Hopkins School 986 Forest Road New Haven, CT
Vol LXV, no. 2
November 2, 2018
Hopkins Rolls Out New Website New Track and Softball Field Noah Schmeisser Editor-at-Large & JR Stauff '19 News Editor
This fall, Hopkins rolled out a new version of its website. While the online face of the school, plastered with pithy slogans and glossy pictures, remained the same, Hopkins’ internal website changed drastically over the summer. The new website, more interactive than its predecessor, functions much like Google Classroom. The transformation was prompted by factors outside the school’s control. Last year, the company which had provided Hopkins with its Student Information System (SIS) -- the software responsible for keeping track of grades, schedules, transcripts, and courses, among other things -- informed the school that it would be removing the program from its lineup. As Ben Taylor, the Director of Academic Technology, put it, “We had a choice last year: get a new SIS, or don’t have school any more. We picked get a new SIS.” That new system has some powerful features. Hoping to streamline the student experience, Hopkins opted for a system which integrated with its pre-exist-
ing online presence, bringing functionality to the previously mundane website. Taylor said, “The SIS that we picked is the one that integrated...with our website. When we got the SIS, [the website came] alive.” Now, the informational tabs on the site are populated with pages for classes, teams, activities. Additionally, teachers can post assignments and collect homework via the Hopkins website. Hopkins. edu has become, in essence, a Learning Management System (LMS) -- an online program, which facilitates assignments, assessments, and content transfers, a role also done by Google Classroom. The introduction of this new system has caused practical problems, however. Most teachers, citing quality, ease of use, and familiarity, have stuck with Classroom. Dr. Philip Stewart, the Head of the Science Department, is an exception. “I think it’s unfortunate that we’re not on one system. I do [like the new system]. [It’s] a lot more convenient.” Thomas Peters agreed: “I like the features of the new [website]. It will take me time to get used to it, [but] I’ll probably shift to the new [system]." (Continued on Page 2)
To be Built by Fall 2019
On October 19, Kai Bynum, Head of School, revealed plans to build a new track and softball field, to be completed by Fall 2019. The facilities will be built on the current far fields.
Diversity Board Hosts Culture and Community Day Sarah Roberts '20 News Editor This year, on Friday October 12, the Hopkins Student Diversity Board hosted the Culture and Community Day assembly, but with an expanded purpose. Culture and Community Day has been a Hopkins tradition for years now. In the past, it has been called Heritage Day and Flag Day, but the purpose has essentially stayed the same: to share the diversity of experiences and backgrounds on The Hill. In addition to this, the assembly relaunched the Real Talk series, featuring a number of powerful performances, such as slam poetry and a digital speech. Elena Brennan ’20, a member of the Board, commented that through Culture and Community Day, the Board hoped to “highlight the cultural diversity at Hopkins and the idea that despite being one community we all have different backgrounds.” Introduced at Hopkins last year, Real Talk was a student performance series that allowed Hilltoppers to share an aspect of their identity with the school during Assembly. One of these speakers, Naomi Tomlin ’19, reflected on her motivation to participate in Real Talk: “I wanted to put a voice to my thoughts and show other people that it's okay to put yourself out there.” She further explained that the feedback from the community was overwhelmingly positive, as everyone accepted her with open arms. Despite this positive feedback from the Hopkins community, the Board still saw plenty of room for improvement. Its members are working to have Real Talk reach beyond Assembly time, and even beyond The Hill. The Board wanted to stress that any medium a Real Talk performer feels is most powerful to get their point
Inside This Issue:
News.................................1,2 Features............................2,3 Voices..................................4 Op/Ed.................................5 Arts.....................................6 Sports...............................7,8
across can be used to express their voice. Melody Parker ’19, a current head of the Board, explained that the main goal of the initiative “is to bring the community closer together by understanding the people we see every day just a little bit better.” In order to accomplish this, the Board will be hosting panels attempting to answer the
participate in the Real Talk initiative: “I think Real Talk is a community initiative and that students benefit when the whole community participates. The trick is to make sure that the balance is always tilted in favor of student participation.” Terence Mooney, a new English teacher and advisor of the Board, explained that these initia-
During Assembly on October 12, the Diversity Board hosted Culture and Community Day, featuring a number of powerful performances.
question “what is it like to be... on The Hill?” The panels will occur during G and H block later this year and will consist of Hilltoppers who fall under a shared identity. As seen in the assembly, the Board is beginning to involve teachers in the Real Talk collective. Thom Peters, History teacher and School Archivist, performed a poem about his views on the intersection of Christianity with intellectual thought. Peters explained that he struggled when trying to decide whether or not to
Arts, Page 6: Zach Blake '19 is Artist of the Issue
tives should “reflect the interests of the students, complemented by the perspectives from faculty, staff, and administrators.” Becky Harper '07, former Hopkins student and current Director of the Office of Equity and Community, explained that the way the school talks about diversity has changed immensely in recent years. “The most visible changes are the name of the departments as well as the number of faculty members involved.” New staff members, Dante Brito, an Athletic Depart-
Features, Page 3: John Huggins: Hopkins Black Panther
ment Associate, and Mooney, now serve as Associate Directors of the Office. Formerly known as the Diversity Office, which was comprised only of a director, the Office has always maintained similar goals. Harper believed the new title of the Office of Equity and Community more explicitly states the nature of the work. “Diversity remains a priority, yet diversity does not take place in a vacuum.” As a result of the growing size of the department combined with the thriving Student Diversity Board, the work is being attended to by more members of the Hopkins community than ever before. Other than the Real Talk initiative, the Board has a myriad of ideas and projects in the works to accomplish their overall goal of making Hopkins as inclusive as possible. “There were times in my life I felt not included, not treated equally, in a very undiverse setting,” added Brito, “all of our projects intend to make sure no child feels like that at Hopkins.” Parker explained that by the end of the year, they hope to have a Women in STEM panel, a benefit concert, a poetry slam, trivia night, and a Social Justice Leadership program. Although the Office and the Board are composed of a limited number of students and teachers, they all emphasized the importance of broad community involvement. The Board meets every Maroon Tuesday in the Weissman room from six to seven. These meetings are open to everyone and student attendance is strongly encouraged. The Board’s latest endeavors can be found on the Equity and Community Corner in the @HOP email newsletter. With the number of projects underway and the continuous expansion of the department, Harper affirmed that “it is an exciting and hopeful time for the Office."
