more optimistic coming into 2019. This hope stems from the score difference in the games last year, with no in-conference loss being by more than four goals. The most notable of these games was the two-goal loss to the MIAA runner-up Boys’ Latin and the four-goal loss to the eventual Conference Champion, Calvert Hall, a team that averaged a +9 margin over MIAA opponents at home. Coach Matthews said that he believes that his team has a lot of “unfinished business.”

This season the team will begin with an exciting out-of-conference schedule highlighted by matchups against Haverford (PA) and Bullis (DC). Players are especially excited for their game against Bullis as it will be played under the lights at Loyola University for the PNC Invitational, an event which will be broadcasted live on CBS. Following these games will

be the varsity team’s spring break trip to Arizona where they will play games/ scrimmages, have practices, and enjoy the warm weather. Upon their return, the team will begin conference play, starting off with a home game against the Severn Admirals, the team that beat out the Hounds for the sixth seed in the playoffs last year. Finally, in the latter parts of the season, the team will compete against in-conference rivals such as McDonogh, Boys’ Latin, Calvert Hall, and Loyola, teams that all made the playoffs in 2018.

Coach Matthews stated that one of his most important goals for this season will be to “grow as a team” and have players “bond with each other,” a goal that creates team chemistry and hopefully translates into a championship. In addition, Matthews believes that one of the biggest challenges for the team this year will be their ability to pull together and maintain consistent success throughout the season.

The team also boasts tremendous depth in nearly every facet of the game. The core of the team will be led by juniors and seniors, many of whom are already committed to play lacrosse at the next level.

The defensive unit will be spearheaded

by Hank Bethel (‘19), Xander Martin (‘19), and Jack Stuzin (‘20) all of whom were cornerstones to the 2018 defense. Behind them in goal will be senior Noah Klein, a Boston University commit starting for the second straight season after transferring from Friends School. The midfield shows athleticism and experience, stacked with numerous returning starters such as junior Billy Spillman, who recently committed to Yale, and seniors Will Godine, Andy Andrews, and Logan Paff. Lined up at the faceoff ‘X’ will likely be Nick Tussing (‘20), who is looking to start his first season after the graduation of Liam Muhly. Finally, the attack position will consist of a mostly junior squad including Sam King (‘20) and Dutch Furlong (‘20), but also a powerful returning Senior, Jed Brummett.

The Gilman Lacrosse team will face another challenging year in the MIAA marked by some of the best teams in the country on their schedule. However, solid experience and great talent throughout the roster gives the players and coaches an optimistic outlook going into the year.

learning how to apply a tourniquet. An initiative called Stop The Bleed is teaching kids across the country how to tie a tourniquet, which, if done correctly, could potentially save the life of a wounded victim.

If one encounters someone who has been shot, first they should call 911.

Secondly, they should ensure that there is no active danger in their vicinity. If there is any danger, they should attempt to remove themselves and the victim from the area. Next, they should attempt to find

gloves to protect themselves from bloodborne illness. This will then allow them to identify sources of life-threatening bleeding. Sources of life-threatening bleeding include blood-spurting wounds, lost limbs, and wounds of those who are confused or unconscious. One should use a clean cloth (as simple as a t-shirt), stuff it into the wound, and apply continuous hard pressure until first-responders arrive.

This year, Gilman has been preparing the faculty to best protect students in an

emergency. With many teachers considering ALICE Training to be a success, it is clear that Gilman is better prepared for an active shooter. Stop The Bleed is an initiative that allows students to contribute to improving the safety of their school. It is relatively simple to learn and can help someone save the life of their teacher or classmate.

Alice, continued from page 1 relative to the threat and what resources we have available.” Mr. DeWeese added, “Unfortunately, the stark reality is that active shooter scenarios are chaotic. The ALICE training gave the faculty a toolset and a mode of thinking to approach these situations, but ultimately these attacks come as a surprise.”

While the teachers train to protect students and fellow faculty in the event of a shooting, there is still something that the students can do to make themselves the most helpful in an emergency: