Merionite November 2017

The Merionite

Ardmore, PA, 19003

November 14, 2017

The official student newspaper of Lower Merion School The official student newspaper of Lower Merion HighHigh School sincesince www.themerionite.org Volume 89, Issue 2

School Board Showdown

Top left: Student moderators take the stage during the debate. Top right: Candidates face off. Bottom: Current School Board members discuss teacher contracts.

LMEA pushes for new contract

Wolk declares second lawsuit

Candidates debate, community decides

Lydon Pelletier ’19

Eugenia Feng ’20

Julia Rudy ’19 On this most recent Election Day, one of many decisions constituents faced was: who would they like to represent the needs of their children? To allow voters the opportunity to fully consider this issue, on October 26, the School Board hosted a debate for the upcoming election. This debate took place at Welsh Valley Middle School, and was moderated by officers of the LM and Harriton debate teams. Over the course of two hours, candidates addressed questions pertaining to LMSD’s biggest issues, including start times, enrollment growth, the achievement gap, and our school’s special-ed and gifted programs. The debate was between the eight candidates who were running for four available spots on the School Board.

This included the three incumbents, who ran for re-election as a Democrats: Laurie Actman, Ben Driscoll, and Melissa Gilbert. Also included on their ballot was Debra Finger. In addition to that ballot, Mary Brown ran as a Republican, although she identifies as Democrat, but didn’t win the democratic primary. The other three candidates were on the ballot as well, but for the Republican party: Milissa Tadeo, A.J. Kait, and Terry Spahr.

The structure of the debate was very rigid and formal: every candidate answered the same question, in a different order each time

In a recent development from the August 2016 lawsuit against LMSD by Arthur Wolk of Gladwyne that alleged misuse of school tax funds, Wolk filed another petition on October 20, 2017 to the Montgomery County Court of Common Pleas. Previously, Montgomery County Judge Joseph Smyth concluded that the district had been illegally raising taxes by claiming budget deficits, while ending the fiscal year with surpluses. On behalf of eighteen LM and Narberth residents who have signed the petition, Wolk’s new motion calls for the removal of all nine members of the LM School Board of Directors and the appointment of substitutes by the court. Additionally, the petition requests that the current nine members be prohibited from running for School Board positions for the next five years. Furthermore, it asks the School Board to come up with 300,000 dollars to replace the money they spent compensating the law firm Drinker Biddle & Reath.

According to the Pennsylvania Public School Code of 1949 Act 14 Section 318, “if the board of school directors in any district (1) fail to organize as hereafter provided, or (2) refuse or neglect to perform any duty imposed upon it [… ] any ten resident taxpayers in the district […] may present their or its petition in writing […] to the court of common pleas of the county in which such district or the largest part in area is located.”

Please see SCHOOL BOARD DEBATE, page 3

NEWS

Photos: Top left courtesy of Ryan Fisher ’18, Top right courtesy of Harriton TV, Bottom courtesy of Lydon Pelletier ’19

For a few months now, teacher contracts have been a widely-discussed issue within the LM community and at multiple LMSD School Board meetings. On October 23, over eighty teachers attended the school board meeting, making up the majority of the audience. Many of them were wearing T-shirts that demonstrated support for Lower Merion Education Association (LMEA).

Teacher and staff contracts have been in a “status quo” holding pattern since they expired on June 30 because negotiations between the LMEA and the School Board have not progressed.

At the Board meeting, several people spoke in support of teachers and staff. Harriton student Max Beck ’18 delivered a speech about the importance of teachers to the community, stating that “it is not the laptop computers or the new building to me that make LMSD schools great it’s the teachers.” Beck continued by saying that his teachers “provided [him] with an amazing platform of support, encouragement, and knowledge,” and said, “teachers want a fair contract, and I, as a student, want them to have this fair contract so that they can direct all efforts to educating and changing lives.” When Beck finished speaking, many teachers stood up and applauded.

Please see WOLK SUES AGAIN, page 3

FEATURES

Please see TEACHER AND STAFF CONTRACTS, page 2

A&E

SPORTS

Maroon and white day

Hairspray comes to LM

Cross Country recaps

Samuel Pitonyak ’18 covers the recent event that took place on Maroon and White Day. Page 3

Get a detailed look at PLAYERS’ prdouction of Hairspray. Pages 10-11

OPINIONS

Sex education

David Sommer ’19 and Ana Contreras ’18 debate the feasibility of abstinencefirst sex education. Page 6

A look back at Radnor Week A spotlight on all things Radnor week! Page 12

Joey Litvin ’20 and Adam Hetzelson ’20 discuss the end of the boys and girls’ cross country season. Page 18

2

News

November 14, 2017

The Merionite

Later start times: a possibility?

Sophie Meyer ’20 As concern for exhausted teenagers grows within LMSD, the district has begun discussing delaying school openings for high schools. A recent School Board meeting brought members of the community together to talk about whether high schools in the district should have later start times. Because later openings for high schools would greatly affect students, the Board allowed several LMSD students to speak about the reasons that they wanted later start times before diving into the logistics and health issues surrounding later openings. Alice Rickards ’20 began the student statements by saying, “I wanted to point out that I go to sleep as early as possible every night, but I’m still exhausted by first period. If all of the research says that we need more sleep, then making school start times earlier is something that I think [the Board] should really consider.”

Many students who spoke at the meeting had similar opinions to Rickards. A recent poll conducted in the Aces Nation 2017-2018 Facebook group asking LM students how many hours of sleep they get a night showed that on average majority, 95 out of 177 total respondents, get five to six hours of sleep a night. Collectively, eight out of the 177 respondents chose the “eight or more hours of sleep” option.

Dr. Kristina Paul, a specialized adolescent sleep doctor who also spoke at the Board meeting, pointed out that children are supposed to get about nine and a quarter hours of sleep a night, but this can be difficult when high schools open at 7:30 a.m.

In addition, adolescents are hardwired to fall asleep later in the evening and wake up later in the morning, meaning that early start times may not fit well with the brain’s release of melatonin. One idea to help students get enough sleep is to change the order in which the elementary, middle, and high schools open. If this were to happen, elementary school students would be the first to start school, then middle schoolers, and high schoolers last, at nine in the morning.

Paul mentioned that several other schools in the state, like the Solebury School in New Hope, conducted an experimental study in which they pushed back start times to examine the consequences. Teachers from that school noticed that students were less stressed and performing just as well or better than when school started a half an hour earlier. However, most of the schools decided that, when accounting for extracurriculars, middle and high schools should start no later than 8:30 a.m. Paul agreed

Interactive statistics program for elementary schoolers Karli Yenal ’20 Can LM students make math even more thrilling than it already is? A new program connecting LM statistics students and district elementary school classes will be implemented this year, some time before the second semester. This program aims to test high school students’ comprehension and creativity while also helping younger students develop interest in math and learn new skills.

This mutual relationship is “something new to try this year,

citement about math in younger ages.” Discussion then followed about how to build more interest in mathematics and engage students from the very beginning; the solution Stahl and Hawkins decided upon was building a program involving both high schoolers and elementary schoolers.

AP Statistics students will be matched with a certain elementary school class and will create hands-on material, including an introduction video to teach their

Graphic by Sihan Wu ’19/Staff an opportunity to build a part- younger counterparts about banership and build excitement sic statistics. The videos will with younger and older stu- demonstrate unique ways in dents,” says Nicole Stahl, one of which students can organize and the LM math teachers involved display data, including with a in initiating the program. species of animated characters The inspiration for this pro- called Furbles. These furry creagram arose from a conversation tures are meant to help present Stahl and math teacher William information to the younger stuHawkins had after a Math Club dents in a fun and creative way. competition earlier last school The activities will be sent out year. They realized LMSD’s mid- to the classes monthly, and the dle schools were weakly repre- younger students will view them sented at the competition, notic- during relevant units. ing that some did not even have Stahl hopes this can enough members to create a full become “a fun opportunity for team. They concluded that this our students to get involved and stemmed from the disinterest in understand the information.” and lack of time put into math- Though she thinks it may be difematically advanced subjects ficult to know how this program in lower grades. Accordingly, will play out at this point in time, Hawkins said that the teachers she has hopeful expectations and “saw a need to keep student ex- is excited to see the results.

with the assessments these schools made of the situation, saying that while starting at 9 a.m. would be ideal, there are many other factors to consider. The biggest problem

‘‘

Dr. Kristina Paul, a specialized adolescent sleep doctor who also spoke at the meeting, pointed out that children are supposed to get about nine and a quarter hours of sleep a night, but this may be difficult when high schools open at 7:30 a.m.

”

believed to be associated with starting high schools at nine or later is that students could get even less sleep, considering that they could be playing sports or participating in other activities far longer into the evening.

Sleep deprivation is a proven risk factor for teenage health. It can increase the risk of obesity, suicidal behavior, drug or alcohol use, bullying, violence toward others, car accidents, and daytime sleepiness. In Paul’s presentation, she quoted a statement from an organization called Start School Later: “Student health is the first priority.”

While the School Board is not yet close to reaching a final decision, they will continue to discuss the logistical issues of changing start times. The Board will revisit the topic this spring, and will likely reach a conclusion after the Sleep and Healthy Start Times committee presents a range of options to the Board. However, the board is hopeful about the potential for change. Amy Norr, the chair of LMSD’s Interschool Council Committee of Sleep and Later start times, states that “[the] move to later high school start times would put LMSD on the map in a way it has bever been before. LMSD is reowned in many areas, particularly academic excellence, but a move to a later start times would exemplify that our district has made sutdent health and wellness a primary objective.”

Teacher and staff contracts Cont. from LM CONTINUES CONTRACT NEGOTIATIONS, page 1 The School Board claimed that it considers negotiations with the LMEA a top priority and is trying to establish a fair contract. Dr. Robin Vann Lynch, President of the School Board, wanted the community to be aware that they support all the teachers and staff working in our school district. Vann Lynch says they show this support through “fair compensation,” and reminded attendees of the meeting that “on average, we currently have the highest salaries in our state—no district in our area comes close to matching the top salaries of our teachers.”

She also stated that “all LMEA members receive excellent health and retirement benefits.”

The Board confirmed their intent to form a multi-year contract that would include salary increases and bonus payments while reminding teachers of the benefits of the current contract that covers LMEA members in the interim.

The Board asked for patience with the existing structure while both parties evaluate proposals and identify terms that will be agreeable.

In addition, they are working with a mediator to create a plan with which both the Board and the LMEA are satisfied. Vann Lynch also recognized the value of hardworking teachers

and that their goal is to maintain the reputation of LMSD as a top, competitive school district where people want to send their children.

The LMEA Twitter page posted their view of the meeting, saying they “look forward to productive and collegial negotiating sessions in November and putting these talks behind us,” while also promoting their petition for fair contracts.

This meeting did not officially change anything. Therefore, the LM community will have to wait for the results of the upcoming meetings between the Board and the LMEA in order to find out the future of the contracts for the teachers and staff.

Photo by Lydon Pelletier ’19 A group of teachers attended the meeting wearing black as a form of unity and protest.

Free library cards available for LM students Zoe Kleeman ’18 The Lower Merion Library System (LMLS) is an organization of public libraries in Lower Merion Township, including Ardmore, Bala Cynwyd, Belmont Hills, Ludington, and Penn Wynne libraries. This fall, LM librarian Pamela McGlone, and David Belanger, the new Director of the LMLS, have been working in tandem to make it easier than ever for high school students to get a free public library card. McGlone is piloting the “National Library Card Month,” traditionally observed by public libraries during the month of September, here at LM. The library card pilot program is now available to students at any time this year as a way to encourage high school students to utilize all that a library card has to offer.

Students are invited to complete a form in the LM Library and the new public library card will be issued and mailed directly to their home address.

So far, about 300 LM students have taken advantage of this quick and easy way to sign up for a library card. English teacher Brian Mays has encouraged his classes to sign up for them.

While the program is already exceeding expectations, the librarians are still hoping that more students will use the resources that come along with having a library card. McGlone recommends that “if you don’t alaready have a public library card in your wallet, be sure to pick up an application for one in the LM Library!”

A public library card not only provides students with thousands of reading resources, but also allows access to free movies, e-books, online databases, and tools to prepare for tests like the SAT. Public libraries are a meeting place of ideas in our own communities: a cultural and academic hub, serving as an excellent place to study or attend discussions and presentations.

And librarians themselves offer important information and services for finding the perfect book to read or conducting research for school.

Whether students need sources for a project or want to explore all the knowledge a library contains, librarians and teachers at LM encourage students to sign up for a free public library card.

News

November 14, 2017

3

The Merionite

Wolk sues again Cont. from WOLK DECLARES SECOND LAWSUIT, page 1 In other words, if the school board fails to elect its members and leadership positions or neglects its duties, residents of the school district can present a petition to the county court to dismiss the School Board. Wolk is attempting to remove the school directors under the second provision, explaining to mainlinemedianews.com that “since we have a finding by [Montgomery County] Judge Smyth that they did neglect their duties, I decided that since I can’t get them to discuss a peaceful resolution, I decided to file the petition to have them removed.” Wolk insists that the School Board has neglected its duties by mismanaging taxes and failing to return the money to taxpayers, while according to mainlinemedianews.com, “the district has stated it does not have to return the money while the case remains in appeal.”

A statement from the LMSD Board President, Dr. Robin Vann Lynch, counters Wolk’s statement, insisting that “it should come as no surprise that Mr. Wolk has filed yet another in a series of redundant and completely unfounded allegations. It should also come as little surprise that Mr. Wolk has timed this filing so close to the election given his repeated desire to

have the courts undo the work of a democratically elected School Board.” Another statement from the district to both mainlinemedianews.com and philly.com reads, “the petition contains no new allegations that have not been already made in Mr. Wolk’s prior court filings and other public statements from the last year. The facts alleged do not in any way support the removal of a democratically elected School Board.”

In regards to the newest development, Vann Lynch also expressed her disappointment “that we are forced to yet again expend resources fighting these frivolous claims, resources that could otherwise be used to provide the high-quality programs and services that define the LMSD experience.” Concerning the original taxpayer lawsuit, the district is still seeking a hearing before the state Supreme Court and is keeping the 4.4 percent tax increase in effect in the meantime.