Voices, Page 4: Cartoon and Self Reflection by Melody Parker '19
Sports, Page 8: Fall Sports Review
The Razor: News/Features
Yali Delegation Visits Hopkins The entire student body was Julia Kosinski ’21, given the opportunity to host a Yali-PeiAssistant News Editor cui student. Gigi Fulginiti ’19 explained The Yali delegation’s visit to why she wanted to host: “I was lucky Hopkins marks a turning point in Hopenough to live with a host family this kins’ global connection with other rigorous summer, and I wanted to be able to ofschools around the globe. On September fer the same unforgettable opportunity 26, a delegation of twenty middle school to someone else. Also, I was born in the students and three faculty members from same region that the students are from!” the Yali-Peicui school in Changsha China Each host family had the opporarrived at Hopkins. The exchange students tunity to give their student a perspective visited for three days, participating in a on life in Connecticut. Liana Tilton ’19 home stay with Hopkins students before said her highlight “was probably going continuing their trip along the East coast. apple picking at Bishop’s Orchards, someChang Sha, the capital city of the thing my student had never done before.” Hunan province located in South Central Elizabeth Czepiel ’20 recalled, “We went China, is the Chinese Jemma Williams sister city of New Haven. When asked about how the connection between Hopkins and the Yali-Pecui school began, Lan Lin, Modern Language Department chair and Chinese teacher, explained, “The Yale China association connected Hopkins with the YaliPeicui school. Last year they reached out to us with the news that they were in contact with a school in China who was looking for a sister school in the United Yali students commemorate their visit with a photo outside Thompson States with the same kind of caliber to the top of East Rock, and got lunch at and school environment. They thought the food trucks in New Haven. We wantHopkins would be a great fit.” ed to give him a good feel for the areaThis was the beginning of the -not just America, but also New Haven.” Hopkins-Yali connection. In response to The Yali-Peicui students opened how she planned to build on the success of up to their hosts about their thoughts on the the first exchange, Lin discussed the next Hopkins campus, and how America comstep: “We turned the page, and now we are pared to their home city. Czepiel explained already planning for the China trip. We are that her student “often compared America going to have a March break trip where to China, and things like all our trees stood our students will have a homestay and out to him in a good way.” William McCordo what the Chinese students did here.” mack ’21 recalled how his student comOn September 27, the entire school gathpared America to China: “In his school, ered for Assembly to welcome the Yali they have 3,000 kids in a much smaller, delegation. Following Assistant Princrowded space. He thought America was cipal Mr. Cao’s address, translated by really cool and very rural compared to his teacher Ms. Luo Tianjing, the twenty big Chinese city.” Fuginiti described her exchange students performed a Chinese student’s reaction to Hopkins: “She thought poem titled “Shui Diao Ge Tou Zhong that the campus was so beautiful and she Qiu,” which translates to “Mid Autumn”. loved how much open space there was. In addition to gifts, Yali and HopCompared to her school, she felt that Hopkins exchanged students’ hand-painted kins students had lots of freedom and free artwork. Art Department Chair, Robert time. When we would ask her if she would Smith, described how this art project belike to live in the US she would say, ‘Yes, gan last year in a meeting with the Prinbecause everything in America is big!’” cipal of the Yali-Peicui school: “Initially Czepiel described her experience I didn’t think the arts would be as much as a host, “The language barrier was much involved, until I found out that the Prinsmaller than we expected. Our student was cipal of the Yali-Peicui school is an art very cheerful and outgoing, so we got to teacher.” He elaborated that he “thought know him quickly. He ended up calling us this was probably a really good first step mom, dad, and sister. He even sometimes for us, because this would be two artists called us super-mom, super-dad, and superspeaking to each other.” Smith shared how sister!” Tilton noted a cultural difference during last year’s visit to prepare for the between herself and her student: “In China, exchange, the Yali-Peicui faculty were it is not polite to open gifts in front of the “really drawn to Mr. Ziou’s Fine Art III giver; whereas here, we all wait anxiously collage style paintings.” These paintings for someone to open our gift! We told our became the inspiration for the art collabostudent that it was okay to open her gift ration, in which each school would recrein front of us. Luckily she liked it and reate roughly half of a painting, and then the sponded with a big hug.” McCormack also two halves would be assembled together. shared a cultural difference: “We were havSmith deferred to the Yali facing spaghetti and meatballs. I guess in Chiulty to decide the subject matter: “The na it is polite to slurp noodles, so he started Yali art teacher chose a traditional Chislurping spaghetti.” Sophie Sonnenfeld nese scroll, a national treasure of theirs. ’21, who learned something from her stuIt’s the only work of Wang Ximeng that dent shared her experience: “My host stuwe have left. I felt like to have students dent really liked Thor and The Avengers, so paint that was to form another connection we watched Thor Ragnarok and I learned a that was beyond cultural, it’s also very lot. I ended up learning more about Amerihuman.” The Yali students brought their can culture, which was kind of funny.” completed sections of Wang Ximing’s “A When asked about her plans to stay Thousand Li of Rivers and Mountains” to in contact with her host student, Fulginiti Hopkins. In the spring, Hopkins students described how her student “really wanted will return the favor and bring a painting to video chat so my family could meet hers. to be displayed at the Yali-Peuicui school. The only trouble is the time difference.”
November 2, 2018
Seniors Mentor Hilltoppers Connor Pignatello ’19 Features Editor h Senior mentors may be best known for their preadvisor group Dunkin Donuts runs, but the most important qualities they bring to those early morning meetings are their experience and advice. They form relationships with their mentees, answer questions their teachers may not be able to answer, and create a link not only between the older students on campus and the younger ones, but between an adult advisor and their teenage students. Students apply to be senior mentors in the spring of their junior year, and candidates are chosen by a committee made up of the Senior Class Head Advisor, the Freshmen Class Head Advisor, and the Junior School Head Advisors. This decision is based on “what [the applicants] know, what they write, and the leadership that we’ve seen in them as they’ve grown”, explains Class of 2019 Head Advisor and Dean of Students Lars Jorgensen. Senior mentors bring many qualities to their advisor groups—help-
ing younger students transition to Hopkins, giving advice from a student perspective and being a supportive leader for mentees to look up to. In the fall, senior mentors play a crucial role in the transition of new students in both seventh and ninth grade. Gigi Fulginiti ’19, a ninth grade senior mentor, said, “Freshman are shy and not yet comfortable enough with their teachers or other adults to ask for support, so having an older student to go to makes the process less daunting.” Senior mentors create this connection through fostering a more casual and fun environment when they come to advisor group meetings. Jocelyn Garrity, Head Advisor to the Class of 2024, said that when senior mentors come to advisor group, “the focus often shifts from doing seventh grade business type stuff to more fun things, like games, or just talking and relaxing.” Garrity continued, “It’s really nice to have a connection to the older kids, because [seventh graders] are isolated in a lot of ways in the junior school and so it’s nice to have that connection to the
older kids.” Younger students may be able to relate more to their senior mentor than their advisor, explains Jorgensen, “It’s really powerful and impactful for seventh graders and ninth graders to have a leader amongst the seniors on campus, taking interest in them, trying to get to know them, and being a resource. We have lots of adults here, but there’s nothing like an older student that can act as a mentor. [Senior mentors] have insight and advice that carries a little bit more credibility, perhaps, than adults do.” Sarvin Bhagwagar ’24 repeated this sentiment: “You get to have a friend that you can talk to anytime. No offense to any adult advisors, but if you have a senior mentor you are able to relate to your mentor because they are also a kid.” Senior mentors bring a distinctive perspective to an advisor group, said Fulginiti, “Combined with the advisor, [senior mentors] can tackle any problem or dish out any advice. While the advisor might have a technical outlook, a senior has a practical one based on experience.” (Continued on page 3)
Cartoon by Ben Nields ’19
Hopkins Rolls Out New Website
(Continued from Page 1) But most students disagree, and the among the student body reception of the new system has been almost universally negative. Most cite efficiency concerns, expressing frustration at having to visit multiple sites to get their work done. Noah Slager ’19 said, “My homework is split up into a bunch of different websites. Instead of visiting one website to get all my homework and assignment sheets, now I get to visit two. Thanks, Hopkins.” Zaryah Gordon ’19 agreed: “Some of my teachers don’t like it, so we went completely to Google Classroom, so now I have to split between two [websites]. It’s annoy-
ing.” Kallie Schmeisser ’22 agreed: “Yeah, I really don’t like it. All of my classes are on Classroom except for one, which is on the Hopkins website. It’s extremely inefficient and I don’t really use it at all.” Shifting back and forth between platforms seems to be the main issues, but some students just don’t like the new system. Eric Martin ’19 said, “I really prefer Classroom because I think there’s a better feel to it.” Sam Jenkins ’19 added, “It’s bad. They tried.” Still, there is hope for the future. Taylor conceded, “Technology is something that should improve our lives; if it makes our lives worse, it’s worthless.” He
is well aware of students’ displeasure. “I think people are aware of the fact that we have some inconsistency in the way that we interact with these tools, and if we could come together more things would be better for students and teachers.” Taylor noted opportunities for more student feedback. “I’ll be sending out [surveys] to you guys and to faculty to give feedback so that we can make a decision [on our LMS] with the community behind that decision and then create the support materials that you need to use it effectively.” In the meantime, he urged students to be receptive and hopeful. “The right option is to check it out and to try to have an open mind.”
