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Contents NEWS
Coleytown Elementary School is adding two portable classrooms to address spatial concerns due to Westport’s growing populations.
OPINIONS
Brooke Fried ’22 shares her experience with the name-changing process and adds humor to the sensitive topic.
FEATURES This five letter word game, Wordle, is breaking the internet, fueling collaboration and competition.
ARTS
MoCA Westport’s newest exhibit, the Westport Idea, showcases works from the WestPAC.
SPORTS
Abby Nevin ’23 reflects on her experience of injury and rediscovery after having to suddenly quit gymnastics.
Front and back cover design by Aidan Rogers ’22 & Aedan Kiniry ’22 Photos contributed by Barry Guiduli
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Volume 89, Issue 6, February
Inklings Staff Editors-In-Chief
Natalie Bandura, Katie Simons
Creative Director Aidan Rogers
Paper Managing Editors Lily Caplan, Betti Kobak
Web Managing Editors Giselle Oldani, Anastasia Thumser
Associate Managing Editors
Social Media Director Lea Rivel
Broadcast Directors Ella Alpert, Lyah Muktavaram
Photography Director Camille Vynerib
Asst. Business Managers Meg Enquist, Allison Gillman, Mia Kirkorsky, Lucy Zuckerman
Features Editors
Mishael Gill & Emily Goldstein, Lily Klau & Ella Shi
Arts Editors
Anna Diorio & Abbie Goldstein, Maria Krug & Elle Vail
Sports Editors
Gabi Gerig & Kiswa Khan, Phoebe Miller & Tori Wilson
Web News Editors
Toby Goldfarb, Abby Nevin
Web Opinions Editors Hannah Conn, Margot Richlin
Samantha Felner, Karina Murray
Breaking News Editor
Brooke Fried, Margot Stack, Theresa Vandis
Finnegan Courtney & Maya Hruskar, Lucy Dockter & Julia Herlyn
Alix Glickman, Karlie Saed
Mimi Casey & Jared Leonard, Valerie Dreyfuss & Charley Guthartz
Julia Leitner, Sarah Marron
Business Directors
Asst. Creative Directors Rachel Greenberg, Madeline Michalowski, Lilly Weisz
Public Relations Director Chloe Murray
Outreach Manager Shira Zeiberg
Tierney Kugel
News Editors
Opinions Editors
Web Features Editors Web Arts Editors Audrey Kercher, Hannah Ratcliffe
Web Sports Editors
Web Photostory Editors
Amanda Rowan, Ella Stoler
Advisors
Joeseph DelGobbo, Mary Elizabeth Fulco
More About Us
Inklings News is uncensored, unedited by administration and does not allow for prior review.
Opinions
The Editorial Board determines editorial opinions that are authored by the Editors-in-Chief. Inklings News serves as an open forum for the public and welcomes letters to the editor and other submissions. Send signed letters to inklingsnews@ westportps.org. Submissions will not be edited prior to publication.
Advertisements
Inklings News reserves the right to not publish advertisements that promote products that could be harmful to student health.
Membership
Inklings News is a member of the Columbia Scholastic Press Association and the National Scholastic Press Association and supports the Student Press Law Center. ................................................................
The decisions of Inklings News and Westport Public Schools are made without regard to race, color, age, sex,religion, national origin, sexual orientation, marital status, disability or any other discriminating basis prohibited by local, state or federal law.
EDITORIAL
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Have an opinion that you want to share? Write to Inklings at inklingsnews@westportps.org Photo by Lilly Weisz’23
Uncomfortable conversations prepare students for real world, must be preserved
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he Indiana House of Representatives passed a bill banning schools from teaching “divisive concepts” of race and racism and from causing students “discomfort, guilt, anguish, responsibility or any form of psychological distress” on Jan. 26. This bill, if passed by the Senate, would require teachers to report class curriculum for the entire school year in advance to be vetted by a committee composed mostly of parents. You may think that such a policy would never be implemented here in Westport, but similar attempts have already been made. Just this school year, in October, our district received 15 to 20 parent requests for the creation of a centralized portal where teachers must upload all of their class materials and handouts. The parent requests demanded that teachers update this portal with daily handouts and readings so they would be made available for parents to review and assess. While the administration denied this request, it raises concerns about future parent interference. Parents demanding more oversight and control over school curriculum and procedures have brought to light questions about the role that parents should play in our education system. We un-
derstand that parents want to ensure that their children have the best education possible; however, the Editorial Board believes it is important to preserve a balance in authority between the mostly parent-run local Board of Education, the district’s superintendent and the discretionary powers of teachers. A l lowing parents to censor lesson plans or conversations surrounding controversial or uncomfortable issues would be a disservice to all students because we need to be informed and prepared to encounter these topics in the post-high school world. We understand some parents’ fears that certain classroom material may sway their children towards extreme political beliefs, but from our experiences, this instruction is not meant to convince us to follow these ideologies. Ever since middle school, we have been taught to evaluate sources and research both sides of a controversial issue, so we are prepared to take in content with a critical and less impressionable lens. To prove our ability to pro-
cess information and not always follow it, you need only consider our many experiences reading, dissecting and discussing content that presents extreme and controversial points of view. We have read excerpts of Karl Marx’s “Estranged Labor” in our AP Literature classes, which deepened our understanding of the book we were reading at the time: “The Metamorphosis.” We have read excerpts from the author Dan Crenshaw, who challenged the content of the 1619 Project that aimed to Black history, in our Government classes. We have read the book “Stamped” in our U.S. History classes, which contains principles stemming from Critical Race Theory. We were not instructed to adopt those views, but just to discuss them from multiple perspectives. In each of these experiences, we have learned valuable lessons that surpass simply absorbing material, but involve learning how to debate with one another and understand alternative points of view. The Together Effective-
Exploring difficult topics allows students to form a developed understanding of the world around them.