In the near future, the ruling of Montgomery County Court of Common Pleas will determine the outcome of Wolk’s actions against the School Board and the impact on LM and district residents.

First Maroon and White Day Samuel Pitonyak ’18

Hundreds of people gathered together on October 14 at Arnold Field to raise money for clubs and school spirit for LM’s first Maroon and White Day. They raised hundreds of dollars for school clubs and Rockport Fulton High School, LM’s partner school in Texas, which was affected by Hurricane Harvey.

Catherine McFarland ’18, the student council president who organized the event, stated, “I would consider the day a success because we accomplished our two goals of raising school spirit and fundraising for worthy causes.”

Rockport Fulton, located in Rockport, Texas, was hit by the eye of Hurricane Harvey facing the eyewall, the most dangerous part of the storm. Harvey was a Category 4 storm when it hit Rockport and brought severe destruction. Being a coastal town, Rockport was exposed to winds of 130 miles per hour.

School Board debate Cont. from CANDIDATES DEBATE, COMMUNITY DECIDES, page 1 and were all given a minute and thirty seconds to speak. Candidates were not permitted to address one another directly.

While this structure made for a calmer, less explosive debate, it did not completely keep the environment from intensifying as clashes between the Democrats and Republicans began.

The debate started off with introductions. The incumbent Democrats took this time to explain what they have been working together on and plan to continue working on, all the while endorsing each other.

The Republicans heavily endorsed each other as well, but they differed from the Democrats in their presentation. From the get-go, they passionately addressed how the current School Board failed to support our community and its needs. For example, Tadeo said she feels as if “our school district is at risk—we used to be number one, but many issues in our district have been handled poorly by the current board.

I believe we should be following the law, and the money going to legal fees should go to education.” Tadeo repeatedly expressed anger at how the incumbents have been handling issues within the district, urging voters to “push away the dark clouds of the incumbents and bring back the sunshine.”

As the debate continued, tempers began rising. Candidates responded to the question: “Given the rise of enrollment, how should we plan without overburdening the taxpayers?” The incumbents were the first end of the table to respond, each one of them explaining different parts of the issue and all of the possibilities that they are looking at, including adding a new school in the district, adding space on to existing schools, and redistricting. While listening to these responses, members of the audience expressed confusion, whispering things like, “They’ve explained the issue and what they are thinking about doing, but none of them actually answered as to what the decision is.” Republican Kait, however, answered, “Nobody has actually answered the question—the Democrats have responded with: What are the goals?

How do we actually make this decision?

What does [the public] think we should do? How do we get to a decision? Our cur-

rent board doesn’t have a process; there is a lot of input and not enough output.”

This response raised some eyebrows on the Democratic side of the table, as Kait did not answer the question either.

As the candidates began to discuss how to address the special-ed and gifted programs, the Democratic slate gave out a lot of information. However, moving down the table, responses were a bit different.

Kait responded, “This is an issue I know nothing about.”

When the question was posed to Tadeo, she responded with similar frustration: “I want to make it known that the author of this question is an expert in special needs.

This was geared for the benefit of the incumbents. This is why we have diversity of skill sets on a board [...] not all Democrats, and not all Republicans [...] I am very frustrated because this question was biased, and there needs to be fair planning about what goes on in these forums.”

For two hours, this was more or less the structure: the incumbents giving responses full of information about each topic. In response, Republicans continued to call out the lack of actual decisions, urging the audience to “see past their rhetoric and trickery, and realize what’s really going on here.”

As the debate wrapped up and the moderators concluded, there was one person who was not ready to accept these comments. Lucy Klain, the Inter-School Council Chair, immediately walked on stage and took the microphone. She expressed disappointment in the candidates, specifically Republicans, regarding behavior during the debate. She explained that she felt the questions that they felt were biased were incredibly unbiased and that if Republicans wanted the chance to ask questions they felt were part of their campaigns, there were plenty of opportunities.

She finished her remarks by stating “I’m sorry to hear you think so poorly of the parent volunteers.”

After this event, community members made clear who they found the most believable, as on November 7, Democrats Gilbert, Actman, Driscoll, and Finger were elected.

Photo courtesy of The Enchiridion Community members talk to the class of 2020, who were running a game of musical chairs to raise money for their class.

The town faced immense damage to houses, businesses, and the school. One of the most prominent damages to the school was the collapse of the walls in the gymnasium. There was one fatality and a handful of minor injuries within the town.

Katie Berg ’18, who also helped organize Maroon and White Day, was very proud of the event’s outcome, saying, “For a first run [...] it was very successful. Everyone who came had a great time, and it will only grow from here.”

Two of LM’s sports teams, football and field hockey, took to

Photo courtesy of Caleb Shack '19/Staff Shack and a community member play a game of catch on the field. the field. The football then team squared off against Ridley High School for their senior game.

The field hockey team faced off against Lansdale Catholic High School and dominated, coming out of the game with a 4-0 win.

There were also a variety of booths set up surrounding the field as games were taking place, including a cotton candy stand run by the Enchiridion, LM’s yearbook; musical chairs run by the officers of the Class of 2020; face painting run by PLAYERS; and mural painting run by Amnesty International.

Many of the fans who watched both games had positive thoughts on the day. One of the fans, senior Sean Attebery, was extremely enthusiastic, stating, “I thought everyone’s spirit seemed higher than [during the] usual games. Everyone seemed pretty happy to be there.”

The day was considered a success from all perspectives, and Berg confirmed that this event can be expected to occur annually in the future.

4

News

November 14, 2017

The Merionite

Art department installs new “Learning Walls” John Shea ’19 Two new TV touchscreens called “Learn- has been included in the system. ing Walls” have been added to the art wing, The current goal is to have the system runpromising an interactive and more accessible ning idly so that students’ artwork can be acway to digest student artwork. “It’s a way for cessed at any time. Walsh also expressed an inus to showcase kids’ exceptional artwork in terest in including introductory videos on the a way that wasn’t possible beforehand,” said Learning Walls. The first such video, which is Benjamin Walsh, an art teacher involved in still in production, will explain how to navigate the project. the displays and will show some student work.

The screens will be fully set up by Novem- Walsh stated that the department “plan[s] to ber. Walsh explained that “anyone can come make more and change them throughout the up to the Learning Walls and look through year.” If the art department receives positive any student’s portfolio in a couple of seconds. feedback on the Learning Walls, the idea of The boards have been designed to be as seam- adding more screens throughout the school less and interactive as possible.” In about may be pursued. This generation is, according three taps, Walsh to Walsh, “growhas the ability to ing up in a world open, for examthat is going to be ple, the portfolio full of things like of Camille Haines this… [with] more ’18. One of the of an emphasis photographs that on out-of-the-box can be viewed dethinking and group picts cracked egg collaboration usshells with oozing ing devices like yolk. Along with this.” The interacHaines’s photogrative technology of phy, one can also Learning Walls is access her artist’s an example of efstatement, which forts to incorpoprovides inforrate “experiential mation about the learning” into LM, context and intent efforts which are of her work. These intended to make features are availstudent artwork able for all stuPhoto by Kathy Yao ’18/Staff more accessible. dents whose work Marie Nikolov ’19 and Jake McFadden ’18 explore the capabilities of the new Learning Walls.

Construction begins on Bala Cynwyd shopping center Ziwen Zhou ’19 Copy Editor LM students looking to meet any of their shopping needs soon will no longer need to look to Philly or King of Prussia, but instead will be able to head over to Bala Cynwyd. Though it used to be a popular retail strip, Bala Avenue has since fell into obscurity; now it is set to once again become a commercial hub through a multimillion dollar investment by local developers.

In the last year, Cross Properties has been buying land along Bala Avenue and eventually purchased enough real estate to put into motion its grand plan for the area. In total, Cross Properties will devote 100 million dollars toward the planned construction of three major multipurpose buildings centered around Bala Avenue.

Construction for the first building, 10 Union Avenue, is already underway. This immense 109-unit, fourstory structure will be built from scratch, and its developers hope it will play a part in rejuvenating the local economy. Cross Properties hopes to receive zoning approval for the two additional

proposed properties, 202 Bala Avenue and 1 Cynwyd Road, that they envision will, together with 10 Union Avenue, create a new shopping “NoBA District.” If approved, the three properties will provide 240 units and over 240,000 feet of retail space.

Not only will these properties offer many retailers closer access to the township, they will also provide plenty of residential space to a popular living destination, especially for people who prefer the proximity to Philly but would rather live away from the metropolis itself. The developers hope to create a sense of renewed vitality in Bala Cynwyd, using a model that has worked in nearby cities such as West Chester and Phoenixville.

Benefits to the community that the developers have predicted include added residential and public gathering, retail spaces, as well as many open areas, roof decks, and parking areas.

Alongside high expectations, 10 Union Avenue is projected to open in the spring of 2019.

Opinions

November 14, 2017

5

The Merionite

The Merionite Official newspaper of Lower Merion High School since 1929 www.themerionite.org Columbia Scholastic Press Assocation Silver Crown 2013 Editors-in-Chief Dora Nathans ’18 Sophie Roling ’18 Managing Editor Nisha Arya ’18 Senior Innovation Editor Michael Cheng ’18 News Editors Molly Cutler ’19 Julia Rappaport ’18 Kathy Yao ’18 Opinions Editors Andres Bermudez ’19 Caleb Shack ’19 Kelsey Stanton ’18 Features Editors Molly Kaiser ’18 Catherine McFarland ’18 Julia Rosen ’18

Editorial: welcoming opposing views Many influential people in our school— mainly administrators and counselors— passionately stress the fact that LM has a very diverse community of students coming from an even more diverse set of cultures. This is true. Our school body represents almost every racial, ethnic, and religious denomination and also has a strong LGBTQ+ community. However, The Merionite believes that despite our large amount of diversity, most of our student body neglects to consider diverse ideas.

It is evident to anyone who steps foot into our community that the majority of us represent strong liberal ideologies and viewpoints. Liberals, who represent the majority of our editing staff and school, proclaim themselves to be accepting of all viewpoints, but, in the discourse of our school, one can see evidence to the contrary. It is not uncommon to find a conservative lie silent during class discussion due to fear of aggressive backlash from the side holding the majority at LM: liberals. This is not to say liberals are against all kinds of disagreement, only that once a viewpoint exceeds its reason-

Web Editor Jake Gurevitch ’18 Business Manager Eric Bell ’18 Advisor Charles Henneberry Business Advisor Sean P. Flynn, Esq.

The editors believe all facts presented in the newspaper to be accurate. All articles have gone through an intensive, independent fact-checking process to minimize factual errors.

The paper acknowledges that mistakes are possible and welcomes questions as to accuracy. Inquiries regarding accuracy should be directed to the editors of the paper. Editors can be contacted via e-mail at merionite@gmail.com or in Room 200A. To represent all viewpoints in the school community, The Merionite welcomes all letters to the editor. Letters can be sent via e-mail or dropped off outside the Merionite office. The Merionite reserves the right to edit letters to the editor for length or clarity. All unattributed images are courtesy of WikiCommons.

Graphic by Christopher de Santis ’20/Staff Unsigned editorials reflect the general opinion of the staff and not the opinion of any single editor.

The weight of a word

Sports Editors Julian Ginzburg ’19 Zach Simons ’18 Zack Slogoff ’18

Graphics Editors Christopher de Santis ’20 Sihan Wu ’19

can do your part to improve the tenor of our discussions. If you cannot encourage others to take part in respectful discussions, simply holding them in your own home or personal community is enough to improve the current state of politics.

Make an effort not to define someone by their standings on politics; view them as a peer and an equal regardless of their stance.

Articles and letters featured in the Opinions section reflect the viewpoints of individual contributors and not necessarily those of The Merionite editorial staff.

Arts & Entertainment Editors Minori Cohan ’18 Claire Ochroch ’18 Grace Wei ’19

Copy Editors Benjamin Schmid ’19 Caroline Spencer ’18 Ziwen Zhou ’19

able “range,” it ceases to be an “opinion”: it simply becomes wrong.

Teachers at LM acknowledge this problem. We have seen our teachers make it their goal to foster respectful discussion that gives a platform for opposing views.

For example, AP English Language and Composition teachers Dana Flynn and Brian Mays have chosen to take class time to watch videos concerning the need for thoughtful political discourse, specifically discussion between contrasting opinions. They have also taken time to hold discussions about these videos, highlighting the idea that conversation does not necessarily require conversion, and thus, a satisfactory debate can be held without ending in complete agreement.

Students in this class have noticed an increase in orderly debate and conversation where everyone’s ideas are heard out, and in cases of disagreement, rational explanation is given—without aggression.

We not only applaud the teachers who have already begun to encourage dialogue of this sort, but also encourage other members of the community to do the same. Regardless of your role at LM, you

Davon Collins ’19 As Hip-Hop culture becomes more mainstream, I have noticed an increase in the use of the N-word by white people

and non-black people of color, especially here at LM. Hanging out with groups of white people listening to rap music, it seems almost inevitable that someone will utter the N-word. Watching Snapchat stories, scrolling through Instagram posts, or just walking down the halls of LM, the N-word is everywhere.

A couple months ago, according to an article by Donna-Claire Chesma published by pigeonsandplanes.com, news broke that hip hop music—an umbrella category of Rap and R&B—has become the most popular genre of music in the U.S.

This was a groundbreaking announcement because for so long, people dubbed hip hop as just a phase that kids will outgrow. White people—at least white critics of black music—have never taken rap seriously and disregarded the genre as a whole. This announcement is particularly interesting because it means more white people are listening to rap music; listening to the stories of struggling black people; listening to black people use the N-word.

Please see WEIGHT OF WORD on page 8

Letter to the editor: corrections of LMSD history Ted Goldsborough Lower Merion Historical Society In the last issue of The Merionite, in the article titled “LM alumni visit from first integrated class” written by Kathy Yao, I found a few inaccurate facts in reference to the history of the Lower Merion School District.

