2014-15 MOR Issue 3

03

Mouth of The River

Publication of Oyster River High School

LETTER

FROM THE EDITOR

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MOR Mission Statement

Mouth of the River seeks to reliably inform the student body, as well as the surrounding community, of interesting and newsworthy content in a mod ern, compelling format. Our goal as a staff is to give a voice to the students of Oyster River, and have it heard by any and all of our readers.

Find us at Twitter: @MORnewspaper Email: mornewspaper@gmail.com Website: mornewspaper.com

Ballin’ On a Budget

ORCSD’s Finances for 2015-2016

This year, on Tuesday March 10, 2015, residents of Durham, Lee, and Madbury performed their civic duty and voted on Warrant Articles 3-7, which are part of the 2015-2016 School Budget. This year had a near record voting turnout, with 2,614 voters coming out to ORHS.

Once the election results came in, the athletic facility upgrade, article three, did not receive the 60% majority it needed to pass. However, ar ticles four through seven were approved, which brings this years total budget to $40,759,297. The school board as well as administrators and directors worked diligently for the past five months in order to draft a budget that was then proposed to and voted on by the public.

Article three this year included the 2015-2016 school warrants most debated article - the new $1,700,000 turf field and track. Warrant article three essentially asked that Oyster River taxpayers approve a bond of $1.7 million to be paid over the course of ten years by bonds, which would have upgraded our athletic facilities to a new turf field and all-weather track. Despite the effort from parents and students alike, the article did not pass.

“There were a lot of people who showed their support for the track at the deliberative session,” said Carina Dolcino, a resident of Durham and mother of an ORHS student. “There were also a lot of people who came to raise their concerns about the track.”

Dean of Students at ORHS, Mark Milliken, explained that an all pur pose track as well as a turf field would have benefitted not only ORHS students, but the community as a whole. “[The track] would have made a great place for a central location for a whole community,” said Mil liken. “It could host Friday night events, youth sports, celebrations… anybody and everybody could have benefitted from the track.”

However, many people voted no to the track, for various reasons such as cost. Senior Casey Aubin said that though he did not vote, he would have voted no to article three because “with the construction that would have taken place on our fields, it would have made it so the lacrosse and baseball teams would’ve had to play and practice at Little River Field.”

Although there was tremendous support from parents and athletes alike, the warrant only received 1,382 votes which was 339 votes shy of the 60% needed to pass.

The fourth article dealt with the bargain decided by both the School Board and the Oyster River Bus Driver’s Association, which asked for an increase in salaries and benefits. For the 2015-2016 year, $69,147 would be raised through taxes. This article was recommended by the School Board, and was passed.

Article five also dealt with the vote to approve within the provisions of New Hampshire RSA 273-A:3, which is the obligation to bargain.

This warrant focused on the collective arrangement between the Oys ter River Paraprofessionals and Support Staff (ORPaSS) and the Oyster River School Board, which, like article four, called for an increase in salaries and benefits to $135,624 for the fiscal year. This article was also passed.

“This article is definitely one of the more important ones,” said anoth er student representative, Stephanie Schiavo. “[Paraprofessionals] serve a very important role within the district.” This warrant now al lows the Student Support Services appropriations to be $3,159,635 for the fiscal year - a 5% increase.

This year’s sixth article, which was passed, was to create an expend able trust fund, which is covered under the provisions of RSA 198:20-c, which allows districts to appropriate money for trust funds. In recent years, NH has shifted almost one million dollars to fund state retire ment which has had a direct impact on local taxpayers. This will now offset unexpected increases in various benefits. Furthermore, this ap propriation will raise $200,000 to be added to the benefit stabilization expendable trust fund.

The seventh, and last article, is for the fiscal year 2015-2016 budget. Members of the ORCSD community voted on fund 10, fund 21, fund 22, and fund 23, which were all approved.

Fund 10, the general fund, is the budget supported by property tax of Durham, Lee, and Madbury residents, as well as local, state and fed eral sources of revenue. This also includes staff salaries, instructional equipment, and utilities and maintenance cost. This year the budget for fund 10 is $39,454,621, which is $1,073,170 more than last year- a 2.8% increase.

Although an extra one million tacked onto this year’s budget appears to be a significant increase, the estimated impact of the Operating Bud get is $.40 for Durham, $.60 for Lee, and $.25 for Madbury. This impact will occur in the Fall of 2015.

Caitlin Lasher Archive Manager

-Alana Saravong

People are quick to judge just by someone’s appearance, and I believe that applies to everyone at Oyster River.

Cliques that are portrayed by Hollywood are be coming less and less like the actual cliques in high school these days. The popular girls, the jocks, the nerds - none of these are clearly defined social groups at Oyster River. But this doesn’t mean that groups don’t exist, it just means that the way people are coming together is different than how it used to be. Students that are seen as less popular at Oyster River aren’t usually referred to as simply unpopular, but rather as “inbreds,” a term defined by Kevin Kerrigan (‘16) as students that are seen as different, who dress in “dirty” clothing and shoes, and are of ten referred to as hicks. “Even if some people don’t mean it in a hurtful way, “inbred” is a derogatory term,” said Caitlin Coxen (‘15).

“You kids here are so mean without even realiz ing it sometimes,” said Brian Zottoli, Oyster River social studies teacher. “I can see defined cliques in this school for sure. I’ve started hearing the term “inbred” more and more often over the last couple of years here, especially this school year now that I’m down around the core a lot. I’ll see kids stand ing there watching other kids walk by and they just makes these rude remarks and it’s as if they don’t even care! Do you guys even know what “inbred” means? I bet most of you don’t.”

“Inbreeding” is defined by Merriam-Webster’s dictionary as the reproduction between closely related individuals, so why is a group of students in high school being referred to this way? This is most likely due to the fact there has been a sort of line drawn between groups of students at Oyster River. There are kids that are seen as more normal, and kids who are seen as kind of different. “The kids who are [referred to as] different [are] attracted to each other and date each other and that’s how they are [known in Oyster River] today as inbreds. But honestly, [everyone does] the same thing,” said Alana Saravong (‘15).

Alex Morrell (‘15) identified the “inbreds” as the kids who hang out in the cafeteria all day long, or who eat lunch in the hallway outside the cafe teria rather than at the tables. “I realize that it’s an incredibly rude thing to say, but unfortunately most if not all students and teachers know what or who someone is talking about when they say “the inbreds,” just because the term has become so com mon. It has, however, become a lot broader. I feel like a lot of students are grouped into the “inbred” category just because they dress a certain way or hangout with certain people,” said Morrell. Saravong stated that “inbreds” are sometimes thought of as a lower class than “non-inbreds” by many people in the school just because of the way that they dress and the way they choose to pass their time. “Most people are quick to judge just by someone’s appearance and I believe that applies to everyone at Oyster River. They [the “inbreds”] have learned who their real friends are just like the “nor mal” kids at Oyster River. I think we’re all the same [but] we just like to label people and sometimes we don’t even notice,” Saravong explained.