ly Achieving Multiculturalism (TEAM) Essay Contest prompt is another such opportunity for students. This year’s essay prompt, “describe what you would like to explain to people in your community who avoid or struggle with talking about race or acknowledging systemic racism or who apply a ‘colorblind’ approach to issues,” has received criticism from a group of parents for being too divisive. However, the prompt allows students to explore new perspectives and experiment with expressing their opinions and experiences in a respectful and mature way. Our education at Staples is meant to prepare us for the uncomfortable and unpredictable reality that comes upon graduation. Exploring difficult topics allows students to form a developed understanding of the world around them that may be different from their family or their peers. A child’s freedom to find their own conclusions is the cornerstone of a quality education, and one of the best gifts parents can give to their kids is being able to think on their own. This is what our education at Staples is accomplishing, and it does not need to be disturbed. The Editorial Board voted unanimously in favor of this opinion.
NEWS
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TEAM Westport Chairman reflects on 2022 essay contest, social climate Ella Shi ’23 Features Editor
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EAM Westport announced its ninth annual Teen Diversity Essay Contest for 2022. This year’s prompt: “In 1000 words or fewer, describe what you would like to explain to people in your community who avoid or struggle with talking about race or acknowledging systemic racism or who apply a ‘colorblind’ approach to issues.” Chairman, Harold Bailey Jr., discusses the importance of this year’s topic and TEAM Westport, in general, to promote inclusion and diversity.
Q: What is TEAM Westport’s Mission? A: Our mission is to make Westport more welcoming with respect to race, religion, ethnicity and LGBTQIA. Q: How does TEAM Westport choose the essay contest topic? A: There’s a committee that puts [the contest] together. The committee is chaired by Susan Lewis, who has chaired it since we started nine years ago. She pulls together a set of educators and others who are involved in journalism and writing. She gets input from them as well as from the committee. She usually chooses several [topics], and they work out what the final topic is going to be. Then [she presents it] back to the full committee.
Q: What’s the importance of this year’s topic? A: The same as the importance of every topic—we want to get the view of students. The whole idea is that
Scan the QR code above to access more information about TEAM’s 2022 essay contest.
we’ll have a challenge centered [around] diversity, equity and inclusion (DEI), which is a basic tenet of making Westport welcoming. And what we do is find a topic in that area, and then ask students for their views on it.
Q: How are essay winners chosen? A: Before [the judges] get the essays, we scrub out all the names, and we scrub out anything in an essay that would enable them to tell who it is that wrote that essay so that the judging is strictly by rules of English, English composition and journalism. [...] We’ve had college professors, we’ve had writers, and we’ve had [...] DEI experts who take a look at [the essays] as part of the committee.
Q: What is the recent controversy regarding TEAM Westport? A: It isn’t so much the topic this year; it’s the crusade group. I guess it’s part of the campaign that’s been going on at Boards of Education and at local governments across the country since last July [...] Anything we do right now, is going to be screened as controversial because there’s a group of people that don’t want any discussion of race. They don’t want any discussion of diversity, equity and inclusion other than their narrow view of it. And they’re saying, in effect, that discussing race is racist [and] that talking about equity is talking about Marxism.
Chris Tatusko ’22 Staff Writer
Black History Month Film and Discussion
Connecticut Guitar Festival at the Westport Public Library
MoCA Westport is hosting the Westport Idea exhibition, a free discussion led by Columbia professor Huffa Frobes-Cross. The event will take place at MoCA on Feb. 17 from 6-7 p.m. The event is free, but registration in advance is preferred. Masks are required for all attendees and other health and safety protocols will be followed.
On Feb. 23 from 2-4:30 p.m., the WSCA is showing the film “13th: From Slave to Criminal with One Amendment,” with TEAM Westport’s Chairman and Secretary. The goal is to promote engagement surrounding “targeted equity” initiatives. Pre-registration is available on WCSA’s website or by calling. Masks are required for all attendees.
The Westport Public Library is hosting the “‘fifth annual celebration of the people’s instrument” from March 11 at 7 p.m. until March 13 at 3 p.m. The event will have online and in-person attendance options this year and will include free concerts and vendor exhibits. All ages are allowed to attend and all local health guidelines will be followed.
March 13
Cocktails and Conversation Led by Huffa Frobes-Cross Feb. 23
Feb. 17
Local Briefs
Photo contributed by Harold Bailey Jr.
NEWS| 5
PORTABLES AT CES Coleytown Elementary School (CES) is looking to add two portable classrooms to the campus by January 2023 due to rise in the student population.
Scan the QR code below to read the full length version of this article.
Portable classrooms at CES attempt to alleviate overpopulation Lilly Weisz ’23 Asst. Creative Director
Alex Gaines ’25
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Staff Writer wo portable classrooms have been proposed to be added to the Coleytown Elementary School (CES) building, costing the Westport Board of Education approximately $750,000. This is a beginning step in the Board of Education’s (BOE) larger goal of renovation and improvement of educational facilities. Assistant superintendent Mike Rizzo proposed the modular classrooms on Jan. 24 to mitigate overcrowding after a 20% increase in enrollment at CES in the past five years. The next five years foresee a further 8% of growth as new families enter the Westport community. While CES has a total capacity of 448 students, the building also houses Stepping Stones Preschool (SSP). With SSP growing in population, the district decided to take action. SSP itself should not be impacted by the portable classrooms.