November 2, 2018
John Huggins: A Hopkins Black Panther
the fall of 1962, only seventeen years old. large, two people, one person. He had a lot Huggins became a class A radarman, and of patience, too, he had to, because some of helped direct pilots drop bombs. Huggins things they’d ask him, they were ridiculous.” h Meet John Huggins ’61, Hopquestioned the purpose of the war in an ed- A fellow student described his first encounkins Alumnus and Black Panther. itorial he wrote for an old New Haven pub- ter with Huggins, “To me, Huggins didn’t Hopkins’ past remains relatively lication, “They would bomb roads in the really look like your average Panther. He unknown to the common student. Someday, and at night hundreds of women and wore the kind of clothes you would expect where during the 350 year tenure, the children would work filling up the craters to see on a white hippie, thrift-store stuff... school merged with Day Prospect Hill with sand. So the planes would drop flares That day at UCLA, he welcomed me to the and dropped “Gramand come in low and strafe them. That was meeting with the words, ‘Glad to have you, mar” from their name. the big joke of the fleet. Here were those comrade.’ I smiled and clasped his hand.” The rest is a blur. poor Orientals trying to fill the roads by Huggins’ popularity was not Hopkins has eduhand and we with our machines could appreciated by all. Ron Karenga, a black cated many influenmow them down. I guess it showed the su- nationalist, feared that Huggins’ presence tial young men and premacy of White America or something.” would threaten his influence at UCLA. women, yet the vast Huggins also endured racist com- Rising tensions culminated in a fatal conmajority graduates ments from his fellow soldiers. He recalled, frontation when Karenga’s men shot John have been forgotten. “’In the Philippines they call them ‘mon- Huggins and Bunchy Carter on the UCLA Today one is rememkeys,’ because Emory Douglas campus. Hugbered. they’re darker gins died only John Huggins and a little shorttwenty-three was born on February er, I guess. I just years old. 11, 1945 to a middle wondered what A news arTheodore Tellides class African Amerithey called me ticle captured can family. His father behind my back.” the chaos of John Huggins Sr. was Huggins and the class of 1961 in ninth and tenth grade In early the scene, the manager of the mented, “He was treated extremely 1967 Huggins “John HugYale Fence Club, an exclusive drinking badly by students, teachers, and the attended Lingins caught establishment. Huggins was an avid reader Headmaster, in that when crises arose coln College in the first dumas a young boy and earned a spot at Hop- there was no one at the school who could P e n n s y l v a n i a dum bulkins Grammar School. Huggins was one of understand him or come to his aid.” where he met let in a vital few African Americans at the school. AcHuggins’ report cards reflect his future wife, blood vessel, cording to his mother Huggins felt like he his transformation: “He started off as a Ericka Jenkins. one-eighth did not belong: “This [sending Huggins to bright, happy boy- as the report cards say, After a year at A collage in memory of John Huggins ’61 of an inch Hopkins] was one of our greatest mistakes. ‘cheerful’-and gradually as the reports Lincoln College, the couple drove to from his heart. It severed his aorta. Hopkins is a school where they teach very came in they began to say, ‘Huggins is California to join the Black Panthers. John went down for dead. Terrified stuwell, but they did not know how to relate silent. Huggins is morose. Huggins is not Huggins enrolled himself at UCLA and dents pasted themselves on the floor.” to a black student, even though they said smiling.’” Dejected, Huggins left Hop- joined the Black Student Union. Janice Ericka and her infant daughter, they wanted him, and they gave him some kins after sophomore year and transferred Culberson, roommate of John Huggins, Mai, moved to New Haven in order to live little scholarship because of his grades.” to James Hillhouse High School, one of commented,“I loved to hear him speak; he with the Huggins family. Ericka founded the Huggins was interested in politics the public high schools in New Haven. was very articulate. And the way he would New Haven Black Panther Chapter, which from a young age and joined the Political Huggins enlisted in the Navy in captivate all sizes of audiences- small, would go on to make national headlines. Theodore Tellides ’19 Editor-in-Chief
Union, a debate club. Frank Harris, a close friend and fellow activist, commented on Huggins’ political maturity, “He had been aware, I guess, ever since he was small going to Hopkins. He saw what was happening in the schools and stuff like that.” Huggins’ isolation only worsened over time. Mrs. Huggins com-
Senior Mentoring on the Hill (Continued from Page 2) h Separate from their contributions to advisor group, senior mentors also look to build relationships with their mentees. “We ask that they meet one on one to check in, perhaps have lunch with them,” said Jorgensen, “There’s a greater role there, but it’s not as structured, so the [senior mentor] has to have the maturity to do more, but that varies from mentor to mentor. If the mentor goes to see a game or a play that their [mentee] is in, that can have a huge impact on their mentee.” Another great opportunity to build relationships between mentors and mentees is class trips, which the seniors are invited to go on since they do not have a class trip of their own. This year, senior mentors tagged along with the seventh grade at the Durham fair and with the ninth grade at the Big E. “It was important to have senior mentors at the fair because they helped show us what to do and the right thing to do [with] generosity and kindness,” said Luca Angelini ’24. In addition to forming relationships with younger kids, senior mentors can also encourage behavior set by community expectations. “Faculty members aren’t always around, and if a senior comes up to a younger kid and says ‘Hey, you just said something really unkind,’ that can have a big impact,” said Jorgensen. When applying, juniors may choose to mentor seventh grade, ninth grade, or both, although the mentor process does not differ much between the two grades. It all depends on what age the student would like to work with, explained Garrity, “Some older students may not be interested in a twelve year old and feel like they can relate better to a ninth grader. The seventh graders are just open in a way to being goofy that you might not get with a ninth grader, especially when half are new and half are not. The new ones might feel a little bit more self-conscious,
but the seventh graders are all new, so they’re putting themselves out there, to get to know each other and make friends.” Experience in the Junior School is also a factor in deciding which grade to assign seniors to, says Jorgensen, “Those who were in seventh and eighth grade have a higher likelihood of getting seventh grade if they want to. It’s not a deal breaker, but having experience in the junior school helps.” The most substantial piece of advice for juniors interested in applying is to put “good thought” into the application, said Garrity. “The application is a really big part of it, because we may not know you as a junior. I may not, as Seventh Grade Head Advisor, know all the kids applying, so I really do read the applications carefully, and putting good thought and effort into the application is important.” The committee has experimented with various deadlines, however, they all seem to conflict with the busy spring schedule of the junior class. “We have tried having the application due different times,” said Garrity, “last year it was due after exams, but a couple of years ago we did it really early, because we were trying to pick the kids earlier so they wouldn’t be wondering over the summer. I personally liked that model, but that was a really busy time for the kids in junior year to do an application in the middle of the spring.” Last year, the deadline was the day after exams, but many juniors left the application until the last day and either forgot about it, hastily completed it, or didn’t do it at all because they were drained from exams. Theodore Tellides ’19 recalled, “Right after exams I traveled to London to visit my brother who is studying there. A day into vacation I suddenly remembered about the application and logged onto my email only to find out that the deadline had passed a few hours prior. It was an L.” Although the application is due at a busy time, Garrity adds that the committee is “totally flexible” and is willing to work with the schedules of second-term juniors.