In Jason Camp’s (‘15) opinion, there is no one “pop

ular” group and one group of “losers” or “nerds,” there are many of each. “I would say there are kids who have really good social skills and there are kids who have really bad social skills, but I wouldn’t call them popular [or] unpopular because I feel like there aren’t people that will [intentionally] leave people out for having [a] lack of social skills, it’s more based off [of] their choice to not interact,” he said.

This seems to be a common way of thinking about the social groups at Oyster River. Matt Segil (‘14) wrote an article about cliques at Oyster River last year, and the general consensus was that there are no cliques in this school. “People are mainly brought together by the extracurricular activities that they attend. Whether it’s sports, clubs, or just bumming around the school, students bond over the additional time they spend together [outside of the classroom] and form close groups of friends,” Kerrigan said.

While many students don’t see cliques as an issue, that could be because they are a part of a clique themselves. For kids who don’t have trouble making acquaintances, and who have had lots of friends since elementary school, high school isn’t too bad, but students who don’t belong to a group of people are often made to feel like outcasts by those that do. “Not being in a clique is intimidating! And trying to make friends shouldn’t be scary,” said Saravong.

Emmet Todd (‘13) looked back on his Oyster River experience and the social climate while he was a student. “Was Oyster River cliquey? I want to say no but in reality I think it was. Kids had their groups of friends, they made fun of the other groups behind their backs but on a not serious level. Kids were always polite to each other face to face for the most part, [but they could be] sort of two faced I guess. I avoided that type of thing as much as I could but I fell into that category, I’m sure. Kids in my grade were always good kids when it really came down to it. I wouldn’t say it was a normal highschool clique wise. I know that kids had friends all over the place, myself included. If there had been hard cliques I probably wouldn’t have been able to do that,” said Todd.

But while Segil was in vestigating the topic for his article last spring, the term “inbred” was brought to his attention by a guidance counselor. He didn’t realize at the time that the term was frequently being used in the school, which goes to show that since just a year ago the term has unfor tunately flourished. So many students and teachers like to see Oyster River as an accepting community of well-rounded kids, but that isn’t necessarily the case.

Zephyr Jaeger News Editor

According to the Southern Poverty Law Center (SPLC), the number of white supremacists groups has risen 56% since 2000, with 939 groups with known locations.

For most people, it’s difficult to imagine that there are people who are still involved with hate groups, but movements such as the Ku Klux Klan, Neo-Nazis, and White Nationalists are still in existence today, with nearly a thousand differ ent groups all over the United States.

In fact, the SPLC states that the number of movements is at an all time high- and is project ed to rise, even in the Granite State.

But what has caused this significant increase in hate?

“The demographic change in this country is the single most important driver in the growth of hate and extremist groups over the last few

Driven by Hate:

How hate groups continue to thrive in the US

years,” explained Mark Potok in an interview on the SPLC website. “Barack Obama’s election has inflamed racist extremists who see it as another sign that their country is under siege by non-whites.”

As Potok explained, Obama’s election in early November of 2008 served as a catalyst for recruitment in these movements. Jeff Scho ep, head of the National Socialist Movement, has said that interest in the NSM has “really spiked” in recent months, especially after the 2008 election.

“The idea of a black man in the White House, combined with the deepening economic crisis and continuing high levels of Lati no immigration, has given white supremacists a real platform on which to recruit,” said Potok.

This increase in hate movements has not only been noticed on a nation-wide scale, but in NH as well.

“We have stepped up our recruitment [for our group],” remarked a member of the Loyal White Knights, who would not reveal his name, but addressed himself as “Dragon.” “We need to defend ourselves against the [expletive] who have been infecting the white race.” Dragon explained that membership has increased, even here in New Hampshire, but could not reveal where they were located specifically.

Hate is not just about race, but religion, too.

The Slaves of the Immaculate Heart of Mary, a Radical Tradition al Catholicism group located in Milan, has been identified by the SPLC as one of the seven hate groups in New Hampshire.

As a self-described “congregation of religious brothers and sis ters,” their mission is to “[convert] America to a one, true church.”

Brother Michaels*, a spokesperson of the church explained that “[they] adhere strictly to the word of God.” Though Michaels did not comment much on the church’s stance on other religions, he said that “those like us, who repent and adhere to the word of the Lord, our prayers will be answered. Those who do not, will suffer the consequences.”

The internet has also fueled the amount of hate. Groups like the National Socialist Movement and Neo-Confederates all gained strength through their online presence. Don Black, a 55 year old former Ku Klux Klan Grand Wizard, claimed during an interview with the SPLC that more than 2,000 people joined his website on the day after Obama’s election, up from 80 on a normal day.

“[This] clearly has the largest impact of the most vulnerable groups--minorities, the LGBT community, religious minorities,

and anyone else who might be targeted by these groups--by creating a community that is not safe for them, and where they are not treated with the respect and dignity they de serve,” explained Pam Raiford, ORHS social studies teacher. “it impacts all of us by creating a negative and divided com munity, the opposite of what is needed for a community to thrive.”

Although the number of extremist activity has been pre dicted to rise, there are more groups that are trying to com bat these hate-filled movements. The SPLC and the National Crime Prevention Council monitor hate groups and other ex tremists, and have won damage awards on behalf of victims of this violence.

Although it’s difficult to know just how to act or what to do, members of the community can find ways to fight the spread of hate.

“I think we need to find ways to get to know people from groups we don’t normally interact with--break down the di vides that exist and stop being so judgmental of others. This is true for all of us, not just members of hate groups. Edu cation is also key, but what we need most are opportunities for real, positive and genuine. We need to try to find ways to help people who are in these hate groups to see the peo ple they are targeting as human beings. I imagine most of the people who join these groups have been isolated in some way themselves and are also looking for belonging and acceptance,” explained Raiford. “Providing them with more positive ways of connecting with others and feeling valued themselves would also help. None of this is an easy fix, but it seems we need to get to the root of these problems, which I believe are feelings of alienation, isolation, lack of self worth on the part of the people who hold such hateful prejudices.”

* Some names have been changed.

Caitlin Lasher Archive Manager

Have you ever been on your way to school when the roads are slippery and snow flurries are coming down? At that moment, did you wonder who made the call to have school in session? Well, Oyster River Cooperative School District Superintendent Dr. James Morse makes all the tough decisions on this controversial issue. He was especially challenged this winter since it’s been the snowiest winter in 135 years, just shy of only 6” to tie the all-time record of 122 inches of total snow accumulation. Both students and parents complain when they think people should not be driving in such poor weather conditions. Students are upset when there isn’t a snow day, yet they also become upset when the school year is extended to accommodate those snow days. So how do we come to a resolution on this dilemma? What are the procedures in place to keep every one happy? To get some perspective on this topic, I interviewed Dr. Morse for a better understanding on the issues.