Logistical complications CES principal Janna Sirowich claims that the portables
will be used primarily for general music classes—including band and orchestra lessons for fourth and fifth graders, as the portable classrooms will be located close to these grades’ classrooms inside the building. “The CES staff is incredibly flexible and creative,” Sirowich said. “Everyone wants to do what is best for our students, and we do think that this solution is the best option at this time.” Various teachers at CES have declined to comment on teaching with the portables. Because of supply chain issues, the portables are anticipated to arrive 24 weeks from their order. While the BOE approved the purchase of the portables on Jan. 24, they’re still awaiting their design, the bidding process and approval from the Board of Finance and the RTM. With hopeful ordering of the modular classrooms by April 2022, they estimate the probable earliest time of actual implementation is January 2023.
“The goal would be to have it in time for the start of the school year in September,” Heyer said. “But it’s possible that it could take longer with all of the supply chain issues that are going on right now.” Following an interim plan, staff members including Sirowich, the literary coach and the orchestra and band teachers have sacrificed their spaces for smaller offices and -Lauren Goldshore classrooms Coleytown parent to accommodate the growing student population. “While it is a challenge in the short term, the fact that the enrollment at Stepping Stones is growing is really a great thing,” Heyer said. “We would love to be able to accommodate as many students as we can.”
“I think [the district is] keeping our kids’ best interests in mind.”
Long-term objectives Hordon compared the situation at CES to that of Long Lots Elementary school, as Long Lots is facing structural issues, possibly necessi-
tating change or rebuilding. “[CES] and the modulars are part of a larger question of how we’re going to utilize all of the buildings,” Hordon said. “It fits into a more holistic plan of the buildings.” Sirowich agrees that the extra space created by the portables gives the town additional room in formulating a long-term plan for SSP. While the two school communities have been intertwined for 25 years, she believes the preschool may need its own building or location. “We would love to stay with Stepping Stones, but I don’t think it’s possible with our growing enrollments at both schools!” Sirowich wrote. While the process of proposing and implementing the portable classrooms is facing some difficulty, parents of Coleytown students remain hopeful. “I think if [the portables are] used the right way, it would be a good solution,” Lauren Goldshore, parent of a Coleytown fifth grader, said. “I trust the district […] Whatever they decide, I think they’re keeping our kids’ best interests in mind.” Photo by Lucy Dockter ’23 Graphic by Alex Gaines ’25
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OPINIONS
The school can only do so much: students, step up! Features Editor
M
artin Luther King Junior, Kendrick Lamar Rosa Parks, Barack Obama and Sojourner Truth are just a few names of African American women and men whose activism and contributions throughout history should be remembered and spoken about. It is important to acknowledge the efforts Staples has made to celebrate Black History Month around the school while also reflecting on how students can take a more active role in participating in the month. Black History Month was officially recognized in 1976 in order to honor the often neglected accomplishments of Black Americans throughout history. Communities across the country took this opportunity to specifically grow awareness of Black identity through-
out the month of February. Scattered around the school are thoughtful reminders of this awareness. The large banner spanning the cafeteria hallway with the names of influential Black figures in history is a constant reminder while kids are rushing between classes. Each individual on the board is linked to a book on the library’s Black History Month book display or in the digital collection section. Additionally, most mornings Principal Stafford W. Thomas shares relevant facts or quotes over the morning announcements as a memorable way to start the day. All of these efforts to mobilize and inform students about Black History Month are ap-
preciated and certainly are not overlooked; however it is not just the administration’s responsibility to honor the month. Efforts made by the school are significantly diminished if students don’t participate and reciprocate the energy. There is only so m u c h t h e school can do in order to motivate students to reflect and honor Black American history as a part of US History. In order to become a more accepting and informed student body, it is important to explore resources either inside or outside the school regarding Black History Month. Inside the school, students should take advantage of the many resources the library provides that are fun and also allow
Efforts made by the school are significantly diminished if students don’t participate and reciprocate the energy.
new perspectives to be formed. On Feb. 17, the library will be hosting trivia during all three lunch waves where students can stop in with their friends to answer questions related to the Periodic table of Black History. The library has also created posters with QR codes to multimedia slides that showcase Black scientists in the STEM field. These are only a few of the many examples of easy ways students can take initiative in honoring something so important. The resources are all provided to students, but it is our responsibility to participate in them in order to help ourselves and our peers. It is important to remember that this month is about recognition and inclusion for those historical figures that are not always given the time they deserve in the US history curriculum. The least one could do is take the time to reflect and inform oneself on how important this month is to the development of America.
Graphic by Rachel Greenberg ’22 & Amanda Rowan ’22
OPINIONS| 7
My name change: the completion of my identity Business manager
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’m sorry, Brooke Dembin can’t come to the phone right now... why? Because she’s dead! Well, I’m actually alive, but I can’t say the same for my last name. This past December, I legally changed my last name to my mother’s maiden name, Fried. Stop right there...I know what you’re thinking. Her name is ‘Fried’ as in fried chicken, a southern dish that’s heavily coated in breading? No, actually it’s not. It’s pronounced, “Freed.” Correcting people’s inevitablefuture failures as they attempt to pronounce my name will be 100% worth it because my new last name means a lot to me. The pronunciation of “Freed” is symbolic of me not only being free of my previous last name but also free of the adversity of my past. It’s representative of those I love, care for and who I aspire to be. Now, I’m sure you are all wondering why I decided to make this change. So
Photos contributed by Brooke Fried ’22
let me tell you—and I mean this in the most respectful way possible— that it’s none of your business. Instead of probing into private business upon learning surprising information such as this, I recommend doing what I do in Spanish class when I don’t understand what my teacher is saying: smile and nod. am thrilled with my name change, but if you are considering doing something similar, let me tell you, the process was far from easy. I had to go through the process twice. It honestly would have been easier if I had just gotten married. I first applied when I was 16. Because I was a minor, changing my name required parental permission and appearances in court. I truly enjoy meeting new people, but having to explain my life story to a judge, guardian ad litem and two attorneys was not what I expected the process of changing my name to entail.