New Faculty Profile: Terence Mooney Izzy Lopez-Kalapir
Where did you grow up? I grew up on the Upper West Side of Manhattan, wedged between fruit and fish stands and a post office. (And Harry had the presumption to complain about cupboards beneath steps.) What is your academic background? I attended the second-most prestigious co-ed 7-12 “non-public” high school in the United States. I was perhaps taught by the most prestigious celebrity recently gracing chalk-and-blackboard, Lin-Manuel Miranda being my seventh-grade English teacher--before jaunts to Ohio for schooling, Georgia and Massachusetts for teaching. What are you teaching/coaching/advising/etc. this year? Two sections of eighth-grade English; a section of Writing Semester and another of Shakespeare & Justice in the fall, with two sections of Dark Romanticism in the spring; JS football; 9th grade advisors; and work with the office of Equity & Community. (Mechanics quibblers or Vonnegut acolytes who assert semicolons as anathema, please introduce yourselves!) What particular tidbit (hobbies? life experiences? 15 minutes of fame?) we should know about you? I’m pretty certain my elementary school chorus sang the national anthem in Madison Square Garden, whether for an audience of Knicks fans, Liberty fans, or no one at all. I’ve never quite determined the line between story-truth and happening-truth, but that misty-brained moment reverberates louder than ever today. Tell us about a book, film, television program, performance, etc. that has impacted you and why? James Baldwin’s Giovanni’s Room was a mid-college literary intervention that changed my life; later such revelations came through the writings of Rebecca Solnit, Maggie Nelson, and Gloria Anzaldúa, to name but three other personally sainted scribes.
November 2, 2018
A Fearless Hopkins Experience Katie Broun ’19 Managing Editor There was an Eleanor Roosevelt quote that I found recently that resonated with me. She says, “The purpose of life is to live it, to taste experience to the utmost, to reach out eagerly and without fear for newer and richer experience.” Her idea of living in the moment struck me as both a challenge and a comfort. Challenging to be present all of the time experiencing life to its fullest potential yet comforting that life itself is as rich as it possibly can be.
The Aftershave Roosevelt’s belief surrounding life’s true purpose causes us to ponder our own lives. As both a senior reflecting on my time at Hopkins and the last four years of my life, Roosevelt’s quote caused me to ask myself questions. Was I really taking advantage of the entire Hopkins experience or was I limiting myself to only parts of it that were familiar? What is my place here on The Hill during this last year, and what was it during my other years at Hopkins? Life at Hopkins is often filled with stress and difficult times, but in total, each year
“What is my place here on the Hill during this last year?” provides an opportunity for you to discover something new about your “Hopkins” self. We find ourselves focusing on the negatives of our current situation instead of viewing each situation with a positive outlook. I challenged myself to think of the most exciting portions of each year at Hopkins as a way to continue to be positive and take advantage of each moment and
opportunity given to me. We should both view and live our lives to be filled with happiness instead of being balls of stress worried about the next test. To the freshmen, this is your first year of high school at Hopkins. Try so many new things. Try out for sports teams, audition for plays, and do things out of your comfort zone. Say hi to people in the hallway and make new friends. It allows you to learn the most about yourself and who you wish to become over the next four years as a Hilltopper. The moments are only just beginning but they will stay with you for a long period of time. Sophomore year, for me and many others, is a year to deepen the friendships made during freshman year and continue to develop your identity
“Take on each year of your Hopkins experience without fear. We need to live in the moment in order to understand fully our role in the community at large.” as a Hopkins student. As leaders of the middle school, you have a better understanding of your surroundings yet still have the freedom to take risks and try new things. Being a Hopkins student becomes an enjoyable daily task where you can live freely and physically enjoy each minute without worrying about others. I felt a transition in developing my Hopkins community between sophomore and junior year. Maybe it was starting the upper school and gaining leadership positions, taking classes that are electives that I chose to take, or specializing in what I loved doing. Junior year was the
time to appreciate the opportunities that Hopkins provides and feel good about the work you are producing and the community you have created. There is always room to grow and discover new things about yourself in your Hopkins community as well. Although junior year is a year of first AP courses and times of great academic intensity, having or finding a support system helped me and can also help you to find the joy in learning and in school to allow you to appreciate every moment. Seniors, this is our year of lasts. Enjoy the moments in advisor group to laugh with one another. Enjoy asking the silly questions about determining Skittle flavors while not seeing what color it is first or what is your definition of the meaning of life. The next few months together will be the last time we, as a senior class, get to experience Hopkins from the student perspective. I believe we should cherish that time and soak in everything about Hopkins that makes us proud to call this place our home. We constantly discuss the ideals of the Hopkins community, but the Hopkins community is created by us and for us. Roosevelt challenges us to take on life with a new perspective. Take on each year of your Hopkins experience without fear. We need to live in the moment in order to understand fully our role in the community at large. Each of us in our respective classes have something to offer to this community; seize that opportunity and use it as a tool for both individual and class growth. Every year on The Hill has its purpose. Time does not allow us to speed up or slow down a series of events, so it is important to make use of all the time we have. Make the Hopkins community your community, and don’t just survive in it, but thrive with it.
Editor-in-Chief: Theodore Tellides Managing Editor: Katie Broun News.......................................................................................Sarah Roberts, JR Stauff, Zoe Kim, Julia Kosinski Features..............................................Izzy Lopez-Kalapir, Connor Pignatello, Lily Meyers, Veronica Yarovinsky Op/Ed..........................................................................................Connor Hartigan, Saloni Jain, Simon Bazelon Sports....................................................................Audrey Braun, Alex Hughes, Teddy Glover, Anushree Vashist Arts..........................................................................................Ellie Doolittle, Katherine Takoudes, Leah Miller Voices........................................................................................Sarah Chung, Saira Munchani, George Kosinski Editor-at-Large................................................Olivia Capasso, Noah Schmeisser, Ziggy Gleason, Casey Gleason Cartoonists................................................................................................Melody Parker, Arthur Masiukiewicz Webmaster.................................................................................................Nina Barandiaran, Arushi Srivastava Business Managers...........................................................................................Caitlyn Chow, Sophia Fitzsimonds Faculty Advisors..................................................Jenny Nicolelli, Elizabeth Gleason, Sorrel Westbrook-Wilson The Razor’s Edge reflects the opinion of 4/5 of the editorial board and will not be signed. The Razor welcomes letters to the editor but reserves the right to decide which letters to publish, and to edit letters for space reasons. Unsigned letters will not be published, but names may be withheld on request. Letters are subject to the same libel laws as articles. The views expressed in letters are not necessarily those of the editorial board.