Lots of people agree that being lenient with calling snow days is the right decision. “I could care less about them pushing back grad uation, what’s another week? All that’s important is keeping the stu dent body safe,” said Katherine Howard, senior class president. Tine Svanholm, an Oyster River parent, agreed, saying “I don’t think that administration should have an agenda in mind when they are decid ing whether or not to have teens driving in the snow.”

“I’ve been scared of driving, and have already seen accidents right in front of me. I know nothing serious has happened yet, but it’s been more than once now that our school has made us drive to school despite the road conditions,” said newly licensed driver An drea Staples (‘17). Many new student drivers have had little to no experience with driving in snowy conditions. “I just fin ished driver’s education in December right before any of the big storms. I just had to learn by myself how my car reacts to the snow. Just the other day my car slid into a traffic circle. You really have to learn as you go,” continued Staples.

Mark Millikan, Dean of Faculty, who previously worked at Salem High school, an hour-long commute one-way from his house, said “We never had snow days up there, and there were times I didn’t feel comfortable driving. I think that Oyster River has a pretty lenient snow day system, that others do not.”

Administration at the Oyster River High School has to deal with a lot more backlash from students and par ents primarily because the kids are driving themselves to school. “We have had to deal with a few crashes, kids upset with driving, and a lot of kids coming in late as well as bus ses,” said Milliken. In reality, no one at the high school is responsible for making the final decision on whether or not to have a snow day.

It seems the district is all on the same page, to keep stu dents safe. We don’t need to worry about snow days as much anymore, but it is good to know that graduation will not be pushed back, and that the administration is on our side in regards to snow days.

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What is the process that you go through to determine if there is going to be a delay?

Dr. Morse: “I get up around four o’clock am, and look out my window to see if the weather reports are accurate. Then around 4:30 am I get my first call from the Transportation Direc tor Lisa Huppe, and we talk about the buses and if we feel it’s safe to travel. Then she calls the road crews of Durham, Lee, and Marbury to see how the conditions are. I hear back from her around quarter of five, and then I call area superintendents to see what their sense is. We talk to the Somersworth, Barrington, and Dover school districts. By five o’clock, I make the decision.

What made this year tougher than the rest?

Dr. Morse: “We have had 4 snow days, and 5 delayed starts. One of those was based on how incredibly cold it was outside. It was 39 degrees below zero, and we have to be conscious of middle school and high scholars not dressing for the weather.”

Are there any desisions regarding snow days that you regret?

Dr. Morse: “Absolutely! I certainly don’t have a crystal ball. On one of those delayed starts for example. The storm was predicted to be over by nine o’clock pm, but the storm was still pounding when school was starting. On another day, weather forecasters reported that:“This is going to be the worst storm to hit this century!” Then the storm went south of New Hampshire. On these days I usually get a call or two saying “what were you thinking?”

We carefully listen to the same weather report as you, and make the best decision we can. It sounds like a pretty straightforward decision, but it’s one that is fraught with a lot of ten sion, and it causes me a lot of sleepless hours. 1 out of 20 times, I would go back and change my decision. Yet, I know in my heart that the decision I am making is about students safety

What is your advice to students just learning to drive in the winter?

Dr. Morse: “Although I know it won’t happen, I would encourage, and even beg students to just take the bus when there is bad weather. Statistically speaking busses are the safest mode of transportation.”

So no matter how many snow days we’ll have, graduation will be the same?

Dr. Morse: “We are not playing around with that date anymore; graduation will be on the 12th of June. Once Mr. Allen and I decide on the graduation date, then that will be the confirmed graduation date. In the past there has been too much confusion, so it is set now.

Haley Parry Buisness Manager Co-Sports Editor

In the fall of 2015 senior Casey Aubin will be attending UMass Amherst with a scholarship to play on their baseball team. Aubin has been playing baseball since he was four, and has wanted to play division 1 baseball since he was nine years old playing little league. “It’s always been a dream,” Aubin said.

Friends of Aubin have had no doubt that he would be successful. “Casey works really hard and it shows in his talent,” says teammate of six years Chris Clement. “Since he’s been 10 years old, Casey’s number one goal has been to play baseball at the college level. He has understood that to reach his goal requires a lot of work and dedication,” said father, Jeff Aubin.

Aubin has been on Oyster River High Schools varsity baseball team since his freshman year and is now going into his senior season as one the captains. Aubin said he has “had to work really hard each year to improve and that work ethic has prepared me to compete at the highest level in college.” The UMass Amherst coach, Mike Sweeny, explained that “we recruit based on athletic skill, athletic potential, team need, and character, and Casey will hopefully fulfill our team needs taking into account his skill set as a quality student-athlete.”

“Since he’s been 10 years old, Casey’s number one goal has been to play baseball at the college level.” -Jeff Aubin

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Casey Aubin Commits to UMass Amherst

The UMass team recruiters first saw him at the Providence Slug Fest then also at the Lynn Invitational, as they were impressed by him they emailed him and he looked into their program. “I was immediately interested,” said Aubin. UMass Amherst quickly took the spot of his number one choice after his tour there. “I just loved it. I liked the coaches, I liked the campus, and it just had a good atmosphere,” Aubin explained. Sweeny is excited to develop his skills over the next four years with him saying “the skies the limit as for how good Casey can really be.” When asked why he want ed Aubin on his team, Sweeny answered “we think Casey has the potential to be a very good Division 1 pitcher. I think Casey already demonstrates a skill-set that would allow him to compete now, but also taking into account his development over his senior year and fall semester of training with us at UMass would allow him to even develop more.”

Aubin committed to UMass as a pitcher but Clement made it clear that it’s not the only place in the game he is talented. “You can stick him anywhere in the infield and he’ll make plays, put him behind the dish and he’d get it done. He’s a skill player.” Casey has been a pitcher since he was nine years old and enjoys it because “you are the one that gets to control the game,” he explained. Clement prais es his pitching skills saying “he is unbelievable at reading hitters minds. He throws certain pitches in certain locations just to set up the hitter to mess up. He plans it all out before the hitter even steps in the box.” Sweeny agrees about his future player’s talent saying “he has a strong arm and a good feel for his off-speed pitches which is rare for a young pitcher. Usually, if kids throw hard enough in high school, they can dominate with their fastball. Casey offers a good breaking ball as well as quality change-up. He has a little more polish than most high school pitchers.”