It is my understanding from reading newspaper articles in the Lower Merion Historical Society files from 1963 that the LM School Board voted in August 1963 to close the Ardmore Avenue School and sent its students to four other elementary schools. Because of attendance boundaries, only one of those schools— Bryn Mawr—already had several African American students. I don’t know how many African American students were enrolled previously at Wynnewood Rd., Penn Valley, or Penn Wynne, but surely considerably fewer than at Bryn Mawr.

There may not have been any at the three other schools before the Ardmore Avenue School closed in 1963.

The wording in Kathy’s article: “... LM School Board ruled for the desegregation of the LMSD schools...” puzzles me.

I would guess that almost since the beginning of public schools in Pennsylvania in 1834, there have been African American students in some LMSD schools.

These were not “segregated” schools. In the Historical Society, I believe we have photos from the 1880-1900’s of African

American students in class photos in some elementary schools including Bryn Mawr and the Lower Merion Academy in Bala Cynwyd.

Because the vast majority of African Americans lived either in Ardmore or Bryn Mawr, the two elementary schools in those towns had more African Americans than any other elementary schools in the township because almost no African Americans lived elsewhere, which could open the topic of “redlining” by real estate agents to limit where African Americans and Jews lived. It wasn’t that the school district was segregated; rather, it was because of where African Americans lived. From my reading of the newspaper articles at the time—that we have—I don’t think there was a conscious effort by the School Board to “integrate” the four receiving schools; rather, I conjecture they were distributing the Ardmore Avenue School students somewhat equally to the closest elementary schools near Ardmore.

About this time in the U.S., there was “forced busing,” to integrate schools, but I don’t think this was a factor in the LMSD when the Ardmore Avenue School closed. The Board decision was to send Ardmore Avenue School students to the closest schools, not to bus some to Cynwyd Elementary School, Bala Elementary School, or Gladwyne Elementary School, but rather, to the closest, which were the four selected.

Unless we read, which I believe we

have available, the actual wording of the School Board minutes, we don’t know the truth, only what was written in the press, but it is my recollection that the School Board voted to close the Ardmore Avenue School primarily because of four reasons: one, there was a high percentage of African Americans, two, the building was old and needed repairs, three, the only “playground” was a macadamized parking lot, and four, the Main Line National Association for the Advancement of Colored People (NAACP) was putting pressure on the School Board to do something to improve the situation. A remarkable African American named H. Isabel Long Strickland, an LM alumna Class of 1939, was President of the local NAACP chapter and attended and spoke eloquently to the School Board about the Ardmore Avenue School in the summer of 1963. It was she who was given credit for the closing of the Ardmore Avenue School. Sadly, she died a few years later in her 40s.

My other question with the article is in this wording: “Two weeks later, on September 5, 1963, school began, and LMSD elementary schools became some of the first to be fully integrated in the US. Two hundred twenty three black students were integrated to the district’s four previously predominantly white elementary schools.”—What does “fully integrated” mean?

Please see LETTER TO ED. on page 8

6

November 14, 2017

Opinions The Merionite

Put a ring on it

David Sommer ’19 We have been taught in our health classes that premarital sex is perfectly fine... provided it’s consensual and with a condom. This is a fallacy which is at fault for our high divorce rate, high teen pregnancy and STI rate, along with numerous other societal issues.

Teenagers are not miniature adults, and robbing us of information about premarital sex is like putting a stumbling block before the blind. As opposed to being taught that premarital intercourse is always okay, we should be shown both sides and allowed to make a decision—an informed decision.

We should be taught that premarital sex can result in marital instability. According to a study by the Western Washington University, “Women who cohabit prior to marriage or who have premarital sex have an increased likelihood of marital disruption.” According to a different study by the University of Iowa, which compared the rates of divorce based around the age of premarital sex, people who lost their virginity before the age of eighteen had a sixteen percent higher chance of divorcing within five years of marriage and a twenty percent higher chance of divorcing within ten. According to the Center for Disease Control (CDC), having even one premarital sexual partner is correlated with a fifteen percent increase in divorce rates after five years. Premarital sex binds you to your current partner and causes you to feel something for them long after you have broken up, which could make marriage to someone else considerably harder.

We should be taught that neither condoms or birth control pills are truly effective. Condoms fail to prevent Herpes, HPV, Genital Crabs, or Scabies; according to Planned Parenthood, condoms only prevent pregnancy 98 percent of the time when used properly—85 percent in general due to improper use—and birth control pills are only 91 percent effective. If both condoms and birth control pills are utilized, which in itself is a rare occurrence, there is a 1.62 percent chance of pregnancy–considerably too high. According to the CDC’s National Survey on Family Growth, 54 percent of fifteen to sixteen year old girls and 42 percent of seventeen to eighteen year old girls who are sexually active have children out of wedlock. The concept of the fallibility is mentioned in health class, but it is a small footnote and its failure is said to be “virtually impossible.” At the end of the day, the only foolproof method of preventing an STI or an unintended pregnancy is abstaining from sex, an option our health curriculum should explore in more depth.

We should be taught that promiscuity discourages self-improvement. Sex is one of the greatest motivators and is ranked equally to friendship and family on Maslow’s hierarchy of needs. Like

a carrot dangled in front of a horse, if this motivator is withheld, people will have to work harder in order to get it. If people have to struggle to perfect themselves for marriage or a long term partner in order to have sex, they will have to be more industrious and hardworking. A quick hook up doesn’t require the same effort that marriage does. But when sex is so easy to obtain, there is less incentive to perfect yourself for marriage. Essentially, as the sexual marketplace has been flooded, the amount of effort required to obtain sex has significantly decreased. Premarital sex devalues it and therefore makes people have to work less in order to have sex.

Let’s talk about sex

Ana Contreras ’18 The U.S. can’t exactly boast about its health education. Only 23 states have rejected federally funded abstinence-only programs, meaning that most students in the U.S. are being taught not to have

Graphic by Sihan Wu ’19/Staff Our health classes should include some of this information so that we can make an informed decision on whether or not to have sex. There are people who are willing to accept the risks for a variety of reasons, and making that decision is perfectly fine—provided that they properly understand the risks. We were never taught that, according to the World Health Organization, condoms are twenty percent ineffective against the transmission of AIDS. We were never taught that utilizing both birth control pills and condoms leaves a chance of pregnancy. We were never taught the harmful effects of premarital sex on marriage. Premarital sex might be the right decision for someone, but not informing everyone else of its potentially insidious effects is robbing them of the ability to make the right decision for themselves.

According to a 2013 study by the CDC, 53.2 percent of high school students are virgins, so those who haven’t decide to lose their virginity should recognize that they are within good company. But all of us should feel cheated. We weren’t informed of the effects of premarital sex on marriage, the ridiculous ineffectivity of contraception, or the societal harms. I implore you to stick with the majority.

But if you don’t, at least weigh the pros and cons.

sex outside of marriage rather than how to protect themselves. According to the Guttmacher Institute, 24 states and the District of Columbia mandate sex education and 34 states mandate HIV education. Only 27 states have general requirements for sex and HIV education, when taught; only thirteen require that the information they teach be medically accurate. So, it comes as no surprise that the U.S. has the highest teen pregnancy rate (55 out of every 1,000 fifteen to nineteen year-olds) and the highest rate of teens with STDs out of countries in the industrialized world. After President George W. Bush initiated some abstinence programs, federal evaluations in 2007 showed that these programs had no impact whatsoever on when teens decided to have sex. You may be scratching your head in confusion at this point, and I don’t blame you, this makes no sense. If schools know that teens are having sex, shouldn’t they provide students with the best information possible on how to be safe? You would hope so. You would hope that health class would teach about condoms and all birth control options, that they would explore sexual orientation and gender identity in their curriculum, and that consent was emphasized.

LM, with all its prestige and progressiveness, can’t escape the temptation of teaching the “fear” of sex. This past

summer, LM students took an online health course whose curriculum was littered with chilling phrases. Statements such as, “You cannot get back your virginity, but you can get back abstinence anytime you choose…” and “There are a lot of consequences to having intercourse. And then there’s also, at the very tail end, a loss of self-control and self-respect. That is why abstinence is the only correct answer.” Throughout the course, abstinence remained heavily emphasized and sexual intercourse was treated as a thing to be ashamed of, as if sexual attraction were not a natural phenomenon that is present in most people (unless of course one is asexual; there is an unfortunate lack of education about sexualities other than heterosexuality).

When sex is treated as taboo, people grow up not knowing how to deal with the emotional baggage that can often come with intercourse, not understanding basic concepts like consent and frantically searching the web for solutions to unwanted pregnancies and STDs. The lack of knowledge is astounding. I have talked to boys who still do not understand periods. How can one expect to graduate and be a grownup without basic health knowledge? Obviously, teaching these topics once in fifth grade (in groups separated by the gender binary for a single lecture) is not enough. Middle school health also touched on menstruation. We were briefly taught about our body parts in middle school—which of course should be done—but such education needs to continue throughout our health education experience. In order to remove cultural stigmas, gender stereotypes, and narrow belief systems about bodily health and sexual preferences, schools need to lay down a foundation of unbiased health education.

Abstinence should not be taken out of the curriculum, but it needs to be taught as an option rather than “the only foolproof answer.” Students who choose to abstain from sexual relations until they are older or married should not be ashamed; everyone knows what’s right for themselves, and no one should be in a situation where they are made uncomfortable. Health class must recognize the dilemmas that students face and teach that no matter what choice you make in regard to sex, it is fine.

Teenage relationships tend to be tumultuous because of a lack of maturity and experience.

For many kids, asking their parents for advice is not an option, and health class becomes the only resource they have for this type of education. If you are having sex and need a resource, Planned Parenthood’s website is a reliable source. I recently stumbled upon a website called Killer and A Sweet Thang that is run by Eileen Kelly, a professional sex educator. This website is a blog of sorts that deals with all kinds of issues: sexual orientation, sex toys, protection against pregnancy, STDs, etc.

It is a good resource for anyone who is questioning their gender identity, sexual orientation, or anything at all relating to sex or the emotions that come with it. This blog deals with the topics that should be discussed in a high school health class.

As long as you are not hurting other people, you can have consensual sex.

As long as you are doing it because you want to, you can abstain from sex. Just be safe.

Opinions

November 14, 2017

7

The Merionite

Fix the system

Caleb Shack ’19 Opinions Editor Sleep, a vital component for maintaining proper health, is under attack. And schools are the ones prompting these attacks. However overdramatic one may find this to be, schools are forcing early start times, what they deem to be a necessary evil, upon those who inhabit the classrooms and hallways. I see the constant dreary eyes, the yawns, the lack of focus, the aches and pains, the mid-lecture naps, etc., amongst my peers and in my own behavior. This effect is well-known throughout the student body, the staff, the administration, and the School Board. However, the blame is still being pushed onto us, the students.

On October 23, we read an article in advisory about the importance of sleep, titled “Sacrificing sleep?

Here’s what it will do to your health.” In this article, Sandee LaMotte from CNN showed the effects of poor sleep and further discussed sleep’s essentiality.

We don’t need to be taught why sleep is important; we already know. We feel the harsh effects of sleep deprivation on our bodies and on our minds every day. After examining the PDF file, I prompted a conversation with my advisor, health/PE teacher Shari Roeder, who agreed this was skewing the focus of the problem at hand.

Yet, she believes progress will made in the future.

“As far as I know, the School Board is doing quite a bit of research about later start times and potential benefits,” said Roeder.

The Board examined several possible solutions to sleep deprivation amongst students by evaluating ways to delay the school start time. Sadly, the meeting’s recap showed no reasons for anyone to be jumping up and down. The solutions they posed were simply unrealistic, which is probably why few are talking about it. I do not completely blame the Board for lack of progress on this matter: would I be able to make a final consensus on changes to school start time? No, I am just a critic of the meeting’s results. Nevertheless, I applaud them for their efforts to discuss this issue.

There is not an easy solution to this issue, but there are components that need to be taken into account when examining the needs of students.

I sat down with several LM students and discussed their sleeping habits. A representative of a common problem is junior Emma Rosenau, who goes to bed at 10:30 p.m. every night but is unable to fall asleep until 11 p.m. “I am exhausted throughout the day” she says. The recommended hours of sleep for adolescents are roughly nine hours a night.

Countless studies show that adolescents naturally have trouble falling asleep until 11 p.m. to 12 a.m. This has been a driving force for students and parents with the Board, but has been deemed a worthless argument by those who believe the blame should be placed solely on students, claiming it is a part of student responsibility to get the proper amount of rest needed to succeed. Some of these people hold administrative powers and can slow or halt discussions and progress regarding the issue.

This has been a major setback as students can only make change with the help of the administration.

“After water polo and work, I get home around 7:30,” says junior Marie Nikolov. Nikolov currently takes all honors and AP classes and goes to sleep at around 12 a.m. each night after a stressful evening of school work.

So, how do these increased levels of schoolwork and stress affect a student’s health? A lack of sleep results in a lack of concentration. There

has been an exponential increase in prescriptions for stimulants such as Adderall that are meant to treat ADHD and an even greater increase in black market sales of the drug: a large percentage of buyers being high school students.

Zolpidem, a prescribed pill for insomnia, most commonly known by its marketing name, Ambien, has also seen an increase in abuse from high schoolers. Students who don’t suffer from their work struggle with their sleep and have abused this drug for two common reasons: the pill eases the stress students have the night before a test, and students can’t get enough sleep if they go to bed when they are tired, having to wake up at around 6:30 a.m.

Nikolov and Roseneau both agree that sleep would benefit from a later school start time. Roeder agrees with the common census of the students. However, most people in the school have no idea what a plausible solution could be.

Sleeping, unlike a student’s ability to do homework, complete chores, go to the grocery store, or build Ikea furniture, isn’t exactly up to them.

“Given that the primary focus of education is to maximize human potential, then a new task before us is to ensure that the conditions in which learning takes places address the very biology of our learners,” says Mary A. Carskon, PhD. The current educational structure lingers on the old philosophy that school should be run like a factory: you get up early, take a bus to work (school), and shift stations (classes) based on bells. With less and less students working in factories and an increase in the amount of work, students are given more challenges with being able to go to bed at the best time. “With our knowledge that optimal sleep is 9 ¼ hours, we are asking that 16-year olds go to bed at 9 p.m. Rare is a teenager that will keep such a schedule,” says Carskon.