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The CFD Should Change Simon Bazelon ’21 Assistant Op/Ed Editor Last week, Hopkins began our largest community service project, the annual Canned Food Drive. It’s presented as a way for students to give back to Connecticut communities, as the student body spends thousands of weekend hours raising money to reduce hunger around the state. But while the CFD is well-intended, when the premier community service undertaking of our school consists primarily of students standing on street corners and asking mostly affluent pedestrians for money, then something has gone wrong. When student fundraising is largely encouraged via a competition between grades and not through a call to help those in need, then the CFD has become a way for Hopkins to make an effort at charity, but without engaging in any difficult conversations. It’s a problem when one of the chief impetuses for our major community service event is a petty competition between classes. To be sure, the Connecticut Food Bank provides critical service to hundreds of thousands of low income residents of our state, and the $40,000-80,000 that we raise each year is nothing to scoff at. I am not arguing that the initiative be torn down and replaced. Rather, I believe that some of the thousands of hours and immense amounts of energy directed at getting students to solicit as many donations as possible from passersby should be redirected. People’s
“Service should widen students’ perspectives by exposing us to people with very different life experiences.” time could potentially be put to better use. Now, this should not be construed as an attack on the work of the Student Council. The CFD is a herculean effort made possible through the hard work and dedication of students, and essentially students alone. But while StuCo does an excellent job operating within the system we currently have, the system itself could use some improvement. I am not the only one who feels this way. In the past month, I have spoken to faculty, students, parents, and members of Student Council, many of whom agreed that the way we’ve been doing things could do with a little rethinking. Katherine Takoudes ’20, Junior Class President, told me she wished Hopkins “could have a more direct connection with the Food Bank, by contributing to the in-person programs it offers, such as the Mobile Pantry, where volunteers distribute food to local communities.” Two concerns consistently came up in these conversations. The first is: “What about the money?” Street-corner fundraising collects
“Changing the focus of our school’s chief community service initiative would take time and effort. But I believe it’s worthwhile, because, at the moment, the Canned Food Drive is delivering the wrong lessons.” around $20,000-$50,000 each year, so placing less emphasis on it would lead to less money going to the Food Bank. To be clear, I do not believe the Connecticut Food Bank’s budget should be diminished. Therefore, I think Hopkins could replace the missing individual donations with money from the school budget. With an endowment of over 160 million dollars, this is within reach, although that money should certainly not come out of the financial aid allocation or teachers’ salaries. (Of course, until the school appropriates this money, student fundraising will remain a critical way to reduce hunger in our state, as the CT Food Bank has made clear that the most useful form of assistance Hopkins can offer is financial. I am by no means trying to discourage fundraising – in fact, I rec-
ommend that every student do some fundraising this winter. I know I’ll be doing plenty of it.) The second question is: “What would Hopkins students do instead?” Service should widen students’ perspectives by exposing us to people with very different life experiences. Personal interactions are critical to this. Social science has long shown that face to face conversations are extremely effective at popping the insulated bubble that many of us live our lives inside. A redesigned service program should aim to put Hopkins students in unfamiliar environments and to force us to confront uncomfortable truths about our own privilege. Because there are uncomfortable conversations that need to happen. We live in a country where dramatic (and increasing) levels of inequality have led to a legal, educational, and labor system that works differently for the haves and have-nots. According to the Federal Reserve, four in ten American families can’t come up with $400 in an emergency, 80 percent of Hopkins families have over $40,000 in disposable income. I think the best way to facilitate personal interactions is by trying to emulate and somewhat expand two existing programs: the elementary school tutoring program and the several yearly visits to Columbus House. These initiatives involve ten students at a time visiting a nearby public school and a New Haven soup kitchen, respectively. While John Anderson, a faculty adviser for community service, told me it would be fairly difficult to dramatically expand the Columbus House visits, he also said the elementary school would love to have more Hopkins students tutor. Of course, simply expanding these existing programs cannot replace all that much of the 2,000 hours we collectively spend on street corners. I think over the course of the next year, Student Council, in conjunction with the administration and with input from the student body, should try and find ways to put the energy and ability of Hopkins students towards
“If Hopkins students are going to be of use in serving the public, we need to have a better understanding of our own fortune.” other community service programs that broaden students’ horizons. Starting places could be a potential partnership with New Haven Reads, getting older students involved with Integrated Refugee and Immigrant Services, or, as Takoudes suggested, having students volunteer at the Mobile Pantry. This is not a simple task. Changing the focus of our school’s chief community service initiative would take time and effort. But I believe it’s worthwhile, because, at the moment, the Canned Food Drive is delivering the wrong lessons. It implicitly tells students that, to get things done, you write checks or ask affluent people for money, and you do so without really speaking to actual people in need. People love to repeat the line that the purpose of Hopkins is “for the breeding up of hopeful youths,” but cutting off Edward Hopkins’ words there, in my opinion, misses the larger point. Because the actual line tells us the reason for educating us students is “for the public service of the country in future times.” If Hopkins students are going to be of use in serving the public, we need to have a better understanding of our own fortune. Refocusing some of our community service efforts on person to person experiences is a great way to do that. Contrast a classroom with twenty-five energetic fourth graders and one teacher trying to keep order and your twelve-student math class. It’s difficult to delude yourself into the belief that America is a meritocracy, where individual effort matters more than what family you’re born into. Up until now, the CFD has been a way to “make a difference” without ever deeply challenging our preconceptions of the world. That’s not right, and it’s why I think some change could be in order.