Aubin “expects to come out of the bull pen early.” He hopes to be a consistent starter who can “eat up some innings on the way and provide some quality starts,” he explained. Casey’s parents are almost as enthusiastic as he is that he is continuing his baseball ca reer. “We are excited that his last high school baseball game will just be another step in his baseball career, and not the end of the road,” Aubin’s father said. Although Sweeny says that there are no promises as to what role a potential player will have when he comes to UMass, explaining that “every player has to come in and compete with his teammates to earn his spot/role on our ball club,” he hopes Casey can “add some more depth to an experienced pitching staff.” Aubin will have to work hard to earn his spot but that’s nothing new for him.

“Casey has been successful because he’s been willing to put in the time and effort to become a better player,” said Aubins father. He’s played baseball all year around since he’s been 11 years old, he works on his pitching outside of practice by throwing a tennis ball against the garage door, and Casey even goes to the gym at 5 am to stay in shape. Aubin has been playing on the the Mavericks, a competitive team that prepares players for college, since he was 12. He did this to “play the best” according to him. This was part of the path he took to make his way to collegiate athletics. “It’s up to me how I want to push myself. It will be what I make it and I have

to keep working to get there,” Aubin said. “He’ll succeed because of his ability to spot his pitches and his work ethic,” said Clement. Oyster River Baseball coach, Craig Walfield sees casey being suc cessful at this higher level for many reasons saying “he is a strong student which will allow him to handle a very vigorous schedule and still be able to succeed in the classroom. Casey [also] has a very strong baseball IQ which helps him pick things up at an accelerated pace. Most of all he is a very talented pitcher and he has an above average changeup for that level of play.” In Walfield’s 30 years of coaching Casey will only be the second of his players to play at the NCAA D1 level which is the highest in the country.

As any competitive student-athlete has, there will be academics, athletics, and a social life to balance. Aubin said “it’s going to be tough handling the college life, the school work, and being a divi sion 1 athlete.” For the baseball team, there’s practice and training in the fall, which is directly followed by a strength and condition ing phase, then the season starts and carries through to the end of the school year with the possibility of them remaining on campus beyond the end of school. “I think the first obstacle for any Divi sion 1 athlete is time management. Athletes have to manage a rig orous academic schedule with much more time dedicated to their sport, not to mention a lot more travel during the traditional sea son of their sport,” said Sweeny. The next big obstacle that Sweeny explains is for D1 athletes being able to put his/her ego aside. “In high school, they were probably the best player on their respective teams. In college, we are recruiting and putting together 35 of the best players from those teams. Overall, the level of play is much higher and we make decisions to benefit the team first and foremost. All these quality players need to gel together and sometimes fill different roles to which they are not usually accustomed to play ing. This is difficult for a young person to understand and adjust to sometimes,” said Sweeny.

Oyster River High School Athletic Director, Corey Parker said “playing any Division One sport is extremely difficult. The level of commitment is a culture that the athlete has to live up to.” Only 1.8% of high school athletes continue on to play any division 1 college sport according to scholarshipstats.com. “There’s only so many spots available, it takes not only athletic skill but the desire to get there,” Parker explained. Parker believes Aubins success stemmed from “all his hard work and dedication.” Parker described him as “reliable and trust worthy, which is what college coaches are looking for.” Parker continued saying “he’s a great balance of mental determination and skill.” One of Aubins best attributes accord ing to Parker is that “he’s committed to im proving.”

As Casey Aubin moves on to this next chap ter in his life and baseball career he is wished the best by his family, friends, and teammates.

Sadie Moore Editor In Chief

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for trash, composting, and recycling. These handy devices have wheels, and havebeenbroughtdowntobasketballgamesaswellforpeopletouse. Receptacleslikethesearebecoming popularatrestaurantsliketheBagel Worksaswell.

Mr.Bromleyteachesanenvironmentalscienceclassattheschoolas well.Bromleyhasstudentscollect trashbagsfromallovertheschool toseehowmuchtrashweareproducing“Whenwesortedthroughthe trashbarrelsaroundtheschool,itwas shockinghowmuchofthetrashcould eitherbecompostedorrecycled.Probablyabout50%wasstuffthatdidn’t needtogointolandfills,”saidLiam Cahill(15)astudentinBromley’s class.

“TheSustainabilityClubhasthepotentialtobethemostimportantclub intheschool,causingrealcritical changeinthecommunity,”saysclub advisorandORHSscienceteacherJon Bromley.Youmayseemembersoftheclub congregatedaroundtrashcansinthe cafeteria,ortheseniorcore,andthey aren’tthereforthesmell.ThesestudentsintheSustainabilityClubare highlymotivatedanddeterminedto makesurethatourschoolismaking asmallerecologicalfootprint.The clubhopestoraiseawarenessnotonly aroundthehighschool,butaround ourcommunityaswell.Theclubhas startedthreeenvironmentallysavvy projectstohopefullygetourschoolon agreenerpath.Thisyearthegroupcouldofficiallycallthemselvesa“club.”Lastyear, recentlygraduatedUniversityofNew HampshirestudentEmilySpongnardibroughtagroupofkidstogether withakeeninterestinsustainability. Theyoriginallycalledthemselvesthe GreenTeam.“Therewasclearlyalot ofstudentenergyaroundsustainability,butnoofficialoutletforitwithin

ThisyearafterBromleybecame theofficialadvisor,theGreenTeam becametheSustainabilityClub.The membersdecidedonthreemainprojectsthattheywouldliketostriveto workonthroughouttheschoolyear.

“TheIGORSare cool,andmakeitreallyclearnowthat weareexpectedtosortoutourtrash now,”continuedCahill. ThisisexactlywhattheSustainability Clubmembersaretryingtoprevent inourschool.“Compostingtakesat mostanextraminute,forustodoour parttoturnwastebackintosoil.Compostingissomethingthatissoeasy thatmakesahugepositiveeffect,” saidSophieWebb(15),clubmember andleaderoftheZeroWasteProject. Anothermajorprojectthattheclub isworkingonisproposingtheuseof solarpanelsasasourceofenergyat thehighschool.Usingsolarpanelsis anenvironmentallyconsciencewayto heatandcoolbuildings,whilereduc ingimpactonclimatechange.After theinitialcostofthesolarcellsthe processisfree,andendsupbeinga hugemoneysaverinthelongrun.The groupworkingonsolarpanelsisjust inthebeginningphasesoftheproject. Researchhasbeendoneandtheyhave madeconnectionswithalocalsolar panelcompanycalledSunraise. TheownersareactuallyOysterRiver alumni,PatrickJacksonandBobby Lambert.Thiscompanyisspecial;

Themost visiblenowisthe“Zero WasteProject.”Afterrecentlyobtainingnewwastereceptaclesthattheclub callsIGORS,thehopeisthatitwillbe easierforstudentstosendlessfood andwastetothelandfills.TheIGORS havethreeclearlymarkedopenings;