I can’t pose exact methods of change, but I know that if the School Board and the administration discard the idea that the factory model still works, progress will be made.

Asian representation in the media

Kathy Wei ’19 Hollywood is one of the biggest staples of American culture. It acts as a mirror that reflects whatever our current society aspires to be. We look at the beautiful faces of the glamorous stars and want to be just like them. Not only does its advertising determine how we alter ourselves to fit society’s standards, its promotion shapes the fundamental development of our children.

So, in all of my childhood drawings, I drew myself as white, and in all of my middle school stories, I wrote from the perspective of white characters.

A lack of representation in media perpetuates a point that is made over and over again in our country to foreigners: you are not welcome here.

It has rung in my ear throughout my entire life in several different ways: a constant throbbing heartbeat sewn into my golden skin that becomes a mantra and persists to eventually become a truth. The glittering gold fades, and all that’s left is a pale, sickly yellow.

When people of color grow up seeing white faces glamorized and praised in every aspect of the media, they have the message drilled into their minds that this is who they should be.

A little white girl and a little Asian girl watch Sleeping Beauty and the same dream crosses both their minds: “I want to be pretty like her.” The only

difference is, one of these girls never will be.

She can buy all the skin bleach, hair dye, colored contacts, and double eyelid surgery that she wants, but she will never be her. She will look in a magazine and look on TV and look at her Instagram and then look in the mirror and tell herself, “I am not pretty.”

To racially biased executives, Asian faces aren’t “marketable,” so they label us “inexpressive” to justify why they choose not to present us in their products. But how can Asians ever get a chance to express themselves when Hollywood shoves 4.5 billion people, 48 countries, and all the thousands upon thousands of different cultures into four stereotypes: exotically docile Madame Butterfly, geeky weirdo, edgy samurai girl, and stone-cold kung fu master?

Hollywood is reluctant to cast an Asian face be-

woman who calls it a kimono. Hollywood, claiming that it is too difficult to find suitable Asian actors to fill their roles, goes out of their way to actively change scripts to cast white actors, sometimes writing in completely new characters just to have them.

Netflix makes Death Note, a Japanese anime, into a live-action series starring an all white cast, erasing the “Yagamini” from the main character’s name. Scarlett Johansson’s character in Ghost in the Shell, also of Japanese origin, is conveniently renamed “The Major” from “Motoko Kusanagi.”

Emma Stone with a bad spray tan is passed off as part-Chinese and Hawaiian. Matt Damon stars as the hero of China in the movie The Great Wall. Tilda Swinton with a shaved head and orange robe is cast as a Tibetan mystic.

More white actresses have won Emmys for playing Asian characters than Asian actresses have ever won—only one Asian actress has ever won an Emmy.

When Asian culture isn’t represented by Asians, it gives the green light for shameless casual racism. We are the “model minority,” America’s punching bag, and always the butt of the joke. We are a novelty to be used and discarded at will. We are not worthy of attention.

Lack of representation for Asians is often seen as a trivial problem, too; after all, Asian Americans only make up a small percentage of the population, so it makes sense that there aren’t a lot in the media, right? But when our voices are silenced and our faces erased, we are not just affected in the entertainment industry. We are silenced and erased in our everyday lives, subdued and helpless, floundering to find ourselves, find a voice, find Photo by Sihan Wu ’19/Staff anyone who will listen. cause to them, Asian means no profit. At the same Hollywood is one of the biggest staples of Amertime, though, they are so quick to steal Asian culture ican culture. It acts as a mirror that reflects whatand bleach it of its unique colors to mass produce ever our wwcurrent society aspires to be. My face it on the American market—a luxurious silken qi- is not in that picture. In the ideal America, I do not pao stripped of all meaning and worn as a robe by a exist.

8

Opinions

November 14, 2017

The Merionite

Education: not a numbers game

Grace Wei ’19 Arts & Entertainment Editor There is a certain mentality held by many LM students: grades define you. As a student who has experienced two years of high school, there were times when my enjoyment of a class became dependent upon my grade. There was even a time when I was so consumed with the outcome of my GPA that I attempted to drop a class for which I had genuine interest. My experiences represent a grim reality at LM, in which students are forced to choose between their grades and their academic interests.

For a school that prides itself on academic excellence and progressive policies, an emphasis upon learning over grades should be fostered.

Many may argue that grades effectively represent how well one understands a particular topic.

This may appear sound on the exterior, but when scrutinizing the tactics utilized to obtain a good grade, this traditional belief can be proven wrong.

In today’s educational system, grades are more of a measure of how well one can memorize the information covered in class and less of how much one comprehends the topic at hand. For every test thrown at them, students have retaliated by developing and reinforcing a technique called “cramming”: a short-term memorization technique that may deceive both teachers and students concerning the amount of knowledge students have actually garnered. It effectively allows students to receive proficient scores on tests and preserve a façade of comprehension and cognition. For most students, each assessment is simply a regurgitation of information retained from studying the night before, and they never quite learn how to apply the

knowledge for subsequent analysis. The midterm and final exams themselves are clear examples of cramming half a year’s worth of information for one exam. Due to the pressure of grades, many students are quick to discharge the information they crammed into their brains beforehand instead of relishing in the process of learning. The purpose of an education is for students to learn and apply information about a topic, but what happens when the only accepted indicator of its success is flawed?

We must place a higher value upon the process of learning—not for a numerical value, but for the

Graphic by Andres Bermudez ’19/Staff sake of understanding and applying facets of our education.

In an environment where students receive validation from their grades, intellectual exploration and motivation for learning are hindered. Grades are used as the only measure of academic merit at LM, and students depend on them to determine their performance in a class. When students see a low grade, their enthusiasm for that subject may automatically plummet; instead of being engaged with what they’re learning, the students are distracted by how well they’re doing. Along with incentives for good grades such as freedom during Lunch and Learn and frees, the pressure at LM surrounding grades morphs and ensnares their minds. Take an Advanced Placement (AP) course as an example

of this process. From the first week of school, the annual AP exam is already being prioritized. Because the entire curriculum is based upon it, there is constant pressure imposed on teachers to explain the relevance of every piece of information covered in class to the AP exam. Not only are the students affected, but the teachers themselves are chained to the teaching style outlined by the College Board.

Their main objective is therefore only to teach about the strategies to overcome the ruses on the AP exam and score a five. The students’ minds are warped around the AP curriculum, and all other forms of thinking, questioning, and learning may be discouraged. In the end, the grades earned in that class only demonstrate the type of thinking facilitated by the College Board, which is radically ineffective in the reality after high school. The grades that students receive are supposed to verify their understanding of a topic, but this practice should be eradicated, especially since the quality of learning is declining.

When learning dominates all facets of an education, studies have shown that academic performance and critical thinking improve. In Milwaukee, a study was conducted to compare the students from Montessori schools to public schools. A Montessori school is characterized by an absence of grades and tests, a collaborative environment, and an emphasis on the foundations of an education. When the students from the Montessori school were tested, their creative thinking abilities were deemed to be stronger and their standardized testing scores (the accepted “universal” indicator of success) were significantly higher. This correlation suggests that an education focused solely on learning is more effective than an education engrossed with its products.

If LM is able to learn from this study and apply the information to our own education, imagine the improvements to our mental health and performance it could bring. Students will no longer fall victim to the pressure constantly circulating through LM, and as a result, they may even display a newfound passion for learning. It is time for our own school to acknowledge that our education should be worth more than just a number.

Weight of a word

Letter to editor

Cont. from page 5

Cont. from page 5

This consumption of black culture has led white people to believe that they understand black people and the struggles we face, making them feel that saying the N-word allows them to surpass their race. This is a fallacy.

White people wanting to say the N-word is the epitome of their privilege. It is the articulation of a broad range of intersecting entitlements and advantages. The relationship between white people and “N****” is an oppressive one. The N-word ending in “a” and the N-word ending in “er” are the same words. They are like weapons: ready to be removed from their sheath to strike you.

Their strikes are fatal.

Historically, when white people said the N-word, it was the last thing that black people heard before they were strangled by the tight grip of a noose. The relationship between white people and the N-word is an oppressive one. The word comes from a time when anybody could do as they pleased to black people and get away with it.

And guess what? That is still a reality today. As long as it remains this way, saying the N-word means that whatever you, as a white person, do to my black body is permissible because I was born guilty, and you will always be innocent—no matter your crime. Neo-Nazis did this and got away with it in Charlottesville. They loudly and proudly called us “filthy N*****s” who are ruining their country. The word’s powerful influence has not died down because the reality that it corresponds with has not died down. It has merely transmuted into a different, but

nonetheless equally powerful, state of oppression.

Modern day white consumers of popular culture saying the N-word is all the more detrimental because they assume that their use of the word somehow distances them from their race. For example, they feel that if they can “act black”—despite their white privilege—we will finally be “post-racial.” People assume that their consumption of hip-hop culture and their use of the N-word rids them of their systematic privilege. This is the true evil of white people’s abuse of the word.

White people believe that saying the N-word allows them to erase history as well as rid themselves from the guilt of all the atrocities committed by their ancestors and the atrocities they still commit to this day. Sorry, but you cannot choose whether a word is going to oppress me or empower me. That is up to me and my people.

This is not to say white people should not enjoy and consume rap music; however, there are better and more respectful ways to love and appreciate black culture. I do not condone the use of the N-word, but I do understand why certain black people do. That being said, there are many other ways to appreciate black culture. Here are some: reading literature by black writers, learning black history, and simply talking to black people. Regardless of all the administration’s efforts towards inclusivity, LM still lacks proper diversity. The best way to appreciate an oppressed group is to learn their history and bring to light the very issues that are discussed in their music.

As I previously stated, Bryn Mawr Elementary School already had African American students. Were those students “fully integrated” before students from the closed Ardmore Avenue School arrived?

Finally, what proof is there that LMSD was among the “first” to be fully integrated? It wasn’t. Can we say that LMSD schools such as Gladwyne Elementary, Bala Elementary, Cynwyd Elementary, or Bala Cynwyd Junior High, which didn’t have any—or at most one or two—African Americans, were “fully integrated”?

To my recollection from 1966 until 1978, before Ardmore Junior High School closed, there were fewer than five African American students at Bala Cynwyd Junior High—solely due to where they lived, not segregation.

Overall, I believe more careful wording and proofreading is needed.

In closing, this is a somewhat complicated and controversial topic. As much as we’re able, we want to be factual in recalling what happened.

—Ted Goldsborough Lower Merion Historical Society

Features

November 14, 2017

9

The Merionite

RADNOR WEEK

monday

Tuesday

Wednesday

pajama day

Halloween and Twin Day

Jersey Day

Thur sda y USA Da y

Featuring: Alyssa Holmberg ’20

Featuring: Sara Chiappardi ’18

Featuring: Chloe Amen ’20 and Natalie Robertson ’20

Featuring: Alexa Shapiro ’19 and Olivia Koch ’19

Friday BLACKOUT Featuring: Kisara Freman ’21 and Sarah Altman ’21

The History of Radnor Week!

The Rivalry

Powder Puff: a history

Radnor: the school we love to hate. While Harriton may like to consider themselves our rivals, any LM student knows that our true adversary is Radnor. Radnor Week is the most spirited time of the school year, with hallway wars, spirit days, Powder Puff, activities during lunch, and a pep rally, all leading up to the big football game.

But how did the rivalry start?

On October 26, 1897, football players without uniforms met on North Wayne Field in Radnor. The field was part of Merryvale Country Club and wasn’t typically used for football, so the grass was cut and the lines were painted by the players themselves right before the game commenced. At the time, LM was known as Ardmore High School. LM won the first game with a score of 10-4. Throughout our history, LM has had a total of 56 wins, Radnor has had 53, and there have been eleven ties. Although LM has more wins, the Radnor Raiders have been dominating in recent years, like last year’s 49-8 victory.

Contrary to popular belief, the LM-Radnor rivalry is not the oldest high school rivalry in the United States. In Boston, the rivalry between Wellesley High School and Needham High School dates back to 1882. Regardless, a 121-year rivalry is pretty impressive. Over the years, the LM-Radnor rivalry has received lots of media attention. In 1943, Life Magazine published a picture of LM scoring the winning touchdown. Then, in 2015, the rivalry was featured on the Great American Rivalry Series.

Over time, traditions changed and developed. Interest in the game grew, with popularity peaking around 1931 when an estimated 10,000 to 15,000 fans were in attendance. Admission was free until 1915, when LM started charging 25 cents much to the dismay of Radnor’s principal. For LM, parading down Lancaster Avenue on the way to the game has become a new tradition. As for Radnor, they receive a half day if they win the annual game.

Evidently, Radnor and LM have a long, historic rivalry. Participating in Radnor Week is a great way to get involved with the school and keep our traditions strong. If you missed out on the action this year, make sure you support Aces Nation in defeating the Raiders next year!

Radnor week fills LM students’ schedules with various opportunities. Devoting countless hours towards crafting creative hallway utopias, devouring entire pies with hands tied behind their back as classmates cheer, and competing in Friday afternoon Powder Puff, now known as Maroon and White game at LM, are just some of the offerings. The all-girls flag football phenomenon may raise a few questions, but its origin is actually quite rich—and a bit less sexist than it inherently appears. Roughly 72 years ago, Eastern State Teacher’s College, nestled in the sleepy city of Madison, South Dakota, had faced numerous campus activity cancellations due to World War II. Among these were various intercollegiate sports, dances, fundraisers, etc. At the war’s official end, however, the homecoming dance was reimplemented. The students were overjoyed, yet soon became aware they would have to celebrate a new year without a football season due to the wartime draft. This hitch loomed large until a handful of freshmen girls decided football was a necessity, and without a boys’ team, they’d just have to initiate their own. Although it took some persuasion and the idea of women playing football was said to be “enough to curl your teeth,” it was nonetheless approved. Teams were established based on dorms, and Eastern’s phys ed instructor zealously coached each team with persistent training for the big night. The game yielded quite a variety of spectators, from proud alumni to curious newcomers. The two teams were dubbed “The Rouge Elevens” and “The Powder Puffs.” The trademark name, Powder Puff, sprouted from the women’s decision to mock themselves by reapplying makeup during halftime in a campy manner (presumably with a powder puff).