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Graphic by Mishael Gill ’23
After sitting through two of what I like to call “Zoom court calls” in the midst of the pandemic, I had no choice but to withdraw my name change due to complications connected to me being a minor. While it was draining to back away from something I had wanted so desperately, I was not daunted. Less than two years later, I turned 18 and was a legal adult. So this time, when I stepped into Town Hall, I got my paperwork signed by the judge, and BAM, a new Brooke was born. Now that I am officially a “Fried,” it feels like a breath of fresh air and the beginning of a new chapter. osing “Dembin” honestly felt like a weight being lifted off my shoulders. I had known for quite some time that I would go through with my name change, so I began omitting my last name on assignments even before it was official. It helped that I was the
L
Graphic by Rachel Greenberg ’22
only ‘Brooke’ in my grade: my last name wasn’t required by teachers to know who I was. While the change felt natural for me, this modification came as quite a shock to others. And their shock is understandable; after all, I was Brooke Dembin for 18 years and then suddenly showed up one day and had a different name. So, when one of my friends of many years viewed my Instagram and mistook me for someone who would be attending college with her, and not as her friend who she sees practically 24/7, I was not offended or hurt. I get it. It is confusing. ut I have also been surprised and pleased by the fact that so many have accepted this change in stride. It meant a lot to me that so many of my friends immediately updated their phone contacts to reflect Brooke Fried months prior to the legal alteration, and were already accustomed to the new me by the time it became official. Through this positive and supportive experience, I’ve gained a further appreciation of the importance of acceptance. I hope through hearing my story that people will be accepting of their friend’s decisions to make any major change in their lives, whatever that may be, while trying to refrain from any preconceived judgements. So, with all that being said, I’d now like to formally introduce myself: Hi, my name is Brooke Fried, and it’s a pleasure to meet you.
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8 |OPINIONS
Ode to my free period: a time I will forever cherish
Assitant Creative Director
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o my dearest Free Period, I only just saw you yesterday, but I haven’t been able to put you from my mind. You are my favorite. I’ve adored our time together so much that I rearranged my schedule so I could see you
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twice a day. I’ve never done that for any other period…just for you. In fact, I countdown the seconds until I see you again. I wake up wanting to see you and go to bed still reminiscing about our time together. I long for you in the morning and in the afternoons, but the time I wish for you most is during lunch. That’s the time we can spend the most, uninterrupted time together. If it were up to me, we’d be together every day. But I had to drop you today and attend Personal Financial Management instead. Please don’t be jealous. It was out of my control and not what I wanted. Believe me when I say that the thought o f
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sharing my time with anyone else breaks my heart. So, maybe a break from you today is a good thing. After all, relationship experts encourage taking a break every now and again. Absence can make the heart grow fonder. So, let’s look at this 24-hour break as an opportunity to grow stronger in our love, and take comfort in knowing we will reunite again tomorrow. That said, I do acknowledge that you haven’t always been the best influence on me, lately. On more than one occasion your promises of freedom have lured me off cam-
pus to go on adventures to Starbucks. It’s wrong. I know that. But I can’t help but follow you out the door. You are intoxicating, and bring out the wild side in me. To embrace you fully, I have been willing to risk a potential Saturday detention or two. Farewell for now. Xoxo, A second semester senior
OPINIONS | 9
Flawed perception of intelligence requires conceptual reform Arts Editor
I
remember in fifth grade, the whole grade was divided into two math levels. I can recall the exact moment that I was placed in the “regular” math class, and I thought to myself “I’m just not smart.” Sadly, it had already been ingrained in the innocent mind of my 10-year-old self that trivial numbers were the chief measurement of my intelligence and of my inherent value. What math level I was in, my grades, my GPA, my test scores, my IQ—these were what defined an intelligent person, or so I had been taught. But in reality, one’s ability to do well in school is less to do with intelligence and more to do with mastering the educational system. Take valedictorians, for example. Though their natural intelligence is not something to be entirely depreciated, their skyhigh GPAs are a reflection of the system rewarding conformity. Karen Arnold, a researcher at Boston College, conducted a study that followed 81 high school valedictorians and salutatorians from graduation onward. Though 90 percent are now in professional careers with 40 percent in the highest tier jobs, none went on to actually change the world. “Valedictorians aren’t likely to be the future’s visionaries [. . .] they typically settle into the system instead of shaking it up,” Arnold said in an interview with Eric Barker, author of the book “Barking up the Wrong Tree.” The reason for this is the way in which our public education systems are structured. They place more emphasis on critical thinking skills that are applicable
to mastering a test rather than life. “We are educating people out of their creative capacities,” educationalist Sir Ken Robinson said in his 2006 TED talk. “And the consequence is that many highly talented, brilliant creative people think they’re n o t b e cause t h e thing they were good at in school wasn’t valued or was actually stigmatized. The significant emphasis placed on conforming to this single mold—this single definition of intelligence—is the fatal flaw of our educational system. It has taught us to equate high scores with inherent intellectual value. In fact, a 2002 study conducted by a psychologist at the University of Michigan showed 80% of students based their self worth on their academic success, leading to low self-esteem and other mental-health related issues. I know I have so much to offer the world, like so many of my peers. But how can I feel certain about my individual worth when everyday I have to work within a system that doesn’t value my way of thinking? It’s not merely the school itself, but the toxic mindsets and values it fosters. Being brought up in this system has hardwired me and my schoolmates to reinforce these perceptions of intelligence, using it as a basis for judging someone’s character and aptitude. I find myself openly question-
ing myself, or invalidating my own opinions when speaking to someone who I know is taking Multivariable Calculus. But when I’m in an AP class working with someone who is in a lower math level than me, suddenly it’s them who is quivering and doubling back on their responses. O u r narrow minded, corrupt idea of intelligence has stifled creativity and pursuit of individual capabilities. What first needs to be understood is that intelligence lies on a broad spectrum; there is no one ultimate defining characteristic. In 1983, the Theory of Multiple Intelligences was intro-
The significant emphasis placed on conforming to this single mold [...] is the fatal flaw of our educational system.