November 2, 2018
Importance of Voting Madeleine Walker ’19 When I was standing at the [purposely unnamed, politically partisan] club table at the activities fair and asking passersby to sign up, at least a dozen responded with “Nah, I don’t get into that stuff. I don’t mess with politics.” You don’t mess with politics? That’s like wandering into the deep woods of Minnesota, having a bear start to charge you, and instead of doing something to potentially save your own life, just saying, “Nah, I don’t mess with bears.” Whether or not you mess with bears, the bear will mess with you. It’s the same thing with politics. If you are in the United States, you are subject to its laws and authorities. That’s a given. Even if you don’t agree with the law, you weren’t alive when it was created, or you aren’t a citizen, you legally cannot jaywalk. Or commit manslaughter. Or vandalize private property. But, if you are a citizen of the United States, you have been blessed with the opportunity to change laws and switch out many of the authorities. I personally think it’s a privilege to be a citizen of this nation, but even if you view these laws and authorities as being forced on you, isn’t that all the more reason to partake? If you’re being forced to eat a sandwich and given options of what to put in it, you may as well enjoy it, even if you’re not particularly hungry. Plus, who knows? Maybe it’ll benefit you even more later. I will not be 18 and able to register to vote until 2019, but you can bet that I’m counting down the days. Why? Because I have an idea of the America that I want to live in, and this is not it. I’m not the only one who feels this way. And next week, everyone who wants to change our country – and everyone that doesn’t! – gets to make their voice heard. The upcoming elections are going to determine the next few years of public policy, with enormous consequences. If you’re new to the political scene, you’re probably wondering what everyone is so angry about. Let’s review some of the biggest headlines over the last couple years: During Trump’s first month as president, the White House attempted to follow through on Trump’s campaign promise to ban Muslims from entering the country by
Whether or not you mess with bears, the bear will mess with you. It’s the same thing with politics. restricting visas for the citizens of seven countries. Congress later passed and the president signed a 1.5 trillion dollar tax cut, of which more than 80% will go to the top 1%, while making healthcare more expensive for middle income families. The U.S. then officially recognized Jerusalem as the capital of Israel, infuriating Palestine and much of the U.S. population. Most recently, Brett Kavanaugh was confirmed as a Supreme Court Justice despite sexual assault allegations from multiple women. As assistant Head of School Mr. Roberts says, “politics is a raging river right now.” As an American citizen, you can decide to either sink or swim. If the stakes of these upcoming elections are not enough to convince you into political activism, your moral obligation might be. It is an American’s civic duty to provide their input for the government’s use. Civic duty. We hear that a lot, but what is it exactly? Civic duty is not just for mandatory jury duty or paying the infamous taxes. Civic duty also entails every value that Hopkins students are encouraged to maintain: integrity, doing a fair day’s work for a fair day’s pay, participating actively in community affairs, and taking leadership roles. It means participating in the democratic process by registering to vote and then voting. This is where you have to be careful, though. Be an election big or small, vote smart or not at all. It is an American’s civic duty to vote, yes, but an implied prerequisite of that action is to know who you’re voting for and why. Civic duty means that when you walk across the threshold of your district’s polling station, you are carrying a metaphorical briefcase of information under your arm regarding each candidate who’s running for office and what they plan to do. I’m not saying that a “smart” vote means it must be for one specific political party, because it doesn’t. There is no right or wrong political party, just categorized ideas that make our voting decisions easier to make. What I’m saying is that you shouldn’t vote blindly for political leaders just for the sake of voting. Vote because you looked each of the candidates up online and know exactly what you’re getting into. Vote because you’ve defined your morals and the man or woman that you’re voting for exemplifies such morals in their political behavior and ambitions. When you turn eighteen, you lose the ability to be convicted as a minor, but you gain so much more. You gain political influence, and that’s a big deal. Don’t stay out of politics. Stay educated and stay active. If you’re an American, it’s not just your duty. It’s a privilege.
A Quiet Melody Melody Parker ’19 I’ve always been quiet. I’ve always considered my thoughtful, reserved nature to be part of my personality, even when I was encouraged to “come out of my shell” or asked why I was so quiet. People assume that if I’m not speaking, there must be something wrong. There are negative connotations given to introverts, and I worry that people will misread my character upon a first impression. But I shouldn’t be made to feel guilty for being quiet. Introversion should be respected and celebrated, not cured. At Hopkins, there are times when I feel obligated to speak even when it makes me uncomfortable. I’ve had the same sentence, albeit worded differently, appear in grades and comments every year since I could remember: “I wish Melody would speak up more in class.” Don’t get me wrong - I do
try to participate verbally in class, and I know every voice is important and needs to be heard, but I’ve always struggled with sharing my thoughts out loud. Why can’t I be heard through my writing, my work, my art? I am proud to own my words, so I keep them for a while, molding and shaping them until they represent what I intended. I am never the first to speak, but always the first to listen. To quote Susan Cain’s Quiet: The Power of Introverts in a World That Can’t Stop Talking, “We have two ears and one mouth and we should use them proportionally.” There is nothing wrong with listening, thinking, and letting your words sit for a while. Words are powerful, and they deserve to be crafted like masterpieces. There is a stigma around being a quiet person, but for many people, it’s just in their nature. Why should we be shamed for our craft, for our precision? Valuing words should not make you of lesser value.
Melody Parker ’19 “Don’t think of introversion as something that needs to be cured.” - Susan Cain
Falling into Fall I think we can all agree that it takes time to, as I think of it, “get back in Parker Connolly ’20 the groove.” Just a few weeks months ago, It’s June. You’ve been in your bird- I was hyped for the first day of school, and then I recage for months and months, and finally, you fly free. membered that homework was a thing. I suddenly felt Perhaps you are off to vacation, maybe you prefer to burdened, as though my entire life was being wasted by stay home, and you probably are planning to cram your busywork. Now, I find that I have time to relax a little summer reading into the last two weeks of summer more (basically slack off and procrastinate) and write vacation this article, (or mayeven in the be that’s midst of a lab just me). report or two. RegardA n d less, once yes, I’m sure the clock it gets easistrikes er, and no, I August, don’t know we all what it’s mentally like for the prepare teachers to ourselves go back to to dive school (I’m back into still certain that same that the only old routine thing worse of waking than doing up, gethomework A cartoon by Arthur Masiukiewicz ’20: Falling into Exam Season ting in the is grading car or bus, it), but I’ve driving or being driven to school, going to class, experienced this phenomenon enough times doing homework, repeat. It’s not that bad. But even to begin to accept it. I bet you have too. though you’ve done it so many times before, it still I know, you just want to forget about the feels like a new experience each time. And don’t even start of the year, and believe me, I do too. I had get me started on getting used to the fact that you’re the idea to write about this in mid-September, and no longer a freshman or a sophomore or a junior — now it seems like old news in October. Whatevit always is hard for me, at least. I’m still catching er. I hope I gave you something to think about. myself putting “English 10” at the top of essays.
Artist of the Issue: Zach Blake ’19 Eleanor Doolittle ’20 Arts Editor
Zachary Blake ’19 is an avid cellist whose passion and dedication to his instrument have reaped great success. Starting at a very young age, Blake picked the cello due to its resemblance to a Star Wars weapon. “I started playing cello when I was four years old,” said Blake. “I picked it because the bow looked like a lightsaber, and I thought it was the most masculine instrument compared to the high-pitched violin or flute.” Even after fourteen years, his passion for the cello is stronger than ever: “I still love playing the cello,” he said, “because it provides a creative outlet for me from the stress and monotony of college applications and math tests.” In addition to playing cello in the Hopkins Orchestra, Blake takes part in chamber-music groups, and performs frequently in concerts across the state and even the country. “Earlier in high school, I routinely played solos in recitals around Connecticut,” said Blake. “I was focused on the advancement of my technique and musicality.” For Blake, chamber groups are a “unique way to connect with people whom you’ve known for ages, or you’ve just met.” Blake’s most memorable time
participating in chamber music was when he played in an all violin-cello group called Vivace. Blake described it as “a group of middle-schoolers and high-schoolers who got together on Friday nights and played our own ar-
Zachary Blake ’19 performs a duet with Alex Zhang ’19 at the First Day Assembly.