To those familiar with Tom Hanks’s and Madonna’s blockbuster A League of Their Own, the tale may sound a bit familiar; however, unlike the ending of the All-American Girls Professional Baseball League, the Powder Puff legacy has continued. It was reintroduced in the modern era around 1972 as an attempt by a Connecticut high school to recruit more girls into athletics. They set up a game between themselves and a rival school. The rest is history: Powder Puff became immensely popular and spread across the nation. At LM, the quirky tradition’s origin is quite similar. In the ye-olden times of 2004, our beloved Principal Sean Hughes occupied the job of Athletics Director. He had been seeking change in the Radnor Week regime, specifically looking to include an active element to the already-established Friday cookout. After entertaining numerous ideas such as a teacher versus student competition, Hughes enacted the very first year of Powder Puff. He remarked that it was wildly popular among the seniors, and although the younger classes may have needed some warming up, the event became more popular in subsequent years. The game simply stuck, and there’s really no question why. Fun fact: the first Powder Puff game was played on what was previously known as Pennypack Field and what is currently our cafeteria! Despite recent criticism the sport has received about enforcing gender-conformation and demeaning the athletic abilities of women, the tale of the game’s humble origin serves as a reminder of its wholesome intentions.

Sammy Anderer ’20

Izzy Bruckman ’20

10

Arts & Ente

November 14, 2017

The Me

Davon Collins ’19 As PLAYERS prepares to open the curtains on its fall musical this Thursday evening, some might be surprised to learn that this production of Hairspray almost never happened. The initial selection process for the play began last spring. In order to promote diversity and heighten inclusivity within the organization, which had been a platform of two of the PLAYERS presidential board candidates, the board reached out to Saleema Smith, Becton Scholars advisor and Reading Specialist here at LM. The board asked her and the Becton Scholars to recommend shows that had more diverse casts and themes. Upon receiving their suggestions, the committee met for a couple of weeks and ultimately arrived at two choices- Hairspray and Fiddler on the Roof. After concerns were raised among committee-members that the Players company did not at the time have enough actors of color to fill all the needed roles in Hairspray, the committee, in a blind vote, decided to go with Fiddler on the Roof.

This choice sparked dispute within the company. People were either thrilled to do Fiddler on the Roof or they hated it. This internal dispute led to a meeting by the board on behalf of the reading committee explaining why they chose Fiddler. This meeting was not a pleasant one, and tensions arose.

The fight for Hairspray became a group effort, a collaboration of both students and Smith. She said, “I was very disappointed and unfortunately not surprised when PLAYERS chose not to do a diverse show. I know that when you are asking people to change, it can be difficult. But when we are in education, we are called to action to be ever growing and ever changing because we are teaching a dynamic population with different needs and interests.”

After several meetings and forums to discuss opinions, upon a suggestion by Hasadri Freeman ’19, it was decided that PLAYERS would hold a

pre-audition workshop to determine black student interest in the show. This workshop, lead by Freeman and Gabby Barrett ’19, went spectacularly and there were nearly fifty black students in attendance. At the workshop, we were able to prove that we have enough black talent at our school, and that it made sense to do Hairspray this season. It was truly beautiful. Principal Sean Hughes agreed with the decision saying, “I am so glad that we ended where we did. I think that these conversations were tough and courageous. I think that having more kids involved it, with diverse backgrounds, makes for a better program.

Also, it is a better representation of the student population here at LM.” After many months of thinking deeply about what transpired in the making of Hairspray, I’ve come to some conclusions. Putting on a play is about telling a story, and we tell better stories when we try to include many voices. PLAYERS should want as many different types of people involved in any given production process as possible. I think that the board realized that and saw the possible future for PLAYERS in putting on Hairspray.

Ultimately, nothing makes a group of people stronger than struggling together. I am writing this article because I love and believe in PLAYERS, and I know that the struggle for diversity will make us a stronger organization. I am also writing this article because every student deserves to go to a school where they feel welcomed in any club, sport, or organization. Lastly: go see Hairspray. Putting on any show involves more work that you could imagine, and it will be an amazing production.

Photos courtesy of Claire Ochroch ’18/Staff and Marly Rubin ’19 Graphics by Sihan Wu ’19/Staff

Amalia Schneider ’20 as Tracy Turnblad

What has been your favorite moment so far?

My favorite moment in production so far would be Sitzprobe (where we sing through all of the music with the orchestra) because the vocals sound so complete with the addition of the show orchestra.

How do you relate to your character?

I relate in a lot of ways to Tracy. We are both quirky, under five feet tall, and understand what it’s like to be underestimated. I also did ballet for many years and the struggle of not being “twig” skinny is real.

I recall a dance teacher telling me that I didn’t have the right “body type for ballet,” so playing Tracy in scenes where she is told that she’s “too wide,” “too much,” or called “Thunder Thighs” feels pretty relatable.

What is your favorite pizza topping?

Pineapple. No competition. It adds so much flavor and texture. If someone would like to debate this with me they must also debate with my 89-year-old Nonna.

Madison Baker ’18 the Director

Why do you think is the most important message of Hairspray?

Inclusion. As high schoolers, we see exclusion in our day-to-day lives constantly. This show makes you feel Tracy’s exclusion because, regardless of your own identity, the way the show is written forces audience members to be in Tracy’s shoes. Her drive to end other people’s isolation is remarkable considering she faces similar issues.

What are the hardest parts of directing?

One of the toughest parts of directing is knowing the script better than anyone else. You have to constantly be on top of your game when an actor asks a question or a designer presents their ideas. It happens more often than you may think where people make assumptions that don’t line up with the script. Another major challenge–but one that is so rewarding–is working with actors on developing their intentions and reasoning. Sometimes you may have something in mind but if you just tell them, the idea will not stick as easily as if you work towards it with them.

Joel Herbert ’18 as Link Larkin

What are the hardest parts of playing your character?

By far the dancing. There are a couple questionable lines that I struggle with, but dancing is completely new to me.

What is your favorite moment from the production so far?

The first full run-through of the show at design run was really fun for me because seeing all the time and effort that we’ve put into this production come together in the form of a complete show was super awesome.

If you could play any character in the show other than your own, who would it be and why?

Playing Edna and dressing up in drag would be pretty incredible but there’s no way I could do it as well as Noah Scher, so I’ll leave that to him.

ertainment

November 14, 2017

11

erionite

Claire Ochroch ’18 Arts & Entertainment Editor I spent an afternoon following around Mae Latona ’18, the production manager of Hairspray. Her job is to make sure that each section of PLAYERS is following their respective schedules and getting their jobs done.

During my time shadowing her, we checked with all of the secitons of the production: scenery, props, acting, and orchestra. I gained a great apreciation for all the hard work that goes into putting on a production. Trust me when I say, you must go see Hairspray!

Company

Publicity

Publicity prepares to distribute posters around Narberth, Ardmore, and Wynnewood.

Today was wandelprobe, the first time that the actors and show orchestra rehearse together. Their rendition of You Can’t Stop the Beat was amazing.

Props

Props crew demonstrates the first prototype of a hairspray can.

Sound & Lighting

The view of the stage from the sound and lighting booth.

Scenery

The scenery crew creates jail cells for an iconic Hairspray number.

Costumes

PLAYERS makes the majority of the costumes for every show.

Emma Riverso ’18 My first experience with Hairspray was in the summer of 2007, when the blockbuster movie first came out in theaters. With great music and a bit of nostalgia, the film was a major hit, drawing in both kids and parents alike.

Hairspray is centered on themes of racial segrega-

Protesters at the March on Washington on August 28, 1963. tion and other issues relating to equality. This acclaimed musical takes place in Baltimore in the 1960s—the height of the Civil Rights movement. The Civil Rights movement fought racial segregation and originated in the Southern states, where segregation and racism was most prevalent. It consisted of a conglomeration of separate movements and demonstrations, such as the

Montgomery Bus Boycott, the Greensboro sit-ins, and the Freedom Rides. The most memorable moment was the March on Washington, where Dr. Martin Luther King Jr. delivered his famous “I Have A Dream” speech.

A white man pours water on a protester at the Greensboro sit-ins in North Carolina, 1960.

Although this time period yielded progress for the African American community, the road for equality still remained unridden, long, and incomplete. The Civil Rights Act of the 1960s granted African Americans the right to vote, but many white Americans still regularly expressed their racist sentiments, and some were determined on preserving segregation.

Some people contest that Hairspray glorifies segregation, through its upbeat musical numbers and presenting it as a problem that can be solved quickly, rather than an age-old, institutionalized issue.

Hairspray, set in 1962, follows the main character, Tracy Turnblad, on her quest to become a featured dancer on the local afternoon television program, The Corny Collins Show. Reflective of the time period, the show only included white teenagers with the exception of “Negro Day,” a monthly showing of black teenage performers. After experiencing discrimination herself due to her weight, Tracy becomes the face of activism in the fictional movement to bring forth integration to The Corny Collins Show. King, one of the most famous activists of the era, preached the ideas of non-resistance and peace. In Hairspray, Mama Mabel can be viewed as an MLK type figure.

She, along with her son Seaweed, organizes a peaceful march to protest the racial inequality on a television show and in general. When Tracy becomes infuriated with a police officer who is standing in the way of the protest, Mama Mabel advises her to remain calm.

An important theme of this musical lies in the civil resistance demonstrated by the characters. Since the screenplay of Hairspray was written in the 1980s, it demonstrates in part how much had changed to that point, and takes a look back on how people should have viewed racial segregation. However, the 1980s was also littered with racial strife, and the movie was a message of unity. The musical exemplifies the proof of peaceful protest as a way to incite change.

This musical, in all of its entertaining glory, uses history to teach timeless lessons. The theme of racial segregation captures the struggle of the Civil Rights Movement and the differing attitudes of the time period.

12

November 14, 2017

Features The Merionite

The Recruiting Process Ziwen Zhou ’19 Copy Editor

Here at LM, we have a longheld tradition of athletic excellence—*cough cough*, Kobe, *cough cough*. Because of this, many of our student-athletes are recruited by colleges. While athletes still must go through the conventional college application process, it is slightly different. For one, athletes are often encouraged to apply early, and their admissions may be processed earlier. Additionally, they’re often pulled from an athlete specific pool. For certain schools, athletic scholarships can be informally offered before or during the application process. While only certain Division I and II schools can offer athletic scholarships, many others offer merit and academic scholarships for which student-athletes may be eligible. The college process for student-athletes is more complicated and much more interesting than it appears.

Stanford Univeristy

Do you consider yourself a student or an athlete first?

A student–especially with regard to the recruiting process. I look at the classes, class sizes, and the programs schools offer before anything.

?

Do you consider yourself a student or an athlete first?

I consider myself a student first, because without being a studious person you won’t be able to go far in your athletic career.

University of Rochester

Do you consider yourself a student or an athlete first?

I would consider myself a scholar athlete, and give equal priority to both, especially because I am playing D3.

What prompted you to want to play in college?

I really enjoy the sport, I like the water, and I like being outside. I also enjoy meeting new people and being a part of a team.

What prompted you to want to play in college?

My older brother plays at Penn State, and I love the atmosphere. I also intend to work my hardest in college and try to play professionally.

What prompted you to want to play in college?

My sister played, and she won All-American. I want to be better. I love it, and couldn’t imagine my senior year being my last year playing.

How were you initially approached for the recruiting process?

With rowing, coaches can’t reach out to potential athletes until July 1 before senior year. I began reaching out to coaches via email during junior year.

How were you initially approached?

Temple first reached out to me in tenth grade, and that’s when I started getting more offers. I first didn’t know how the process worked, and it was kind of confusing. I now understand more of how it works.

How were you initially approached?

I went to tournaments in Florida in January of last year, and coaches saw me and emailed me.

Do you think you’ve been given a leg up in the admissions process?

Yes.

Photo courtesy of Nates Nates and her team celebrate their victory at the Stotesbury Cup Regatta.

Do you think you’ve been given a leg up in the admissions process?

Yeah, for sure. One college told me they would take me without any SAT or GPA.

Photo courtesy of Davis Davis catches his first touchdown of the season for the Aces, as the #8 ranked wide reciever in Pennsylvania.

Do you think you’ve been given a leg up in the admissions process?

Yes, but I was still expected to be fully qualified because I do not sign a National Letter of Intent like Division 1.

Photo courtesy of Fisher Fisher swerves past her defender as she heads to goal during the Aces 1-0 win over Springfield.

Melina Hillsberg ’21

Photo courtersy of Hillsberg

Admirable Activity:

At LM:

Freshman Melina Hillsberg’s admirable activity is gymnastics.

She began gymnastics classes when she was two and joined the competitive gymnastics team–the Mannettes–when she was seven. Her team practices every weekday for three hours a day, with meets on the weekends. Meeting new people, growing up with her team, and becoming best friends with her teammates are just some of Hillsberg’s favorite parts of gymnastics. The Mannettes have also provided her with some unique opportunities. Once a year, her team travels to Florida where she gets to compete with young gymnasts from all around the world. Hillsberg has qualified for both the regional and state competitions and was the state vault champion this year for her age group.

Although the vault is her best event, her favorite is the floor event. She’s planning to participate in gymnastics for the rest of high school and hopefully in college.

Hillsberg is involved with buildOn. So far, her favorite part of LM is how everyone is involved and super friendly.

Favorite Quote: Hillsberg’s favorite quote is one that her coach always preaches, “Today is the tomorrow that you worried about yesterday.”

Advertisements The Merionite

November 14, 2017

13

14

Features

November 14, 2017

The Merionite

Common complaints Stella Eisenberg ’20 I have used this phrase on countless occasions throughout my ten years as a student; “When will I ever need this?” When I say this, I’m referring to the information taught to me in my classes. Students around the globe pose this same question every day. “Why am I being taught this information if I’ll never use it in real life?” says sophomore Hanna Lentz. And Lentz certainly isn’t the only one. Students attending schools nationwide and even worldwide complain that their classes will not help them when they leave high school. In part, these students are correct.