duced in the book “Frames of Mind” by Howard Gardner, a psychologist and professor at Harvard College. Gardner explained that there are eight types of human intelligence, including musical intelligence, linguistic intelligence and interpersonal and intrapersonal intelligence (emotional intelligence). If we truly want to produce future leaders who change the world for the better, we need to alter our curriculum and our conversations to value other facets of intelligence. We need to get rid of this narrow perception of “smartness,” so that one day, students can be brought up in a system where they know that they have everything they need to succeed.
Graphic by Lilly Weisz ’23
FEATURES
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WO R D L E
takes internet by storm, one five-letter word at a time Web News Editor
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t midnight, a new Wordle is released on the website — millions of exuberant daily players rush to the site to type in a five letter word. Players feel a wave of excitement as the letter slots reveal themselves in three different colors; gray, indicating that a letter isn’t in the final word; yellow, indicating that the letter is in the word, but in the wrong spot; and green, confirming that the letter is in its correct location. Wordle, a simple online game phenomenon recently purchased by the New York Times, has captivated users from all around the world, including many devoted players at Staples, who possess different strategies for guessing the word in less than six tries. Some players stick with the same first guess every day in an attempt to figure out the number of vowels in the word as quickly as possible. “My go-to beginning word is always ‘adieu,’” Evelyn Chudowsky ’24 said. “I saw it in a TikTok
right after I started playing, and I’ve been doing it ever since.” While Chudowsky prioritizes vowels, others choose a more balanced approach. “I tend to use the word ‘arise,’ because ‘a’, ‘i’ and ‘e’ are the most common vowels, and ‘r’ and ‘s’ are very common consonants,” Addie Purcell ’23 said. Both strategies attempt to land as many letters as possible on the first try and increase their chances of guessing the right word more quickly. However, given that there are 158,390 w o r d s in the E n g l i sh -Addie Purcell ’23 language that have five letters, following the strategy of using the same word every time significantly reduces the chances of experiencing the thrill of guessing the word of the day on the first try. While some play the game in pursuit of personal glory, others see the game as a chance for collaboration or friendly competition. “I do my Wordle every morning when I get to school,” Chudowsky said. “I’m usually with my friends, and we compete to see who will win first.” Although this game has brought together a community of creative thinkers, there is a risk of spoilers or unwarranted hints ei-
“I think Wordle is so popular because not only is it a fun and stimulating game, but also it is a way to connect with others.”
ther from friends or social media. “I usually try to finish it before lunch because otherwise I know it’ll get spoiled somehow,” Andrew Gebicki ’22 said. Despite the risks, many teachers have embraced Wordle and incorporated it into their daily class routines. Some math teachers have even opted to use a math-version of Wordle, called Nerdle, which uses numbers and math operations (+, -, *, / and =) instead of words. “I definitely see educational value in the game,” math teacher Dana Dolyak said. “If you go on Twitter, many teachers post
about how they use it in the classroom. Many math teachers enjoy it because it’s also logic.” Because it is widely accessible, in just three months, Wordle evolved into a household name. “I think Wordle is so popular because not only is it a fun and stimulating game, but also it is a way to connect with others,” Purcell said. “You wouldn’t think that such a thing could happen over an online game, but a community has been built around Wordle, and it is more about being able to do it together and having that shared experience than just doing it for the point of doing it.”
GRAY means the letter is not in the word. YELLOW means the letter is in the word, but not in the right place. GREEN means the letter is in the right place.
Graphic by Lily Klau ’23
Toby Goldfarb ’23
FEATURES |11
Staples’ most popular Wordle starting words based on an Inklings survey from Feb. 15
Photo dramatization by Ella Shi ’23
WORDLE CRAZE Wordle, a New York Times daily game, allows students to collaborate and compete while solving the five-letter puzzle.