rangements of contemporary music.” A highlight of this chamber work was when Vivace made a CD and toured the Bay Area in California. The Vivace delegation consisted of two cel-
lists and six violinists. Blake noted that Vivace’s repertoire included their own arrangements as well as several classical works. “We played contemporary songs such as Fields of Gold, arranged as a cello duo, and Smooth Criminal, but we also performed older music including several Spanish tangos.” He shared that Vivace, “played for a number of charity concerts in the Bay Area as well as a couple of local music schools for underprivileged children.” Blake described it as an incredible experience to travel with a group of musicians as passionate as himself. Blake said, “It was great to be able to play for young kids and show them that classical instruments aren’t just for ‘serious’ classical music.” The cello continues to bring Blake a great source of relief: “our Hblock jam sessions have really started to take the pressure off the stress of weekly recording sessions.” Blake stated, “Recently I have been recording several pieces for college applications as well as experimenting with some cello duets with one of my friends.”
as the show was set to open merely a month after the rehearsal process began. Originally, this posed a concern to some members of the cast. Graham stated that “when we got closer to the show I was worried we weren’t gonna be able to pull it off, but gladly I was proved wrong. All three
New A Cappella Concert Katherine Takoudes ’20 Arts Editor
On Friday, November 11, Hopkins’ three a cappella groups - Spirens, Harmonaires, and Triple Trio - will gather in Upper Heath to perform in Can Jam, a concert to benefit the Connecticut Food Bank. The event was first created in 2015 by Student Council President Will Simon ’16 and Senior Class ’16 President Sophie Cappello as an additional event during the Canned Food Drive season. Its name, Can Jam, is a play on the Canned Food Drive, which raises money for the Connecticut Food Bank, and Spam Jam, which is the annual end of the year a cappella concert. This year, Student Council President and co-head of the Harmonaires, Sam Jenkins ’19, decided to bring the event back: “I knew that the a cappella groups really enjoyed it and wanted another chance to perform, and I knew that it could be a good source of revenue for the Connecticut Food Bank.”
Be sure to check out a recording of Vivace on the Electric Razor! www.therazoronline.com
The Cast of Daniel Rocket Flies to the Stage entiating between our Act I characters and our Act II characters. Since there is a twenty-year time difference, we October 11-13 marked all really had to figure out what hapthe kickoff of the Hopkins Drapened during those twenty years.” ma Association (HDA) season Props Master Elizabeth Roy with the fall production of The ’20 commented on the taxing acting Rise and Rise of Daniel Rocket. challenge, as well: “It was fun to see Directed by Drama the cast get to explore instructor Mike Calderone, their roles and delve the play explores the magiinto the challenge of cal world of childhood and being twelve one minharsh adult realities as seen ute, and thirty-two the through the eyes of Daniel, next.” The playwright, an intelligent, socially awkPeter Parnell, is not only ward outcast who believes known for his theatrical he has found the key to works, but also for his human-powered flight. Act work with children’s litI introduces Mrs. Rice’s erature. It makes sense sixth grade class workthat this is reflected in ing out their social norms, a show that so closely friendships, and classwork relates human nature while dreaming about their with that of children. futures. Daniel is a strange A prominent aspect kid with big dreams, one of Daniel Rocket is the friend and an infatuation for intensity of the content, that special girl he’d like to and the polar mood shift impress; he plans to impress between the two acts. her by jumping off a cliff to Nate Stratton ’19 said, show her how he can fly. “Act I is lighthearted: The cast of Daniel Rocket hangs out in between rehearsals. Act II returns twenty years filled with the fun elelater to the town, which has changed nights everyone was bursting with ments of being a little kid. Act II is since those fateful childhood years. energy.” The cast and crew prevailed, heavy, filled with chilling parallels and This particular show was with standing ovations every night. a heartbreaking ending.” Stratton conunique for HDA, as it had a smaller In addition to the intense tinued and said, “The play is raw and cast than most productions. Cast mem- energy of the show, The Rise and intriguing. Never have laughter and ber Griffin Congdon ’20 said, “Daniel Rise of Daniel Rocket posed an act- despair been so closely intertwined.” Rocket was a much different show than ing challenge. The first act is comThe Rise and Rise of DanI’ve done in the past, as it was a very posed of sixth graders, and the actors iel Rocket, though short in rehearsal intimate cast size. ” Peter Graham ’20 are forced to reflect the experience of time and cast size, was huge in imwent on to express his appreciation much younger individuals. In Act II pact. The cast members enjoyed befor the cast: “It was a special cast, and the sixth graders are all grown up, and ing apart of the theatrical process, one I was lucky to perform alongside.” return to their hometown as adults. and as Ellie Doolittle ’20 said, “The With such a core ensemble of Graley Turner ’20 said, “The Rise and Rise of Daniel Rocket is defiplayers, came a very speedy deadline, real challenge for all of us was differ- nitely a show full of RISING stars!” Leah Miller ’20 Assistant Arts Editor
November 2, 2018
Spirens sing in socks at the first ever Can Jam in 2015.
Some of the current seniors, such as Spirens member Sana Patel ’19 and Triple Trio cohead Maliya Ellis ’19 sang in Can Jam three years ago, as freshmen. “Can Jam was my first a capella concert and I loved how informal it was. Spirens dressed up in ‘sockapella’ style, where we wore black dresses and fuzzy socks,” said Patel. Ellis recalls “[the event] had a great turnout for such a cold night and everyone really enjoyed it. Each group performed three songs, so it made for a concert that was long enough, but not boring.” Beyond Can Jam, the groups sing at Assembly, school events and other concerts throughout the year. “We perform at the Harmonies for Healing Benefit Concert and the Hopkins Auction,” said Harmonaires co-head Tim Sullivan ’19. Alexis Chang ’21 has performed with Spirens at a multitude of both regular and charity concerts. Chang said, “It feels especially good when we know the money raised from our singing is going somewhere to help others.” Due to its location and purpose, Can Jam has a cozy and welcoming atmosphere that makes it unique. Harmonaires co-head Kenny Lu ’19 said: “Heath is a fun space to perform in because we stand right in front of the audience.” Triple Trio co-head Emma DeNaples ’19 described Can Jam as “a great opportunity to get more comfortable on stage.” This year, Can Jam will feature a variety of songs from all three a cappella groups. Favorites include Triple Trio’s Travelin Soldier by Dixie Chicks, Harmonaires’ When I’m 64 by the Beatles, and Spirens’ 1950 by King Princess. Given that the concert is in November, the a cappella groups only had two months to practice and perfect their song selections. “It’s been a bit difficult scheduling enough time to get our songs ready to perform so soon, but now that we have our schedule set, I think we’ll be able to pull it off! It’s busy, but also exciting, as we’ve been trying to bring Can Jam back for a long time,” said DeNaples. Can Jam will join the Haunted House, Yule Ball, and waffle sales as one of the school events that raises money for the Connecticut Food Bank. “It’s great to get as many groups of Hopkins students as possible involved in raising money during the Canned Food Drive,” said Jenkins. Spirens cohead Ashley Chin ’19 recognized the fundraising aspect of Can Jam: “Can Jam is great because I know that I’m performing for the sake of a good cause.”