Haley Parry Co-Sports Editor

tiontheyneed,howtounderstandandorganizeit,howtocreatetheirownfinancialprojections,andthen[creatinga]pathwaytomakingitarealitywith thedecisionmakes,”saidJackson.“Itstartedwithclubmembersreachingouttous,withawonderfulpassionandstrongdrivetoseetheirschoolbea regionalleaderinsustainability.Iwasexcitedbytheirexcitement,”continuedJackson.ThegrouphasmetandpresentedtheirideawiththeDirectorofFa cilitiesaswell.TheendgoalistoproposetheideatotheSchoolBoard,askingthemtousesolarpanelsasasourceofenergyforthehighschool.“Idothink it’spossible.TheSchoolBoardisverybusywithconcernsthatareahigherprioritythanthis,butintermsofachievingthefinancialsavingstheanswer isyes,”saidBromley.Thisisnotaone-yearplan,butmoreofathree-yearplantoallowforcontractsandplanning,whichtheclubthinksisveryfeasible. ThelastprojectthattheclubisworkingonisaSustainabilitySummitorConference,atthehighschoolthatwouldinvolvestudentsfromotherdistricts tocometogetherandtalkaboutenvironmentalissues.“We’dbringstudentsandenvironmentalspeakerstogethertoattendandtalkabouttheissuesof ourworld,”saidBromley.Gettingpeopletolearnandthinkabouttheissueisjustasimportantascreatingzerowaste.“Weneedthenextgenerationtobe thinkingaboutourenvironment,andthat’scrucial,”saidWebb.

“It’simportantbecauseweliveinaworldwithfiniteresources.Sincetheindustrialrevolution,thecyclewehadwiththeearthhasbeenbroken,anditneeds toberestored.Ifeveryonedoeslittlethingsthenwewillbebetteroff,andthisiswhattheclubisallabout,”saidLudovicoAgostini(15)anewmemberto

SPORTS&CLUBS

“I

be there for kids like my sister. I like the idea of providing a safe haven for kids like her, who have interests that, in any other school, would get pushed around and bullied for.” These inspiring words come from Oyster River High School’s English teacher Trevor Garman. What is he talking about you may ask? Garman is the advisor for game club, an after school gathering that he started the second semester of his first year teaching at ORHS.

Game Club is a get together that occurs every Monday, and is a place for kids to kick back, relax, socialize, and most importantly play games. “It creates an escape from the pressures of everyday school and just reality in general,” game club member Jarrod Bernier (17’) said. Being a place kids can be themselves is something that game club has exceeded expectations in. It gives opportunities for kids to meet new friends, and bond by learning new games. “There is no pressure to know all about the games that you play, or to know exactly what you’re doing because there is always someone willing to help you out and teach you step by step,” said Lydia Ahlstrom (17’) anoth er avid game club member. Ahlstrom continued, saying that she joined game club because she looks forward to meeting new people who share her love for games.

Game club isn’t just about learning new games and having a good time, its intentions go deeper than that. “Game club is a place where I hope to teach students how to serve others not just here but outside of my classroom as well,” explained Garman. What does he mean by “serving others”? Well, when you join game club and attend the first meeting nothing is awkward. The members do everything they can to make you comfortable. No one is ever left out, made fun of for not knowing how things work, or liking something different.

Game CLub

There is always acceptance, it is a very positive atmosphere and Garman allows nothing less. “Newcomers are warmly welcomed every week,” said Cam Ahlstrom (15’). “It’s a place where you can release your inner nerd and not worry about being judged.” “This positive attitude and the drive to go out of your own way to welcome others and make them comfortable is something that I hope will occur outside of game club as well,” Garman said. “I offer something called the most noble order of the wingacorn award, and only one kid so far has earned it.” The award is presented to kids who get what game club is really about, and Alum Marty Thorton was given the award after Garman (on many different occasions) witnessed Thorton lending a hand and a warm smile to new kids and kids who really felt left out. “Marty is a prime example of what I hope to achieve with all of my members,” Garman said. “I have recently created a leader ship team who run gameclub. These kids are the ones that might get the award because they have proven themselves worthy in my eye.” Todd Allen, principal at ORHS commented on game club and it’s impact on the students, saying “I’ve seen kids from game club talking to everyone and anyone, spreading the word about gameclub and welcoming everyone.”

“Game club is always open to anyone who wants to try. Attendance is not mandatory, and to be honest some kids that become members are people who you wouldn’t think to see here. That aspect alone is really cool, because it’s nice to know we are doing a good job at being a place that everyone feels comfortable,” said George Philbrick (17‘).

“I hope to mold great citizens, and teach student ownership,” Garman said.

wantto

WINTER SPORTS RECAPS

SPORTS&CLUBS

For an hour every Monday af ternoon, ORHS English teacher Martin Brewer’s classroom turns into an ed iting office for ORHS’ The River Review magazine. A small group of students who share a passion for reading gather together to review and vote on student writing, artwork, and photography.

At the beginning of each meeting, students search bins which are placed around the school for submitted work. After emptying bins, the group recon venes to read the work aloud, discussing a piece’s alliteration, rhyme scheme, or plot, which helps decide whether or not the work goes into the magazine.

For many students, the The River Re view is an opportunity to share their work which they might not have the chance to otherwise. “I think [The River Review] gives recognition to people who aren’t usually recognized,” explained Annika Barth (‘15), a co-editor in chief for The River Review. “When I first joined

[the magazine], I was blown away by the talent that I saw. There are some really good writers and artists out there who people don’t necessarily know about,” she said.

“For me, being published in [The River Review] really helped me feel validated as a writer,” shared Andrew McDonald (‘14), who submitted to the magazine of ten. “It allows for students who might not be super confident in their writing to take a chance and put their work out there, which is a hugely important step both in becoming a better writer, and just being more confident in yourself,”

Inside the River Review

he explained. “ Seeing your name published can be ei ther scary or satis fying, depending on the person, but either way putting your work out there is [very] satisfying,” elab orated Jordan Taylor (‘18), who joined the club at the beginning of the year.

Going beyond recognition, McDonald explained that he believed the magazine also serves as an outlet for students to ex press their creativity. “[The River Review] reminds us that writing is a form of ar tistic expression,” said McDonald. “The five- paragraph analytical essay is such a tiny speck of what writing and litera ture are all about. The nice thing about seeing writing as an art form is that you realize it doesn’t have to be perfect. Per fect art is boring. The places in which writing is imperfect or alternate to the ‘model’ are where it becomes a place for personal and artistic expression.”