First and foremost according a study by The Atlantic, only 5% of students use calculus after high school, and 9% use complex algebra. Inevitably, when used so infrequently in dealing with their daily lives, many students will stand up to their teachers and say, “What will we ever use this for?” However, Statistics is a math class that, although not required, is enormously valuable to a student’s future. Knowledge in Statistics provides you with the necessary tools to intelligently collect information from a large data pool. And according to many credible sources, such as The New York Times, understanding percentages and exponents, algebra, and word problems are used all the time by real people in the real world. Economics is also clearly useful for understanding worldwide issues and dilemmas.

However, students that constantly complain about math have a point. According to the same article, only 14% of workers use geometry in their jobs, and only 22% use algebra.

Teachers are required to teach students very strict curriculums that often don’t provide students with the basic knowledge they need to carry them through life. However, learning foreign languages has been proven to carry students all through their lives. The percentage of bilingual Americans was 11% in 1980, 14% in 1990, but currently and now, 20% of people in the United States speak two languages. Learning a foreign language helps a person become a part of our global community. It gives someone an appreciation of the

“

Why am I being taught this information if I’ll never use it in real life?

—Hanna Lentz ’20

”

culture and traditions of other countries, something that is really important in our modern world.

Another element of high school that is useful through a student’s life are research papers. Although they may be tedious and not exactly enjoyable, they teach the lesson of perseverance. Even when things get tough or writer’s block gets in their way, they just have to keep going. In addition, research papers teach students find proper, non-biased sources for their paper. That’s a lesson that will help students all through their lives. Mark Levy, a tenth grade history teacher, says, “Most things you learn in high school are useful not just because we’re training you for a job but also because we’re setting you up for the next stage in life. Schools should teach how to learn: the process trumps the topic.” Learning how to find unbiased sources in a research paper is what Levy is talking about.

Our students of this generation need to learn how to deal with world affairs, and these are taught in US History and APUSH. They must know how to encourage and protect equality and rights, and to keep our world from repeating bad history, we learn to do this when we have mastered the events of the Civil War. In conclusion, students that constantly complain about their classes can change their high school experience by signing up for electives that will help them throughout their life, and attempting to pull information from their core classes that is vital towards their education. Teachers can also ensure that their students have an enlightened education by having them research and read about topics that illuminate worldwide issues. Hopefully, in the foreseeable future, students in class will no longer ask the question, “When will I use this?” but instead ask themselves, “How will I use this to change the world?”

Mr. Elder purchases six kinds of fish – Angelfish, Blue gouramis, Cichlids, Dwarf gouramis, Emperor tetras, and Five-bar cichlids.

Some of the fish can live in the same tank but some cannot. Angelfish cannot be with Blue Gourami or Cichlids. Blue Gourami, meanwhile, get along swimmingly with the Dwarf gourami and the Five-bar cichlids but not with any others. Regular cichlids can only be paired with their five-bar cousins. The five-bar variety is more accommodating, but they cannot co-exist with the Dwarfs or the Emperors (who, by the way, would reely krill each other if left in the same tank.) At a minimum, how many tanks will Mr. Elder need for all of these fish? Take some time and mullet over!

Please see Mr. Hawkins in Room 213 to check your answer!

Zack Slogoff ’18 Sports Editor It’s my fifth delivery of the night, and I’m just starting to get into a rhythm. The last four families gave me some solid tips, and I’m ready to keep the momentum going. Delivering pizza is no tranquil task; each order needs to be handled with absolute care and attention. Usually, I’m a seasoned vet, but all of that was about to change.

I pull up to a lavish Gladwyne mansion with a driveway as long as the Jersey Shore coastline. Usually, a big house means a big tip, so I feel a jolt of excitement. I grab the two pies they ordered and start the trek up the pavement. That’s when I hear the noise.

It’s just a faint bark, but enough to send chills down my spine. Every delivery man knows that a dog can be your worst nightmare. I start to pray that it’s a small one–a Chihuahua, maybe a Cockapoo–but deep down I know I’m in for a rough time. I begrudgingly walk up to the front door and ring the bell, having no idea what is waiting for me on the other side.

As soon as the bell rings, the house erupts in a thunderous roar. Whatever kind of beast is behind that door does not like visitors. I hear yelling and footsteps as what I perceived to be the owner coming to get their food, and I think to myself, “Since when is it legal to have a wolf as a pet?” The hair on my arms is sticking up, and an endless array of goosebumps line my entire body. I see the door begin to peek open, and I prepare to face my destiny.

What I see before me still scars me to this day. A four-foot long, 120-pound German Shepherd sprints towards me as if I were a raw steak. I brace myself for impact, but its owner stops it just in time. She pays for the food, and I hand over the pizza; I can’t wait to get out of there. Right when I think my job is over, I see the woman loosen her grip. The dog comes for me. I drop everything and make a beeline for my car, this ferocious animal nipping at my feet every step of the way. I may not be fast, but you can bet I was getting to my car before this thing tore me up. I hop in the driver’s seat, lock the doors, and zoom away faster than you can say “you forgot your tip!” I make it back to the shop, my dignity intact, and politely let the owner know to ask people if they have dogs before sending me on a death mission.

Back 2 school Melissa Bell ’20

Graphic by Catherine Roser ’21

What would you say if I told you that classes like Hula Hoop aerobics, or the Art of Smathphone Photography are held in the same room you take Trigonometry? Main Line School Night (MLSN) is a program dedicated to education by providing adults (eighteen and older) interested in learning with accessible classes at night here at LM. In fact, it is the area’s largest adult education program and also happens to be a non-profit.

MLSN isn’t just an organization for a certain sector or group of people; one of its policies is to offer an environment for everyone regardless of race, gender, religion, sexuality, disability, etc. However, its main goal is to strengthen community life by giving adults a chance to “pursue lifelong learning through a wide selection of affordable, stimulating classes and programs that contribute to personal growth and enrichment.”

MLSN offers an assortment of diverse classes for the very diverse group of people that take them. There are about 400 courses each term covering 25 subject areas. Classes can range from languages, art, baking or cooking, computers, history, dance, acting, fitness (Tai Chi, yoga, pilates, and hiking), gardening, science, sports, photography and more. The prices are relatively inexpensive, ranging from sixteen to 185 dollars.

However, for people in tight situations, financial assistance is available. Most courses are just a few weeks, but there are a few one-day seminars and ten to twelve-week programs offered.

MLSN was founded in 1938 by an involved parent and businessman of a Radnor High School student. It all started

at Radnor, but soon after they embarked on their adventure for achieving a higher education, LM, Harriton, and Conestoga High Schools followed in their footsteps. The original mission was to “increase community support for its activities,” but when David Kreitler took control of the program, he assisted MLSN in becoming a national model of adult education.

If this organization seems inspiring and respectable to you, but you feel it wouldn’t behoove you to take more classes, there are other options to get involved. If you believe you have a skill worth sharing or an innovative idea, you are always wewlcome to apply to be a teacher. If you’re not ready to have the responsibilities that come with being a teacher, volunteers are always welcome. You would have to work hard to assist when necessary, but there are several benefits to working at MLSN such as discounted rates, a waived registration fee, and an extremely supportive staff.

In this day and age, it is fairly common for adults to want to go back to college and continue their learning. However, there tend to be many obstacles impeding their quest for education such as their jobs, family, the financial burden, etc. MLSN provides an amazing way for adults to continue their learning career without the complications, commitment, or lack of flexibility of traditional college courses. In addition, they get to learn in a collaborative, creative, and inclusive environment.

Main Line School Night is an incredible program which gives adults the opportunity to continue their learning careers and to become the individuals they have always aspired to be.

Features The Merionite

• Use f olders and no binder tebook s. s inste • Clean ad of h out you eavy clear o r folde rs ever ut unn eeded y o nce in papers a while . t

o

Fiona Pollack ’20

’2 0

f your sh o u l d e r s !

E m m a B e c k e r

• Creat e er doe a class folde r on G s not r o equire • Keep a note ogle Docs if your c book. a teach omput home, er char instead g er and • Keep of in y textbo our ba sports oks at c bags a room o nd equ kpack. r ipmen school in a trusted t in the teache day. lock r’s roo • Only m ta during er the you ha ke the suppl ies you ve need fo • It is w that day. r the c o lasses good b rth investing ackpac a l ittle bi k that last lon t of will su g pport y money in a • Inves er our ba ti ck and • Lastl n a back roll y, use e r t o r your lo elieve back s cker! tress

15

A day in the life of a LM teacher

Lift some weight of

With hom ework, te curricula sts, a r activitie do you e s constan nd extrav e r tly on you feel like y shoulders r mind, ou have ?

Y o to u ns a re not alo er Produ ct Safety ne. Accord of weight on you Commisio r backpack ing to the n, at leas re US Cons t 14,000 u not use th lated injuries eve mkids ry y eir filled with lockers, adding un ear. At LM, most are treated for ne o all our sc hool supp cessary weight to f the students do strain no our bags. lies, sport t only ou Backpack se r backs, b in our sh s ut our en quipment, and la oulders, p ti tops can re b odies. Th neck, low mess wit ey create er and u h our po pain pper are a few sture. But ache n back, and even o ways to li ghten yo more, here ur load:

November 14, 2017

Graphic by Catherine McFarland '18/Staff

Elliot Ginzburg ’21 The Main Line is a renowned hotspot for great restau- olate. This dish, which can be split with a friend rants of the highest quality, but unfortunately, this usu- or two, is just under six dollars. As you walk out ally comes with some hefty prices. If you are looking for of El Limon, you are destined to feel satisfied. delicious eats that don’t break the bank, stay tuned as we Our next stop brings us to Snap Custom Pizza, which also embark on our adventure. has two Main Line locaOur first stop takes us tions (Ardmore and Bryn to El Limon, an authentic Mawr). Snap is not your Mexican taqueria. El Limon traditional pizzeria. They was established in 2010 and use a conveyor belt style, currently has nine locations. with customers going Two of these locations are down the row ordering. on the Main Line (Ardmore This, in combination with and Bryn Mawr). El Limon’s their variety of farm fresh varying Mexican menu ofingredients, distinguishes fers a very tasty selection them from the rest. A cusfor a very reasonable price. tomized pizza only costs Some of the customer favoreight dollars, and topites are the quesadillas which pings range from bacon come with a choice of steak, to roasted peppers to goat cheese, or grilled chicken. cheese. Snap’s custom An order of these cheese pizzas come in one stanquesadillas costs only five dard eight inch size. The dollars. This is a great deal salads also come in one considering the portion and size and cost only nine the authentic taste of the dollars. The counter pickfood. Another favorite on the up makes for a very quick menu is the burritos, which meal if you are on the go, are available with a choice of and can save you money steak, grilled chicken, vegeon tips. Snap is a great table, or chorizo. The burrioption for a tasty meal tos come in hearty portions, with high quality ingrediso you will most likely be ents at a very reasonable able to take home leftovers. cost. It holds true to TriAt eight dollars and fifty pAdvisor's 4.5 stars and cents for the grilled chicken one dollar sign ratings. burrito, you will leave with As we conclude our both a full wallet and a full journey to two of the Main stomach. Not to mention the Line’s more inexpensive delicious dessert options! restaurants, I hope you The best option for dessert will try these establishGraphic by Chris de Santis '20/Staff is the churros–a deep fried doughy ments if you are interested delicacy garnished with whip cream, in meals that will give you ice cream and drizzled chocthe most bang for your buck.

Attending LM can be a roller coaster ride for students, with both ups and downs. What’s rarely considered, though, is the daily life of teachers. Students don’t always make their jobs the easiest, but the rewards are similar to those we experience after a particularly accomplished day as an Ace. In fact, there are more parallels between students and teachers than are usually recognized.

Of course, there’s always a palette of varied responsibilities for both groups.

While some parts of the high school lifestyle are certainly daunting for students—there’s that huge test, tryout, audition, or friendship to worry about—LM teachers also seem to have their fair share of daily obstacles. Some particular struggles popped up in almost every inquiry in my teacher interviews. Long meetings certainly seem to be a staple frustration, since they take time away from working directly with students and indirectly refining lessons, detailing notes, and furthering the students' education in other fundamental ways. Answering emails is also a common complaint; multiple teachers who were interviewed stated that in the period of one day, they spend over an hour responding to emails from administrators, colleagues, students, and parents. And to think that students complain about having to check their school accounts a couple times a day!

Grading and lesson planning are other responsibilities that can really fill up time between teaching sets. Lunch and learns (which students can use to study, go to club meetings, or hang out with friends) can be quickly sucked up by students seeking extra help, or administrative tasks. Alone, these duties may not take a surplus of time individually, but “collectively they can really add up and feel overwhelming,” according to Biology teacher Lisa Murphy. “But it’s worth it for the great interactions we get to have with students.”

Despite these challenges presented by the teaching job, there’s also gratification. Flatteringly, every teacher interviewed for this article said that the LMers in the classroom each day are what make the occasional frustrations worth it. On the individual, class, and grade levels, there are unique ideas and fresh interactions that keep every day new and special. Communication and humor between teachers themselves also appeared to be a great upside. Friendship is not mutually exclusive with students; experiences with the other adults in the school set the stage for a great working environment, making the day feel a little enjoyable.

So the next time you’re talking to a teacher in class, try to sympathize and realize that they are Aces just as much as you are, and they have their own fair share of daily struggles and triumphs. My point can perfectly be summed up by the words of Math teacher Kerry Connolly: “When it comes down to it, working with the community, the teachers, and administrators, it really just makes me feel lucky to be here; it makes me really happy. I wouldn’t trade this for the world.”

Graphic by Catherine McFarland '18/Staff

16

November 14, 2017

Arts & Entertainment The Merionite

Sydney Zellinger ’19 As the colder months approach and the brisk fall breeze sweeps through the towns of Lower Merion, we all know that fall fashion has arrived. This article showcases fashion trends from the grand annual Summer Fashion Week that takes place in New York, Paris, and Milan. Here’s my ultimate guide to fall 2017 trends and how you can dress as if you’re fresh off the Calvin Klein runway.