Photo from ‘shshallupdates’ Twitter
12| FEATURES
‘shshallupdates’ Instagram account posts relatable anecdotes, draws followers
*In order to preserve anonymity, the ‘shshallupdate’ account owner’s name has been changed
Natalie Bandura ’22 Editor-in-Chief
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e’ve all seen it: a gossipy clique forming a barricade at the staircase; the subtle change in atmosphere as one travels to a different corner of the school; or that one student whose bizarre mid-hallway antics are just screaming to be noticed. But when *Jordan began posting short, anecdotal observations and thoughts about their experiences on their anonymous “shshallupdates” Instagram and Twitter accounts, these fleeting thoughts were made permanent. “I always knew that I would base it around things that I actually saw, but I didn’t think that I would be given so much content,” Jordan said. “The idea was that I would just be commenting on the speed with which people are walking, which I still kind of do,
but it’s become more than that.” Jordan’s first post was on Dec. 16, and they have since gained over 600 followers on Instagram. T h e i r inspirations for the account were several joke update accounts they follow like “Jurassic Park updates,” “DisneyLand2Go” and “Utah Updates.” W h e n Jordan initially texted their friends about the idea, they intended to post about exaggerated, made-up events for the sake of comedic relief. “My idea was that it would just get progressively more weird, like that there was an animal loose on the third floor or something like that,” Jordan said, chuckling. Instead, Jordan decided to take a different approach and post
about true events, in the hopes of creating posts that all Staples students could relate to. Some of Jordan’s favorite posts include a comparison of the cafeteria to a petting zoo and a request to “bring back the Ice Bucket Challenge.” O t h e r posts comment on a student - Alexa Lunney ’23 “clutching a muffin with the entire strength of his little aerodynamic body” and an estimate that “kids walk 60% faster when passing through the Players hallway.” To promote her friend’s account, Alexa Lunney ’23 made “I <3 @shshallupdates” buttons on the button-maker she got for Christmas, which Jordan is looking to sell. Lunney believes her friend’s outlet of
“I think that using relatable humor regarding school in this way is an important and unique outlet to cope with the stress and uncertainty of school.”
humor to be valuable to the Staples community in what has been a difficult year for many. “I think that using relatable humor regarding school in this way is an important and unique outlet to cope with the stress and uncertainty of school,” Lunney said. Sam Paris ’23, who follows the account, finds the posts enjoyable because of their dry, sarcastic humor. “You see those college accounts where students submit funny reports around their schools about people just being people, which is kinda hilarious because of the amount of stupid things done on the daily, and this account gives us some of this comedy for ourselves,” Paris said. Jordan hopes that their account can not only provide comedic relief, but unite students through common experiences. “I like the sense of community [my account] creates because everyone understands the niche things that I post about,” Jordan said. “I think it’s just funny that we can all laugh at something that no one else really can.” Photo by Mia Bomback ’25
FEATURES |13
Black History Month: Are Students Satisfied?
The following is a sampling from 70 responses from an anonymous Feb. 14 Inklings survey asking about the quality of Black History Month recognization at Staples
Exclusion of Clarence Thomas from the Periodic Table of Black History was very disappointing. We need to recognize folks from both sides of the aisle. It’s very disappointing the school continues to disregard the incredible contributions of some leaders just because of their political differences from the mainstream positions of the school.”
I think it’s great to acknowledge black history, especially when it hasn’t been noticed in the past, but I think it gets to a point where overdoing it undermines your original goals. It gets tiresome to talk about and at least in my classes feels as if every analysis we do circles back to race. Its certainly good to “celebrate” black history month, and Staples does a great job of that.”
Compared to other schools, Staples does a great job at including Black History Month recognition. The variety of black culture in connection classes was a really great thing to do!”
At the beginning of February, my connections class discussed ‘mindfulness month’ more than we did Black History Month, which I found shocking.”
Graphics by Rachel Greenberg ’22
I have gotten more information from TikTok, in which I purposefully follow creators of color so that I can learn and become a better ally, than I ever have in any school, especially here. The information is lackluster, and there was barely an attempt for it’s recognition. For a school that likes to say they are inclusive, it is so severely lacking that it’s honestly a joke. I have to say though, this isn’t even surprising, and that’s probably the saddest part. Inclusivity means actually educating the people in your schools, not just putting up some posters people don’t even look at.”
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ARTS Student tattoos carry personal significance, stories Lily Caplan ’22
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Managing Editor
t is senior year when many students turn 18 and start their journey into adulthood. They can vote, buy a lottery ticket or get a tattoo. Two out of three of these freedoms can only be exercised at 18-years-old in most states; but in Connecticut, with parental consent, tattoos can be acquired as early as 16-years-old. Here at Staples, multiple students have gotten tattoos from a professional artist. Their tattoos all have meaning behind them, whether it’s about family or they just liked the design.
Cami Kolek ’23 “My brother got a tattoo of my older dog because he’s the older sibling and I got a tattoo of my younger dog because I’m the younger sibling. It signifies our relationship and also our love for our dogs.”
Alice Fielding ’22 “It was a surprise for my mom because she has a seahorse in the exact same place and her best friend was supposed to get a matching one with her but she died last year,” Fielding said. “So when I turned 18, I went straight to get it and surprised her. She loved it.”
Alie Shutze ’22 “The one on my forearm that says “pickles’’ is in my dad’s handwriting because that’s all he calls me. Second, on my wrist is 22 in Roman numerals because it’s my birthday (July 22) and always around me.” Scan the QR code to listen to Staples students discuss their tattoos
Graphics & photos by Madeline Michalowski ’22
Cem Aral ’22 “It’s a family tattoo so [it’s] my dad’s birthday, my mom’s birthday, my brother’s. My brother is also getting the same tattoo in a couple of months. My parents have it of their parents [birthdays], so it’s something that essentially runs in the family.”