Although the magazine presents many opportunities for students to share their work, The River Review sees less submis sions than they would like. “The most difficult part of the process is getting submissions,” explained Fiona Grove (‘17). “There are plenty of slow weeks, particularly in fall when we’re still try ing to encourage people to submit their work. Once we have the pieces [though], it’s a fairly quick process.” However, of the submissions they do receive, Grove explained: “the submissions we get are very good, and are all quite unique. It’s incredible that high schoolers created them.”

The publication is almost entirely stu dent driven. Abby Limric and Annika Barth (‘15) are co-editors in chief, howev er all members contribute, edit and cri tique equally. “As an editor I try to make sure we get submissions, and also facil itate discussions and take notes,” said Barth. The rest of the club contribute their thoughts and opinions on a piece of work, and afterwards vote yes, no, or maybe as to whether or not they believe the piece should go in the magazine.

Although Brewer is the advisor for the club, he prefers to sit back and let stu dents choose the direction they want the club to go in. “I’m here to guide them as best I can, but I try to stay out of their

way.. it’s really their opinions that are important. I think it’s up to the students to discuss, think, argue, [and] reflect. I think it inspires their own writing and it also gives a forum for students who want work to be published,” explained Brewer.

For the club members, The River Re view is also a place to appreciate student work, and to spend time with students who enjoy reading as much as they do. “My favorite part is definitely getting to hang out [with people] who enjoy litera ture and art,” said Taylor. Barth agreed, explaining that she wanted to be in an environment with kids who appreciated reading and writing just as much as she did.

Interested in submitting artwork, or writing?

“At the beginning of the year, we make a list of things we consider when review ing the piece,” said Barth. “Obviously we are not holding students to profes sional standards, but we do look for piec es that exhibit proficient/refined crafts manship. We want to see that the author or artist has put time, effort, and thought into his/her work,” she explained. “We look for pieces that are thought provok ing that we are happy to have represent our school.” The River Review not only publishes writing, but also an array of student drawings, paintings, and pho tography. Submission bins can be found in all English rooms, and also in the art rooms. Although it is too late to submit for this year’s publication, work will be accepted next school year. And don’t forget to keep your eyes peeled for this year’s eddi tion of The River Review, which will be released sometime in April.

Abigail Colby Op-Ed Editor

“The River Review reminds us that writing is a form of artistic expression”

- Andrew McDonald (‘14)

Like many ten year-old girls Emma loves to sing, her fa vorite color is purple, and she enjoys playing make pre tend with her sisters. Emma Finley leads a typical life in a typical home, and yet her past struggles with gender and identification are far from typical for a ten year-old.

Between the ages of three and four, the preschooler known to loved ones as Emmet Finley began showing traditionally “feminine” characteristics. No longer satisfied with the pres ents he regularly received from relatives, Emmett asked his parents for Barbies and dress up clothes, and he was often repulsed by stereotypical boy toys and clothing. “She started wearing dresses in daycare when she was three,” said Em ma’s father, Mark. He went on to explain that it wasn’t the typical dress up phase that many young girls and boys alike experience. “She would put on her dress,” Mark said about Emmett’s daily rou tine after arriving home from school, “and go watch TV. It was how she was comfortable.”

Mark contin ued to explain that he doesn’t feel it is right to put barriers on children or people in general, and that he is total ly supportive of the choices Emma has made in regards to her gender.

Starting in kin dergarten Emma be came combative about dressing for school. “We knew there was no phase involved,” recalled Emma’s mother Cindy. “She knew there was something systematically dif ferent about her. [Emmett] was a very confident kid.” After that it was only a matter of time before Emmett’s open-mind ed family permitted her to start going by the name Emma. After that the ten year-old regularly wore girls’ clothing to school and out in public.

Younger sister Lucy loves Emma and how happy she is as well. “I like to play lots of games with Emma. We like making up games.” Hailey felt the most important thing to remember for all family members of transgender individuals is that “no matter what happens, love them for who they are.” Mark add ed that “everyone has their own life to live; life’s too short to put restrictions on who you want to be.”

Unconditional Love Raising a Transgender Child

“That was very easy,” recalled Emma about introduc ing herself by a new name. “When I started wearing girls clothes, it was not so easy.” Emma went on to say that a lot of people were confused or curious about the change, and her older sister Hailey concurred with this point. “[My friends] asked me what transgender was, and just [like] why?” remem bered Hailey. The Finley family and Emma herself learned much more about what transgender was and gender variant children throughout Emma’s transition experience from iden tifying as a boy to a girl.

Although the process has been challenging for the Finley family, all of them seem to agree that Emma’s happiness comes first. “We try to listen to Emma,” said Mark. “We’re still her parents, and I think we have really learned from her.” Cindy added that “we’re here to guide. [We have to] keep in mind that our children’s happiness and safety is what’s most important.”

Though the Finleys are sup portive of Emma, they have worries for her as she ages. “There’s a concern [for us] that once reality sets in, there are chal lenges that will come.” One of the issues that may arise in the imme diate future for Emma are which bath rooms she will use when she moves up to the middle school next year. No de cision or regulation has yet been made on what facilities are avail able for transgender people such as Emma in schools or in other public places. Other future considerations that may be of con cern to Emma and her family include: changes in appearance as Emma ages due to puberty, medical and surgical options for transgender people, relationships both romantic and not, and fertility obstacles that may affect her. Cindy and Mark understand the huge challenges for transgender individuals in general, and for their own child. However, they do feel that aiding Emma in her transi tion has and will continue to benefit her in leading a normal and healthy life.

The Finleys, on top of being sup portive and knowledgeable for the sake of their own child, have be come more outspoken as of late on child transgender awareness. Cindy recently gave a TedX talk in Indiana about uncondi tional love for your child, regardless of their gender and/or sexual orien tation. The family is also currently a part of a documentary being done on transgender children by PBS.

Above all, Emma’s parents and sisters simply love her for who she is. It is what they believe and what radiates from their household. The lessons that have been learned and shared by the Finley family are ones of acceptance and love. And lessons such as these know no boundaries of gender.

first and last names have been changed for

*All

confidentiality

“She knew there was something systematically different about her.”

-Cindy Finley

“She would put on her dress, and go watch TV. It was how she was comfortable.”

-Mark Finley

Social Media...

20 years ago, photography was shared through physical portfolios and printed images. Now it is shared almost entirely online. The most common method of pro moting one’s work is through social media. Currently, there are entire social media platforms dedicated to the sharing of pho tos. These have become hugely popular, and are used by a wide range of people. While the popularity of social media continues to increase, photographers are being forced to jump on this bandwagon, or be left behind. This is certainly a bitter new reality, but those who are able to work it to their advan tage have a greater chance of succeeding.