According to Elle magazine, red is the official color of fall. Wearing high-heeled, red boots may not be suitable for a school environment, but red-colored trench coats made out of a velvet material can always make a bold statement.

Now, let’s travel back in time to the 70s when wearing plaid was considered fashionable. Fast forward to 2017, and all sorts of flannels and plaids are coming back into style. Flannel is a profitable material and style that continues to be a top trend every year during Fashion Week.

This pattern can be dressed down for a casual, or dressed up for a fancy occasion. Also, there isn’t a better way to transition fall layers into a more warm and cozy winter season! Putting together a button-down flannel shirt with some edgy jeans is a classic go-to look this fall. Flannel shirts with a checkered pattern, plaid pants, dresses, and even some skirts also make good use of this “throwback” print.

Mid-length skirts are also making a major comeback. These skirts go just below the knee, making them suitable for a casual day in Suburban Square or even attending a fancy cocktail event.

Are you in need of a twist on your favorite pair of pants? Then the

perfect accessory is a wide belt to spruce up your look! More chic than regular belts, wide belts are a new fall and winter trend that swept through Fashion Week this past year. Matching this with some blue, washed-out, flared-ankle jeans defines your unique sense of style. Although flowers and pretty pastels may be more common during the spring months, wintry florals in cool colors are also an anticipated trend. Nature-filled patterns in shades of green, blue, and even purple are popping up everywhere.

Additionally, flowy chiffon jumpsuits that sway in the wind can make anybody look like the superstar they aspire to be.

Another trend that has been seen on the runway several times before and is constantly in the media is fringe. The fabric that makes you want to shimmy your way through the day can be found on any garment. Fringe is very playful, yet it is also ideal for any formal gathering.

Graphic by Amy Xi ’19 To close off many of the this fall’s trends, one of the most popular ones that always lasts through the cooler months are… sweaters! “Sweater weather” is on its way, and it is coming more quickly than expected. Fall looks that include any sweater material have “comfy” written all over them. Thanks to Fashion Week this past summer, we can observe how runway looks translate into clothes that present-day teenagers are wearing now.

Overall, this fall is going to be a revolutionary season in the fashion industry, and it will definitely continue to grow throughout the year.

Teresa Lu-Romeo ’21 West Side Story is not just any conventional musical; even today, its and economic issues that are still part of our national dialogue sixty years unparalleled legacy lives on. What other musical spotlights high-kicklater.” Conductor Yannick Nézet-Séguin expanded upon this statement ing street toughs vaulting fences and executing grand jetés in jeans and by saying, “We never could have predicted that Bernstein’s 100th birthsneakers? Theater critic Misha Berson described it day would come along during such a pertinent situaas “Shakespearean yet intrinsically American, aution.” He was speaking of the tragedy in Puerto Rico. daciously idiosyncratic.” Director Arthur Laurents A month after the hurricane hit, eighty percent of the dubbed it a “real contribution to American theater.” island has no electricity and large areas still don’t have Leonard Bernstein, the score’s composer, stated access to clean water. Ninety-one percent of Puerto that “in its funny little crazy way… it’s a classic.”

Rican residents have no access to cell phone service, He was right; West Side Story has become an icon and no way of communicating with loved ones in the of gritty American culture, largely in part to the exUnited States. Due to the violent destruction inflicted ceptional music composed by Bernstein. As a clasby the hurricane, roads have been completely washed sic, the messages of this musical are as relevant to away and others are blocked by debris, which isolates us now as they were to our grandparents in the 50s. residents. Officials say that the death toll stands at 52.

August 25, 2018 marks Bernstein’s 100th birthday, The most controversial aspect of this whole sitwhich is an event celebrated worldwide. The Philauation is its unfavorable comparison to President delphia Orchestra decided to honor Bernstein’s legTrump’s response to hurricanes that hit the United acy by dedicating one of this year’s programs to him.

States mainland earlier in the year. The governor of During the weekend of October 12-15, the orchestra Puerto Rico has met with President Trump, asking him performed a stunning orchestral rendition of the full to “treat us the same as citizens in Texas and Floriscore of West Side Story, featuring Grammy-winda and elsewhere. We will come out of this stronger.” ning opera singer Isabel Leonard as Maria and DraDespite these requests, many Philadelphians still ma-Desk Award nominee Ryan Silverman as Tony. feel that we are not doing enough to assist relief efforts West Side Story tells the tale of two rival gangs in Puerto Rico. Therefore, a performing arts-based in the Upper West Side of New York City; the nacultural organization called Taller Puertorriqueño has tive Jets and the Puerto Rican Sharks compete with stepped forwards and announced a fundraising inieach other to “own” the neighborhood streets. Just tiative during the performances of West Side Story at as they prepare to permanently settle their disagreeVerizon Hall to assist the hurricane victims. Monetary ments in a final, all-out “rumble,” Tony, a loyal Jet, donations were collected in the lobby of the Kimmel complicates the situation by falling in love with his Center after each performance, amounting to a total of rival’s sister. The musical touches upon many con34,535.10 dollars raised. The funds will be distributtroversial themes such as urban youth violence, ed through a community-based group known as UNIracial bigotry, and romance being crushed by harDOS PA’PR, which means “United for Puerto Rico.” rowing circumstances. It reminds us of the power In the words of Vulgamore, “We invite everyone to love has over hate and of the dangers of racial ten- Graphic by Christopher de Santis ’20/Staff join us for the poignancy of West Side Story, particusion and class division. By the time the orchestra larly during this Bernstein centenary, and to take part played the last strains of music, there was not a dry eye left in the house. in our efforts to help those in need in Puerto Rico following Hurricane MaPhiladelphia Orchestra President and CEO Allison Vulgamore has statria’s devastation.” These performances shine a spotlight on our ongoing ed that “West Side Story remains incredibly powerful, speaking to societal need for unity during a devastating and significant moment in our country.

Arts & Entertainment

November 14, 2017

The Merionite

Back and better than ever

on the role and responsibilities of a parent by making sure all the kids return safely from their venture into the Upside-Down later on in the plot.

New characters are also introduced, but some of their relationships to the main characters feel strained and artificial. Max and her abusive stepbrother Billy are injected into the series as the newcomers from California.

It is evident that they serve no purpose to the plot except to create chaos and disorder. Max is to blame for the divisions between Mike, Dustin, and Lucas, and is absolutely inessential during the journey to the Upside Down.

Her step-brother, Billy, is even worse because he creates unnecessary conflicts that only halt the storyline instead of enhancing it. Unlike new characters such as Dr. Owens and Bob who are significant to the plot, Max and Billy step into pointless roles that deteriorate the quality of the show.

Grace Wei ’19 Arts & Entertainment Editor Stranger Things, a show that premiered on Netflix in July 2016, has garnered millions of views to become one of Netflix’s highest-rated original series. Combining science fiction with sentimental emblems from the ’80s, Stranger Things has attracted viewers of all ages and backgrounds. The series embodies a childhood nostalgia of mystery and discovery by centering the plot around a group of young boys who befriend a girl with psychokinesis powers while searching for their friend in the woods. However, they are unaware that their friend, Will Byers, was actually abducted by an atrocious creature from the Upside-Down World. The Upside-Down is a parallel dimension created by the US Department of Energy that reeks of “decay and death.”

Later on, it is revealed that Eleven, the girl found in the woods, is the only person who can close the gate to the Upside-Down and retrieve Will.

During Season One, it is uncovered that Eleven was abducted as a baby by the Department of Energy to become a human experiment. After spending years in isolation to develop her psychokinesis powers, she finally escapes from the hostile environment into the woods where she encounters Dustin, Lucas, and Mike. Eleven is able to telekinetically contact Will in the Upside-Down and prove that he is still alive, thus emerging as a valuable friend and resource. Will’s friends and family join forces with Eleven to save Will from the Demogorgon that seized him into the Upside-Down. Although they are able to accomplish this feat, “El” vanishes with the Demogorgon, and Season One concludes with uncertainty.

With positive reviews and high ratings, Season One generated certain expectations for the succeeding season. Season Two managed to surpass these expectations and attain an 8.9/10 rating on IMDb. One possible contribution to the high rating is the development of the relationships between the characters.

Beginning with Eleven’s mysterious disappearance into the Upside-Down, the show spins a story as to how she escaped and survived until Hopper, a tough police officer from Season One, discovers her in the woods. From there, a different side of Hopper is revealed as he’s portrayed as a paternal figure to Eleven.

He attempts to keep “El” safe from her captors by renovating, housing, and feeding her in his cabin in the woods. Another highlight is the character combination of Dustin and Steve. In the last season, Steve was presented as a bully who happened to be the boyfriend of Mike’s sister. In this season, Steve’s character is further developed, and he gradually emerges as a father figure. Steve takes

Photo courtesy of Netflix The four boys (Lucas, Dustin, Mike, Will) ogle at the shadow monster they must defeat.

In the first season, exceptional storylines were sustained throughout the entire season, but other plotlines, such as the scenes involving Will’s abusive father, proved to be superfluous. Season Two immediately recognized these flaws and implemented improvements. Many storylines throughout the new season serve to build upon one another and tie up the series in the end. The second season follows the various plotlines of different sets of characters; unlike the first season, however, these plotlines are smoothly unified in the end to lead to the main plot of defeating the Demogorgon and closing the gate to the Upside-Down. The only disjointed storyline is the episode dedicated to Eleven’s mission in finding her real mother and her “sister.” Although she is able to grasp a deeper understanding of her mother’s history, she leaves her mother to find another girl that was involved in the same human experiment. She is able to find her “sister,” but once again, she decides to return to her friends just in time to save them from the Demogorgon.

Stranger Things Season Two has entranced many viewers, including myself, into a fictional world reminiscent of the ’80s. There is a reason why Stranger Things has unfolded to be one of the highest-rated Netflix shows after only two seasons.

Many viewers are engrossed in the captivating plot lines with characters portrayed by unparalleled actors. The second season has certainly elevated the show to an-

Gwen McMullen ’19 Every other Monday, something exhilirating happens in the LGI when the members of Film Club come together to watch and discuss a movie for two hours. The movies are chosen by the club’s senior counsel, consisting of President Bennett Smolen ’18, Vice President Ben Cowan ’18, Secretary Boronne Gao ’18, and Treasurer Erika Howard ’18, through recommendations from their peers and club members. In the past, the club has selected and shown Memento (2000), Inception (2010), Pulp Fiction (1994), The Dark Knight (2008), 12 Angry Men (1957), and 2001: A Space Odyssey (1968). It is evident that the club mainly chooses critically acclaimed films by award-winning directors such as Christopher Nolan, Quentin Tarantino, and Stanley Kubrick.

However, they also screen a variety of older and modern movies as well.

The latest movie shown, Shaun of the Dead (2004), is a horror comedy movie about a man, Shaun, who tries to protect his mother and girlfriend in a town invaded by zombies. After a screening of the film, the club hosts an optional discussion based on the artistic and dramatic aspects of the screenplay.

For Shaun of the Dead, the members analyzed the various camera angles the director, Edgar Wright, chose to use for the comedy based film. Once the discussion ends, the members leave the school building excited for the next meeting in two weeks.

However, Film Club was not always what is today. Film Club was originally created some years ago for students who wanted to make their own movies and short films, not just watch them. The LM Student Handbook actually still states that Film Club students “are involved in writing, editing, directing, acting, filming, and producing original works,” with a “public showing of their work at least once per school year.” Unfortunately, the club consisted of a group of students all from the same grade, so when they graduated in 2012 the club almost became obsolete. No one was left behind to carry on

their legacy, except for the teacher sponsor Debra Cherkas-Stark. Eventually, a new Film Club arose, a spin-off of the past club, but this one’s purpose was to watch movies instead of making them. Although both clubs share a passion for the cinematic arts, the current Film Club has a more inclusive environment and setup for the average LM student.

Film Club may seem like a waste of a Monday afternoon that could be used as a head start on your homework for the week, but attending may actually help raise your grades! Last year, Film Club partnered with AP Psychology classes to host a viewing of Stanley Kubrick’s The Shining, and extra credit was awarded to all those who attended and discussed the movie afterwards. Two years ago, there was also another popular extra credit opportunity for AP Psychology students who attended a showing of One Flew Over the Cuckoo’s Nest (1975). More recently, students taking computer science have been working together with Film Club members on approving Ex Machina for one of this year’s many extra credit projects.

Graphic by Chris de Santis ’20/Staff Besides the appeal of an easy extra credit assignment, Film Club is a wonderful way to bond with friends and new peers. The discussion portion after each showing of the films opens up the table for everyone to share their opinions and thoughts with each other, so every session turns into something new and unexpected. Most members consider the discussion to be more intriguing than the movie because it allows the audience to bond over the film while it is still fresh in their minds. Smolen speaks to this by saying, “I love how film club brings all my friends together twice a month so we can collectively appreciate the art of cinema.” Overall, Film Club is a club for all LM students of who enjoys viewing and understanding classic and modern movies together. Be sure to email Smolen at bennettsmolen18@students.lmsd.org if you are interested in joining the email list for more updates on the next meeting!

17

18

Sports

November 14, 2017

The Merionite

Girls’ cross country excels at districts Joey Litvin ’20 The girls’ cross country team finished a solid fourth in the Central League last year and looked to improve with a strong core of girls this year. In their first meet, freshman Sarah Hurst finished first with sophomore Eliza Keefe and junior Christina Peng close behind. As a team they finished behind Haverford but ahead of Harriton and Marple Newtown.