November 2, 2018
SPORTS Athletes of the Issue
Michael Christie: Rapid Runner Margaret Mushi ’19 Audrey Braun ’19 Sports Editor
Michael Christie ’19 has been a powerhouse presence on the Boys Cross Country team for six years. He joined the Varsity team as a seventh grader where, despite being young and small, he was a Varsity top-seven runner. Christie’s father, who was also a runner, inspired his love for the sport. “I always wanted to run to be like my dad,” he said. From a young age, Christie asked his parents to join a track team but they told him to wait until high school. Finally he joined a local team in New Haven. Christie struggled with injuries in past seasons but said, “It helped me grow as a person because I got to meet different people…. I’m really blessed to be able to run and it gave me an appreciation for people who can’t run whenever they want.” Head Coach Miguel Pizzaro added, “[Christie] has been committed nonetheless, doing his rehab with dedication and care.” As a captain, his teammates find him approachable and focused. Co-captain Connor Hartigan ’19 said, “He’s a real positive presence on the team. He leads with a sense of humor [but] when it’s time to be serious, he is serious.” Cocaptain Nic Burtson ’20 also added, “Because he’s such a friendly guy, he can
be like a friend and an authority figure for a lot of the younger kids.” Pizarro explained his friendliness as one of Christie’s strengths as a captain and
“[Christie] sets a really great example by himself and that translates to him not needing to do a lot of yelling at kids.” Those around him find that his at-
Sapphira Ching ’20
Naomi Tomlin ’19 has been play-
has also become a more confident and vocal member of our team.” Chung said, “Naomi’s skill in the goal has obviously improved… She’s an unbe-
Michael Christie ’19 kicks into the finish line at the Brunswick FAA meet.
said, “He often is able to turn tasks that might seem like chores into games that make them more pleasant.” Christie’s teammates said that his myriad strengths as both a long and short distance runner contribute to his leadership of the team. Hartigan commented, “He’s a really good short-distance runner and sprinter. He really shines in 100, 200, and 400 meter [sprints,] but he has equal prowess with long distance.” Burtson agreed:
Naomi Tomlin: Great Goalie
titude and athleticism are his best form of leadership. Christie is proud to be on a team as closely-knit as his: “We’ve got a good spirit, there’s not really any hating on the cross country team... We all just like to run. We all like to have a good time.” While Christie has had a long, positive, and successful career as a Hopkins runner, he does not plan to continue running competitively after high school.
Naomi Tomlin ’19 stops a shot from a Holy Child player in front of her own goal.
ing field hockey since seventh grade. Tomlin is “an excellent [captain],” according to cocaptain Sara Chung ’19. Tomlin was introduced to field hockey in Junior School by her older sister, and became the starting goalie for the Varsity team during her sophomore year. Head Coach Stephanie McDonald said, “Not only has Naomi’s skill improved over the last three years that I have been coaching her but she
lievably hard worker, and our whole team is grateful to have her as a captain.” Tomlin demonstrates confidence and bravery, noting that “you have to face fears to be a good player…run towards the ball with everything you have.” McDonald said that Tomlin’s leadership is ideal because “She works hard, stay positive, and is a role model to her teammates. Naomi is dependable and supports her teammates in all other
aspects of their lives.” Tomlin’s tenacity and discipline have certainly paid off: not only has Tomlin been a Varsity letter winner for the past three years, but also earned the 2017 FAA Honorable Mention. McDonald said, “Naomi plays one of the toughest positions on the field and does it really well, commanding the respect of her teammates.” Teammate Audrey Braun ’19 agreed: “Tomlin is a phenomenal goalie. She’s always on top of things, whether she is calling out the numbers of unmarked players for us to guard or clearing the ball out of our circle. She’s supportive and a good sport even when she has every reason to yell and get mad at us. That’s what makes her such a great captain.” According to Tomlin, being a goalie is “terrifying,” but “really rewarding.” “[My teammates] enable me to take risks by always having my back if I mess up. Audrey [Braun] is always right beside me, and seeing her gives me the boost to run out to the ball.” She describes her experiences as “the kind of memories that will stay with me forever.” Tomlin’s goal for the season is to “play our best in every single game.” Backed by her dedication to the sport and her success, she plans to continue playing field hockey after high school.
Fall Sports by the Numbers 1. What are the dimensions of a field 4. How many points does it take to win a hockey field? set in volleyball? a. 200 yds by 50 yds a. 5 b. 100 yds by 60 yds b. 11 c. 19 2. What are the Hopkins Cross Country d. 25 regular-season records? a. Boys: 17-0; Girls: 23-0 5. How many minutes are in a high school b. Boys: 18-0; Girls: 24-0 soccer half? a. 30 3. How many personal fouls does it take b. 40 to “foul out” in water polo? c. 45 a. 3 d. 50 b. 5 c 12 Answers :
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1. b 2. b 3. a 4. d 5. c
The Razor: Sports
November 2, 2018
Fall Season on The Hill
Boys’ Water Polo
Captains: Emma Lipman ’19, Zoe Kim ’20, Lilly Fagan ’20
Captains: Ben Washburne ’19, Zubin Kenkare ’19, Brian Seiter ’19
“We came into this season with the goal of building from where we left off last season. Emma, Lilly and I are very happy with the great dynamic of the team and we are excited to play with such a great group of girls this season.” - Kim
“[The] team is awesome. We’ve got some great players. It’s gonna be a great championship run.” - Noah Schmeisser ’19
Football Captains: Owen Sherman ’19, Doug Guilford ’19, Tyler Cipriano ’19 “What I love about football is it’s a place where I can truly just be primordial. It’s an arena where any anger, rage, or negative emotion I have felt throughout the day can be utilized in a positive way. Hopkins Football qualified for the Bowl Championship in our new league, and we are looking to prepare to play smart, fast, and aggressive as we have a home game for the first round of playoffs.” - Sherman
Boys’ Cross Country
Girls’ Cross Country
Captains: Nic Burtson ’20, Michael Christie ’19, Connor Hartigan ’19
Captains: Maliya Ellis ’19, Madeleine Walker ’19 “The cross country season has always been my favorite season, for all 5 years that I’ve been on it, and this year is no exception. We run fast, we kick [butt], and then we go home and do homework. Our girls are looking extra strong this year, which is why I think we have a good chance at winning FAA championships.” - Walker
“This year our team has been so strong because of the hard working atmosphere that our runners of all experience levels have been building. For the rest of the season we plan on finishing the regular season’s undefeated record in FAAs, and then to taper for a top 3 finish at New England’s.” - Burtson
Boys Soccer Captains: Bruno Moscarini ’19, Ethan Pritchard ‘19 “I love the team aspect of soccer. Fighting and improving with my teammates is what has brought me the greatest satisfaction on the field. For the rest of the season, we have the goals of winning the FAA regular season and postseason. I am confident we will be able to do both as a team.” -Moscarini
Captains: Naomi Tomlin ’19, Kenly Burton ’19, Sara Chung ’19 “We’ve grown a lot as a team this season. We had an amazing game to kick-off homecoming with a win against our rival Hamden Hall. Naomi, Kenly, and I are very proud of how far we have come since preseason, and I am excited to finish the season.” -Chung
Captains: Elise Aslanian ’19, Saloni Jain ’19
All photos courtesy of Peter Mahakian
“Volleyball is an extremely rewarding sport. While team dynamic is essential to the game, the crucial moment before you serve, set, or spike is what makes it an intense sport. We are working to improve our fundamental skills and refine our offense and defense. The season is going great so far, and we’re really optimistic that we’ll finish it strong.” - Jain & Aslanian
The Hopkins Student Newspaper