“I think that [all of my success] is due to social me dia.” admits Neville Caulfield (‘16). Caulfield, talks about first experimenting with his father’s film cam era as a child, and his first experiences with photog raphy. Now, Caulfield’s work has become somewhat of a sensation on social media. The surreal portraits and landscapes displayed on his Instagram page and Flickr account are now bringing him a significant amount of attention.

On the photo sharing app Instagram, he has accu mulated over 25,000 followers. Caulfield uses social media to his advantage, and with it, he is able to gath er more viewers, and more work. “When I’m doing a senior portrait, I can post it on [social media] and lots of people will see it. This goes hand in hand with mar keting and publishing my work.”

Social media has taken the photography industry in an entirely new direction. Anybody from anywhere can take a photo and upload it to an audience of millions.This process happens in seconds and until recent years, this would have been an unimaginable feat. But now, thousands of people just like Caulfield are learning how to use social media to their advantage to reach audiences once thought unattainable. But why has a century-long craft been influenced so suddenly and so drastically?

John Hession, the photo editor for New Hampshire Home Maga zine, feels that it is due to the ease and practicality of sharing work. Hession has been in the photo industry for several decades, and has seen the changes brought on by social media. “It used to be that you would get phone calls from people who [would want to see your work], and you would have to take a portfolio of matted prints to them.” recalls Hession “now they can just look at your website.” The art of photography used to be an incredibly long and tedious pro cess. Film had to be developed, processed and printed, and in order to share it, the photos had to be retouched, matted, framed and de livered. Marketing this work and drawing attention to it could take a significant amount of time and money. “[Now] almost every pho tographer’s main marketing tool is a portfolio website. This is also promoted through Facebook and Instagram.” continues Hession. The once grueling process of having your work recognized has been completely streamlined through the simple work flow of current technology and social media.

Photo Credit: Neville Caulfield

and its impact on photography

Hunter Rief (‘16), a photographer and frequent user of Instagram, states that it may not be as beneficial as some think. “Social media helps new photographers become known, allowing [them] to “get out there” and share their photos. [It is also] helpful for professional photographers to share some of their work.Instagram can spread and share your photos very quickly, but I think that there are ups and downs.”

Sharing a very similar point of view, Phil Ameduri (‘16), thinks “it makes the line between photographer and someone with a smartphone a little harder to dis criminate.” Ameduri is an ameteur photogapher, and uses social media to find interesting photography. ”Even if [the photographer’s] photos are far superior, there are now a million photos similar to it, making it hard to be unique.”

Jonathon Millman, a professional filmmaker, feels that the effortless and instantaneous access to media has played a direct role in the decreasing quality of it. “We’re in a very interesting place. With the sheer amount of images we run into every day, we just want what is impactful to us on a short term. We don’t no tice any failure in quality because we’re viewing [it] on our small screen at a very rapid rate.” As somebody that has worked in photography for many years, Mill man has experienced the drastic changes that social media has brought about. But unlike many others, he thinks that its impact has been somewhat detrimen tal. With the ease and effortlessness that one can pro duce photographs, there is no longer as much need for someone skilled in this artform. “Now people want to see something [quick]. They don’t care about the light ing, the framing, or really any of the composition.”

Social Media is changing the very way that photog raphy works. Images are easier to share and easier to create, but they are coming in higher quantities than ever before. In fact, Time Magazine states that “10% of all of the photographs made in the entire history of photography were made last year.” Many think of this statistic as an advancement, but as Millman stated, the quantity is surpassing the quality.

As seen with Caulfield and Barcelou, we now live in an age where sharing work and marketing is eas ier than ever before. With dozens of potential plat forms, there is always some place to exhibit one’s photography, it’s just a matter of where.

But in this era of accessibility, some people, like Millman, believe we are sacrificing the image qual ity and appreciation for these images for the ability to quickly scroll through large amounts of photos on social media sites like Instagram.

As Barcelou argues though, this is a changing industry. She feels that perhaps this is not a matter of dismal conse quences and maybe the entity that photography is chang ing into is not something the industry should deplore, but something it should embrace. Because like previous ad vances, those who don’t get on board fall behind. As his tory has shown, these chang es become crucial to growth. Just like the creation of 35mm film or digital imaging, social media may simply be another enormous change that the pho tographic world will have to adapt to.

Conrad Dundorf

Growing Up

Young kids have vast imagina tions. From imaginary friends to elaborate play scenarios, and of course what they want to be when they grow up. Children hope to become princes and princesses, firefighters, police officers, superhe roes, astronauts, and so much more. But as they grow older and reality sets in, those hopes that were once feeding inspiration fades into some thing that is more within reach of an individual. Something more… fitting.

“I wanted to be an elementa ry teacher when I was little. Now though, I am working towards be coming a pharmacist because I am really interested in the field and helping others,” said Melanie Dan iels (15’). Daniels is an example of an individual who grew up to realise her true interest did not match up to her childhood dream. Many people change focus when they encounter something else they end up feeling more passionate about. In Daniels’ case, she still loves working with kids, but “there is something about the science behind being a pharma cist and providing something that these people really need that over came my desire to teach elementary school kids.”

Mikaela Baldy (15’) went through something similar to Daniels, ex cept her outlook changed when she realised that she wasn’t truly loving the necessities of the job. “I wanted to be a veterinarian when I grew up. That all ended when I watched a veterinary related show, and saw that the vet had to stick his hand up a cow’s butt. I can’t stomach work like that, I had a hard enough time trying to watch the video never mind actually doing it. So, I turned to my creative side and now I am planning on becoming an interior designer.” As a child, many do not think about the work that actual

ly has to go into being what they planned on pursuing. “I just wanted to work with animals to be honest,” baldy added. Sometimes the struggle with be coming what you hoped to be as a child involves whether or not it ac tually exists. Belinda McCormick’s (15’) childhood dream wasn’t very lucky in this case. “I wanted to be a dragon. I know, sounds ridiculous but I was really into that sci-fi scene. You can kind of see where that got me, so now I want to become a speech pathologist.”

Why is it that these childhood dreams seem to fade away into the background for many people? So ciology and Psychology teacher at Oyster River High School Brian Zottoli says that a lot of it is reality setting in. “Once students get a taste of the things they need to learn in order to pursue their dream career they tend to fall away from it. For example, you have an individual that wants to be a NASA engineer. They take a bunch of science and math courses, and realise that they are horrid at math or hate doing it all together. However, that history class that they had to take keeps their interest, and they really like learning about it. At that point the individuals dream to become that engineer switches to something re lated to history. A lot of it is just the reality hitting them. Discovering their strengths and weaknesses as well as new interests points them into their “true” calling.”

I’m sure at this point you might be thinking back to what you want ed to be when you were little. Some of you may even still be pursuing that dream. Aside from the fanta sy plans, many people do grow up to become what they have always idoled. If you want to become an as tronaut, or a police officer, or a pro fessional athlete, it is possible.