In the following race, the girls faced some of their toughest competition in Conestoga. Although they ran hard, they came up short but managed to defeat Ridley. This put their record at a strong 3-2 after the first two meets. In their next meet, they were beaten by a strong Strath Haven team but bested Radnor in the process. Their next meet would be an invitational at Foundations which presented one of the most challenging courses the team would have to run that featured a multitude of hills. The team finished seventeenth overall out of forty teams, which was a solid performance. After this, LM caught fire and in their next league meet, they would win against both Upper Darby and Springfield. This would give them the boost they needed going into an important invitational, Paul Short. At Paul Short, the girls team finished an amazing third place in a race with 39 teams. This performance was powered by sophomore

Helena Blobel and senior Camille Carr. Their momentum continued with two more wins over Garnet Valley and Penncrest in their final league meet. This put their final record at 8-3 with four straight wins heading into the League Championship. However, before the League Championship, the girls competed in one final invitational at Salesianum. Salesianum proved to be a good test for the team. The hills found in that course helped prepare them for the League Championship meet at Rose Tree Park. In the League Championships, LM cross country had a defining moment of their season; LM had three of their runners: freshman Sarah Hurst, junior Christina Peng, and sophomore Eliza Keefe all finish in the top seven, allowing them to finish a spectacular third overall in the league. Junior Yuliya Abakumova, senior Camille Carr, sophomore Helena Blobel, and senior Annabelle Van Rawley all played critical roles in leading the team to their third place finish.

The JV team backed up the success of varsity with a third place finish as well. Senior Shulamit Weinstein finished first and was followed closely behind by freshmen Margaret Monahan and Sarah Cooke, and juniors Isabel Novacich and Cianna Huang.

The team now looks to keep their performances up

at districts. Junior Christina Peng explained, “After being the dark horse at Centrals, we are really excited to carry this momentum to districts and see everyone’s hard work pay off.”

The girls’ had a great race at districts, with their top two runners, freshman Sarah Hurst and junior Christina Peng finishing 33rd and 51st respectively, out of a total of 368 runners. The team as a whole did well, finishing 14th out of 53 teams. District 1 this year has an immense amount of competition for the girls, making a state berth very tough to attain. Individually, the top 25 runners can compete at states without their team, and since more than eight runners ahead of Hurst were a part of teams that qualified, Hurst gained a state berth for herself. As for the JV race, the girls’ finished 12th out of 43, with three runners in the top 100: senior Josie Blumencweig, and juniors Cianna Huang and Isabel Novacich. At states, which was a great day for running, Hurst took the exact place of 100 out of 212 racers with a time of 20:29. Looking ahead, the girl’s future looks bright as they will retain most of their runners, seven of their top eleven.

A tribute to Roy Halladay Dear Doc,

(Left) Hurst is the only runner at LM to qualify for states this year. (Above) From left to right, Josie Blumencwej ’18, Caroline Spencer ’18, Morgan Simpson ’18, and Camille Carr ’18 pose for a photo after a strenuous race.

Boys’ cross country finishes the season strong Adam Hetzelson ’20 The boys’ cross country team had a lot to live up to af- mer feel worth it.” Close behind was sophomore Joey Litvin, ter having one of the best seasons in LM history last year. juniors Charlie Herrmann, Diarmid Rae, Nicholas Rhodes, However, after losing five of their top seven runners to grad- and Jackson Payne, and senior Avery Shandelman. In the JV uation, this would prove to be quite difficult. The season race, juniors Jasper Lim-Goyette and Benjamin Schmid finstarted off with a disappointing loss to Haverford in their ished third and fourth respectively. Behind them was a pack very first meet. However the season quickly took a turn for of freshmen looking to make names for themselves in LM the better after they defeated cross country. These freshmen consist of Conestoga and Ridley on LM’s Vik Miller, Henry Folk, Ethan Blum, Robhome course. They then continert D’Aquila, and Justin Badt. ued their winning streak with Once again up at Lehigh University for two huge wins over Radnor and districts, the boys were set for a chance Strath Haven. These wins were at making states. The varsity boys started led by junior Charlie Hermann with their typical race strategy of startwho finished first in all of the ing out conservative. The team moved up initial three meets. After this, throughout the race, but were unable to LM had their first invitational overcome the tough competition that Disat Hershey which featured one trict 1 had in store for them. LM ended the of the hardest courses in the day 23rd out of 55 teams, as top runner state. With the temperatures Charlie Hermann did not finish the race. almost ninety degrees, the LM While the team did not do as well as it competitors knew it would be (from left to right) Herrmann, Gabor, and wanted, some of LM’s competitors passed important to go out conserva- Shandelman pose before a crucial race. over half of the people ahead of them from tive and let the competition fade the end of the first mile to the finish. Overin the heat. This strategy made all, the entire race seemed to be slower for slower times but allowed the team to finish strong in than expected, so personal records were not very present. fourteenth place. The next invitational at Lehigh present- One exception to this was sophomore Joey Litvin, who set a ed a much flatter course allowing the times to be faster. Al- grade record for LM with a time of 16:25. Shortly after, in the though many people ran a personal best, the team struggled JV race, junior Diarmid Rae took sixth place overall. Miller overall causing them to finish a disappointing nineteenth ran 18:00, just one second off of breaking eighteen minutes, overall. There was clearly lots of improvement to be made. In a rare feat for a freshman. The JV team finished fourteenth their next league meet, they would have to face their tough- out of 62 teams—an impressive mark. est competition yet, in Penncrest, who was undefeated. AlOverall, LM had a strong season, and with five of their top though they would come up just a few points short, LM ran seven runners returning next year, the team looks to have a a very strong race and gave Penncrest something to worry strong future. Hermann is very optimistic about the future about going into the Central League Championship. of LM cross country, explaining, “I’m really excited about At League Champs, LM stuck to their racing style of going the future of LMXC. We’ve got a very talented, enthusiastic out slow and coming on strong in the second half of the race. group of freshmen, and I can’t wait to see them develop into Some runners had strong performances, but the team came the running superstars they have the potential to become.” up short and finished in a close third. One runner who had a As a team LM will hope to continue their competitive streak particularly strong performance was senior Danny Gabor who with its core philosophies of hard work, focus, and teamwork finished an impressive fifth overall. Gabor explained his per- helping to achieve just that. formance as “exciting. It made all that training over the sumPhotos Courtesy of the Enchiridion

It feels like just yesterday I was watching you dominate the game of baseball. Next thing I know, I get a notification on my phone saying you died in a plane crash at the age of forty. Words cannot describe the sadness that has been floating around in my heart since that day. I remember going to Citizen’s Bank park as a bright eyed 10-year-old, studying the facial expressions of every batter that stepped up to the mound against you.

I still recall watching you pitch a no hitter in the playoffs on a cool October day. I sat on the edge of my chair the whole game, glancing around at the rest of the crowd as we all nervously watched you strike out batter after batter. When that final out was caught at first base, and the whole team rushed towards you, I never felt prouder to be a Phillies fan. Not only were you a once in a lifetime player, you were a once in a lifetime teammate and friend. Knowing you are gone now pains me, but I will always draw back on these memories to remind me of your essence. Roy, we will all miss you. Thank you for helping me learn what it means to work hard.

What it means to be part of something special. We will never forget all you have done.

- Zack Slogoff ’18 Sports Editor

Sports

November 14, 2017

19

The Merionite

Crew: a-Head of the Charles

Digging their way to districts Sophie Meyer ’20

Théa Kerekes ’21

Photo courtesy of Minori Cohan ’18/Staff The girls forcefully paddle through the treacherous waters of the Charles River. cluding ducks and geese that need to be maneuvered around. Austin Cooper ’19, a varsity eight coxswain, shared his thoughts on their race. “The boys 8+ did very well concerning the fact that we had to replace our stroke seat

last minute due to an unknown illness.

Unfortunately, our stroke seat, Noel Stach ’19, got sick Thursday night. We had to put Aurimas Balciunas ’18 into the stroke seat and put our alternate Lucas Birch ’18 into six seat. This was a completely different lineup than the one we had been practicing with and I applaud the boys for their hard work.

It was a three mile course in which we held a 1:45 split and 33 strokes per minutes (SPM), a very impressive combination for such a long race. My boys’ legs were melted and my throat, from yelling commands from my seat, was as well, but that just shows how hard we worked!” In the end, the boys’ finished 72 out of 85 teams, but it was an amazing effort and everyone is very proud of the team.

Minori Cohan ’18, the girls’ varsity 8+ coxswain and captain, also shared her thoughts on the race.“The girls’ 8+ rowed a really strong, competitive race and we fulfilled our overall goals: one, to beat Radnor, and two, the more important one, row as hard as possible and not leave anything behind on the course. We were all a bit nervous going into the race because the course itself is very difficult. The distance is much longer than we are used to and it has sharp turns that are hard to execute. There’s a wide range of skill and experience that’s brought onto the course in all of the boats, so it was particularly challenging as a coxswain to maneuver around these different crews. Just racing at this annual regatta is a feat on its own, and LM was lucky enough this year to send two boats for the very first time in our history.” The girls finished 73 out of 84 teams, beating Radnor and rowing their very best.

LM hopes to come back and race in the Head of the Charles next year.

Until then, let’s all wish the team luck!

Freshman Josh Axelrod

Sophomore Jeffrey Lipson

What sport(s) do you play?

What sport(s) do you play?

Soccer Ultimate frisbee and winter track What’s your favorite Thanksgiving food and why?

What’s your favorite Thanksgiving Turkey, because it’s very moist. food and why?

If you could time travel, what time period Sweet potato casserole because I would you visit? only eat the marshmallows off the top.

1996, so I could go to school with Kobe.

If animals could talk, which would Is a hot dog a sandwich? be the rudest and why?

Not a sandwich. I never order a hot dog sandwich, I Cats because they never order a hot dog. I order a turkey sandwich, but there seem to smile. is no such thing as a hot dog sandwich.

Is a hot dog a sandwich?

Yes, anything between two pieces of bread is a sandwich.

All eyes are on the ball as it flies into the air. The server hits it with force, and it zooms past the team and across the net. The opposing team attempts to return the ball, but they are not fast enough. With the suspenseful bounce of the ball on the court, the crowd goes wild. “In volleyball, while we’re all on the court, each player has a specific role. Each role is as vital to the team’s success as the next. You are going to make mistakes; what’s important is that you have a team that will pick you back up whenever you are down. That’s what makes our LM girls’ volleyball team greater than the sum of its parts,” says Adi David ’20.

After over two weeks of preseason, twenty games, and practice every day after school, the girls’ volleyball team could not have been prouder of their season. This year, LM girls’ volleyball made it to districts for the first time in three years. Including senior night, varsity had a total of thirteen wins and seven losses and junior varsity had a total of eleven wins and nine losses.

Senior day was on October 13 against Conestoga in the Kobe Bryant Gymnasium. Posters were hung on the wall in support of the seniors.

Senior captains Marie Hamilton and Mary Pat Quinn thought that senior day was amazing. They loved the way everyone decorated the upper atrium and enjoyed all of the “Happy Senior Day” greetings they got. They were also so grateful to see the gym decorated for them. “The team was ecstatic to see so many familiar faces in the stands. We would like to specifically thank Sophie Shaffer ’18, for always cheering for our matches. It is people like Sophie that we love to represent on the court,” declared Quinn. Unfortunately, when game time came, Conestoga beat LM’s varsity team.

Before, however, the JV team had crushed Conestoga.

When asked about their biggest accomplishments, the team collectively

Junior Mollie Katzen

What sport(s) do you play?

Crew What’s your favorite Thanksgiving food and why?

Not going to lie... I’m not a fan of Thanksgiving food.

If animals could talk, which would be the rudest?

A snake, because I feel like they would gossip and be sneaky.

Is a hot dog a sandwich?

No, I don’t know why, but it is just not a sandwich.

decided that getting into districts was the thing they were most proud of this season. Players on the team also said that they were glad that they beat teams they had not beaten in a while: teams they were “supposed” to lose to, but ended up beating. In getting to districts, LM girls’ volleyball made a name for themselves in the league and left behind their underdog status. Hamilton and Quinn explained that they were so happy with how the season had gone because everyone on

The girls celebrate together at center court after a dominate point won.

Photo courtesy of The Enchiridion

Fall crew is open to experienced rowers who are all sophomores, juniors, and seniors. All 46 of them work hard, six days a week, to be able to compete and thrive in regattas.

This year, two boats were selected to compete in the Head of the Charles Regatta in Boston.

This was the first time that LM had been chosen to compete in this selective regatta. Since 1965, teams from all over the world compete in this prestigious event. It is a two-day rowing event with over 11,000 athletes, including national teams from China, Italy, South Africa, Germany, and Turkey. There are a total of 56 different races and LM raced in two of them. The girls’ 8+ and boys’ 8+ raced against 8+ other boats from teams based everywhere from Toronto, Canada to Portland, Oregon.

During the weekend of October 20, both the girls’ and boys’ teams went to Boston to compete. The weather was beautiful and the water was flat on race day. However, that did not mean that the difficulty of the course was any less strenuous. The course on the Charles River is over three miles long with countless curves and turns, buoys, boats, bridges, and animals in-

the team could say they were friends.

Quinn said that “one thing that sets volleyball apart from other sports is that we’re all friendly with each other and we never bring our teammates down.”

The girls’ volleyball team finished their season on October 17 and they could not have been prouder. Their favorite moment of the season was when they crushed West Chester Henderson, a team they were told they would lose to. They beat them in five sets and went home with smiles on their faces. The varsity Districts game was on October 24 against West Chester Henderson. They fought for all five sets, but Henderson beat them 16-14 in the last set. Despite losing their district game, it’s clear that this volleyball season was one they’ll never forget.

Senior Leona Fisher

What sport(s) do you play?

Field hockey What’s your favorite Thanksgiving food and why?

Mashed potatoes because I love carbs.

If you could time travel, what time period would you visit?

The future to the the year 3000.

What show have you most recently binge-watched?

Big Mouth.

Is a hot dog a sandwich?

No, it’s a hoagie.

20

November 14, 2017

Sports The Merionite

The girls’ tennis team had a great season while adjusting to a new coach. The team is excited and hopeful that the next season will bring them to District 1 playoffs.

After a great fall campaign, both the boys and girls are ready to continue training and preparing for an exciting spring season.

The football team is excited for next season with many of their injured players returning and is looking to collect the necessary wins to make the playoffs.

The girls’ soccer team improved drastically from last season, defeating Central League foe Strath Haven who they have not beaten in ten years. The boys’ soccer also had an outstanding season, and they hope to make States next year.

Please see page 18 to learn more about both the boy’s and girls’ successful seasons.

The girls’ volleyball had an improved season behind their captains Marie Hamilton and Mary Pat Quinn. The girls are looking to continue their success next season.