MoCA’s ‘the westport idea’ defines town as haven for artists ed countless pieces of art in the town’s archives and ultimately Public Relations Director selected about 50 works to be displayed. The process took hen students stroll about three or four months. around Staples “Curating a show is basiduring passing cally just having an idea, and time, they are surrounded by then finding all of the pieces vibrant art displayed on the that support that idea. It’s a rewalls as they make their way ally fun process,” Leggett said. to lunch or to class. Yet, for The show represents a wide many, the dozens of art piec- variety of artists with ties to es on every floor go either Westport, including some rathunnoticed or unappreciated. er well known people in the Westport’s Museum of Con- industry such as photojournaltemporary Art (MoCA) hopes ist Lindsey Addario, sculptor to change this indifference Walter Einsel and photographer with their newest exhibition. Larry Silver. Moreover, the WestPAC is the local com- pieces range in date from the mittee that owns all of West- early 1900s to the present day. port’s public art, including the A change in setting can be pieces displayed around the paramount to bolstering apprecipublic schools. ation for an art piece, especially Wanting to when a piece shine a light on has been the art around displayed the town’s muin the same nicipal buildplace for so ings, Westlong that it PAC worked no longer in conjunction garners the with MoCA to attention relocate some and appre-Liz Leggit of these piecciation it Director of Exhibitions may deserve. es and curate a collection at “When MoCA coined we’re walk“The Westport Idea.” Liz Leg- ing around the school we’re kind get, Director of Exhibitions, of on a mission [to get to class],” was a prime contributor in Thomas Sargent ’22 said. “It’s bringing this vision to life. not like I’m actively seeking art “What exists with the West- out. And if I do look, it’s not port Collection is hundreds of like I stop and appreciate it.” hundreds of beautiful works So, the Westport Idea colleccreated for the schools,” Legget tion aims to bring local people said. “They have never had a mu- together to appreciate the truly seum venue to show the work in, unique, creative aspect of the so the WestPAC curators came town and the wide variety of peoto us and asked if they could ple that the local artists touch. have a proper museum venue “It’s about diversity,” Leglike MoCA to show these in.” gett said. “Not only does our The idea sparked about a collection speak to the town and year ago. From there, Leggett the people that were in it and the and WestPAC volunteer Kath- artists that were from it, but it leen Motes Bennewitz evaluat- also talks to a global situation.”
Chloe Murray ’22
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“The Westport Collection is hundreds of beautiful works created for the schools.”
Photos by Chloe Murray ’22
ARTS| 16
SPORTS
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Woog waves goodbye to Staples soccer program Editor-in-Chief
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hen asked about his time as the head coach of the Staples boys’ varsity soccer team, a wide smile spreads across Dan Woog’s ’71 face and his eyes light up as he talks about his sport. However, after 19 years of coaching, including four FCIAC championships, a state championship and 18 All-American awards for Academic Excellence, Woog is retiring. “I realized last year in 2020, when we had our COVID season, what life would be like [...]
without the pressure,” Woog said. “As I saw very early this year, the type of team we had and the people on it, I realized this was a great group to go out with. I love them. Fortunately, they accomplished a ton. The program is in good hands. It is time for the younger generation to take over.” Woog played soccer as a high schooler at Staples, and after graduating from Brown University, he started the Westport youth soccer league, which eventually turned into the present-day Westport Soccer Association. In 1983 he became the Staples freshman soccer coach, which evolved into the JV coach, then assistant varsity coach, until he was named only the third ever Staples boys soccer head coach in 2003. Throughout the years, Woog has spent coaching on the Loeffler Field in the autumn weather, he’s found what he admires most about soccer: the athletes. “What I love about soccer is that it attracts creative, intelligent, independent athletes who can think for themselves. A coach’s job really ends when a game begins. You can’t call timeout, you can’t diagram plays—players have to figure it out for themselves,” Woog said. As Woog reflected on the past, he refrained from talking about the role he played as
Photo by Katie Simons ’22 ’
Graphic by Lilly Weisz ’23 ’
coach or about the champion- that provided them with a relief ships the team won. Instead, from the stressful school day. “What I tried to do as a Woog talked about the wonderful players he’s been able to coach is make sure that the 90 work with throughout his years. minutes or two hours we were “It’s not [about] a win or together every day were the best loss. It’s the people,” Woog said. two hours of that day for those “It’s the whole environment of kids,” Woog said. “Didn’t mean helping to start with a freshman, it was always easy, didn’t mean seeing what they become by the it was always fun, but, when beginning of senior year. [...] By they’re sitting in class, they may the end of the senior year they not want to be in functions or have that feeling with them and in government or wherever, but with my fellow coaches, of ev- I wanted them to look forward erything we’ve been through: of to each day and each season.” W h i l e laughter, of Woog has tears, of bemany plans for ing out in the retirement— August heat working on his and the Noblog, continuvember cold.” Appre-Dan Woog ing his work Boys’ Soccer Coach advocating for ciating the the LGBTQ people incommunistead of just the game is a sentiment that reigns true with ty—his support of the Stacaptain Bruno Guiduli ’22. ples soccer team will remain “Dan helped me under- steadfast, even if he isn’t the stand the components to soc- one calling the plays anymore. “[Retirement is] like when cer and a team environment in realms far away from just they build a new highway, and on the field,” Guiduli said. the day they open it it’s bumper “He taught me about integrity to bumper. I have already filled and commitment and helped up all the five hours a day that me grow a lot as a person.” I used to spend on soccer,” These lessons were learned Woog said. “I will be on the hill at practices, where Woog al- watching every game. And now ways hoped his players were ea- the sun won’t be in my eyes.” ger to participate in an activity
“It’s not [about] a win or loss. It’s the people.”
All photos contributed by Abby Nevin ’23
SPORTS| 18
Quitting gymnastics: refinding myself in times of abrupt change Web News Editor
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ymnastics defined the entirety of my being, which was why having to quit so abruptly was one of the most challenging experiences in my life. I started gymnastics when I was 5 or 6, and hit my first obstacle at 9 years old, when I freefell from the high bar, breaking the ulna and radius bones in my right arm. This was only the beginning of a long list of injuries to come. I suffered constant tendon issues in both of my knees, broke my elbow and fingers, chipped kneecaps and sprained ankles. Somehow, I always bounced back with more motivation than before, and I eventually began training in a facility 45 minutes away, for over four hours a day, five days a week. But this last summer was where everything flipped. I took a fall from the balance beam, completely dislocating my left kneecap and almost fully tearing two ligaments in my knee. I made a joke of the situation
at the time, being wheeled out in the stretcher, waving goodbye to all my friends like I was on some sort of parade float. Meanwhile, three medics were rushing me to an ambulance with my knee stuck out of its socket. I thought they would just put it back in place and I would be able to continue enjoying my sport, but I was wrong. After visiting multiple doctors, each contemplating reconstructive surgery, they all gave me similar advice: it was time to consider if a future in gymnastics was worth the high risk of chronic pain. Shocked and gutted at this pivotal fork in the road, I felt stuck. I had not rememb e r e d a time w h e r e gymnas-Abby Nevin ’23 tics wasn’t what I was doing. Quitting, as my coaches had always taught me, was the last resort. Quitting is not in a gymnast’s vocabulary. It definitely was not a thought of mine. I had always felt like a gymnast was who I was, and who I would continue to be. After contemplation, I realized that the constant physical pain in various parts of my body
For the first time in my life, I had no idea where I was going. I just took the next best step for me.
was horribly unhealthy. Even before my knee injury, I had wondered if after college gymnastics was over, the injuries I had sustained would negatively impact me for the rest of my life. I took the time sitting at home throughout the summer, icing my knee and completing hours of physical therapy, to finally send the message to my coaches. Once the email sent, it felt like time had stopped. For the first time in my life, I had no idea where I was going. I just took the next best step for me. In a way, it felt like all my hard work had been for nothing. Those countless hours in the gym, the literal blood, sweat and tears were all undone by a singular email. But reflecting back on everything that I did to get to where I am today, I wouldn’t have asked for it to be any other way. Gymnastics not only transformed my life, it boosted my confidence, stratified my work ethic and established my ability to create influential and lasting bonds with those around me. Since the summer, I have been able to invest my time in the things that I have found new passion for, like journalism, spending time with friends and even joining the Staples diving team. I will always have love for gymnastics, and although it broke my heart to say goodbye, I am forever grateful for all the experiences and lessons the sport provided me.
BREAKS AND BONDS Over Nevin’s 10 years of gymnastics, she built strong friendships but had to quit due to numerous injuries.
LEVEL NINE Nevin was a strong gymnast approaching level 10 , with her favorite event being the uneven bars.
SPORTS | 19
Track & field team gears up for nationals Graphic by Shivali Kanthan ’24
Arts Editor
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taples’ indoor track and field team has been dominating the competition this season, with the boys winning the 2022 FCIAC Champion title. Now, both the boys’ and girls’ teams are training for the New Balance Nationals, which will be happening from March 11 to 13. The national championship is taking place at The Armory Track, located in New York City. Student athletes from all over the country are traveling to the venue to compete. To qualify, students have to meet some of the fastest high school times nationally, making it an immense achievement for these Staples runners. To participate in the meet, runners must qualify for specific events by making certain times. Francine Stevens ’23, a member of the Staples girls’ track and field team, is running the 60 meter, 200 meter, 4x200 meter relay and sprint medley relay (SMR), and is looking forward to the meet. “I’m super excited since nationals will have the best runners in the country so there will be lots of competition,” Stevens said. “This makes it a really good opportunity to get a personal best.” All of these athletes’ hard work boils to the last second on the clock, and although the athletes are pumped to run, they are definitely feeling pressure. Samir Mott ’22 is competing in the SMR with three other teammates, and
is hoping to bring home a win. “To be honest I feel nervous as we have a title to uphold and expectations to meet,” Mott said. To prepare for the big day, the athletes have been altering their workouts to put them in the best shape. They have been lifting in the weight room and have been taking rest days between their hard runs. Molly Liles ’22 is also running in the SMR and is excited to go since she was unable to compete last year. “My teammates and I are really close and we are extremely grateful to have this opportunity to race at this monumental meet,” Liles said. Due to COVID-19, there are certain regulations that make racing different from prior years. Athletes are required to wear masks during their races and while cheering their teammates on, as well as show proof of vaccination when entering the building. Zach Taubman ’22, who is running in the 4x4 relay at nationals, is happy that the meet is still happening. “I feel pretty confident in our team because we’ve been training really hard,” Taubman said. “We are just extremely grateful for the opportunity to actually have the race this year.” The athletes have high goals going into the meet and are eager to compete to the best of their ability. They want to positively represent Staples and place well. “I feel as if we have the chance to do something great, not only for our team but for Staples as a whole,” Mott said. “We want to come back with a ring.”
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FOUR YEAR ATHLETE Jalen St. Fort ’22 is competing at the New Balance Nationals after being on the boys’ track team all four years of high school.
Graphic by Madeline Michalowski ’22
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boys track fcIac champions 2021-22