MOR’s Mental Health Column

ambridge Eating Disorder

In a society that continues to pres sure women and men to alter their bodies in order to meet an unrealistic image of beauty, it has become increas ingly common for individuals to feel the need to go to extremes to obtain the appearances portrayed by the media and modern culture. According to a study done by The Renfrew Cen ter Foundation for Eating Disorders in 2003, “the body type portrayed in advertising as the ideal is possessed naturally by only 5% of American females.” Although the study was done twelve years ago, so much remains the same. As unfortunate as this is, there has thankfully been a parallel movement to inwcrease the awareness and help for those who struggle. Eating disorder rehabilitation centers have begun appearing across the nation in recent years, and the Cambridge Eating Disorder Center (CEDC) in Massachusetts is considered one of the best eating disorder centers on the East Coast.

etc.) are extremely beneficial for many of the young women at CEDC. Both Nathalie and her co-worker, Alyssa, asked various questions throughout my talk. The hope was to help encourage the young women to connect and identify with my story.

Alyssa agreed with her fellow RA. “Eating disorders in gen eral are very difficult to understand, even for those with eating disorders.” Alyssa has been at the center for eighteen months, and has watched many individuals come and go throughout her time there. “Without these safe spaces [eating disorder] are often mishandled, misunderstood, and mistreated,” shared Al yssa. She felt that CEDC handles eating disorders in a new and innovative way, increasing the number of success cases and al lowing each patient to get the help they need on an individual level.

enter

One of the proudest experiences I’ve had, is being a part of this movement. I was recently granted the honor of giving a talk to the girls that currently re side in the Residential section of CEDC. Although CEDC has a Partial program which regularly hosts guest speakers, this is the first time the center has had a speaker come and talk to the girls on the adolescent Resi dential level. The Adolescent Residential Program- or Resi- pro vides 24-hour support for adolescent girls suffering from eating disorders. The structured curriculum of Resi uses nutritional, individual, family, group, and psychopharmacological (medic inal) treatments to help their patients fight their mental disor der/s.

A dozen to a dozen and a half young women and their three residential assistants gathered around to listen to what I had to say about self-love and body positivity on Monday, January 20th. The talk lasted approximately forty-five minutes and en compassed my personal experiences with mental health and self-acceptance. The event was incredibly empowering for me, and it appeared to be meaningful for the CEDC residents as well.

Nathalie, whose last name will remain anonymous, is a res idential assistant (RA) at CEDC. She has been working at the center for seven months, and felt that having a guest speaker was especially meaningful for some of the girls. “It’s very hard for [the girls] to conceptualize life without an eating disorder,” explained Nathalie. She went on to say that the group therapy sessions and discussions with each other as well as their sup port systems (therapists, nutritionists, doctors, families, friends,

Girls such as Katie Schmitt and Erin Butterfield have more personalized views of CEDC. Both spent time at the center and had powerful things to say about how CEDC was invaluable in their time of need. Erin Butterfield was in the Partial Program in 2012, and she reflected on how CEDC helped her learn how to combat her mental disorder. “I’ve found this balance between being supportive and supported by similar people to me, but also not feeding into the negatives,” explained Butterfield. She feels that CEDC equips young women with tools such as these in order to become more healthy and successful in the world.

Schmitt, a sophomore at Oyster River High School, recalled

her experience at the center. “CEDC provided very informative social workers, nutritionists, therapists, etc that really devoted a majority of their time to help my recovery. The programs and lessons were very edifying and consisted of a lot of information about how recovery was possible and how everyone acquires the ability to recover,” shared Schmitt. “My experience overall allowed me to collaborate with a lot of other girls that were ex periencing the same challenges, which helped my recovery in a positive way.” Schmitt never had the opportunity to experience a guest speaker, but felt that they could only be an asset to the CEDC curriculum.

Janine Vlasskis, the CEDC Communications Outreach Manag er, feels that “seeing patients come back and contribute is some thing that I think is really meaningful.” Alyssa added that “ba sically it shows that there’s hope, even if [the girls] can’t find hope for themselves.” Both staff members expressed their desire for future recovery guest speakers and their appreciation for my visit.

Overall, the staff at CEDC believe guest speaking is an essential part of the therapeutic atmosphere that the center attempts to create. And the patients at the center, both past and present, seem to understand the benefit as well. It was a wonderful honor to be an extension of CEDC and all that they do there. I’ve even been invited to come back and give another talk within the next few months.

“It’s very hard for [the girls] to conceptualize life without an eating

“It shows that there’s hope, even if [the girls] can’t find hope for themselves.” -Janine Vlasskis

In the Newsroom

Behind the Scenes at TNH

At Mouth of the River, the focus of our staff is to convey relevant, contemporary, and vital information to our readers- a category that tends to consist strictly of the student body and community of the Oyster River school district. Often, the mechanics behind creating a developed and assorted publication are unknown to its various audi ences, and the process taking place between the time of the story, and its finding a way to your doorstep (or twitter feed) is left completely unacknowl edged. In interest of a more in-depth perspec tive than a high school paper could provide, I visited the headquarters of The New Hampshirethe University’s student-run, bi-weekly newspaper- and attempted to bring to light the individual steps that paid journalists take to successfully distribute the news.

From five PM to three AM every Wednesday and Sun day is when the TNH office is most crowded. Dubbed “production night”, the nine-hour work period is for the writers to finish each individual piece, and efficiently compile the work into a final product. That’s when Nick Stoico, the Executive Editor, virtually sends it for print at a local press. “Our reporters go out, they cover their stuff, they turn their stories in, and deadline is noon on either [production] day. We’re usually all here, unless someone has an event that they’re covering that day. Those are the tough ones because you have to file them on dead line- you gotta write as fast as you can, bang out five, six hundred words. That can sound kind of intimidating, but honestly once you do it a lot, you get the hang of it,” explained Stoico. “The way that each issue is ‘born’… we have a weekly staff meeting, and we all sit down, and listen to the editors pitch out events that we need to have covered.”

Pheobe McPherson, the Managing Editor (or as Stoico referred to her, the “second in command”), does the ma jority of the website’s upkeep, as well as a variety of oth er social media. “Nowadays, colleges are really the only places where papers thrive,” said McPherson, regarding the descent of physical copies. “Of course, that’s because of two things: first of all, it’s free- second of all, TNH is typically only designated for the students of UNH.

We project our print numbers only in that consideration.” McPherson, along with a few other staff members, works to give the website a lively and compelling charm for its viewers. “We manage [the site] through a blog, and pay about 250 dollars for the web space every year.”

And not only the staff write for TNH: there’s a large crowd of guest writers, university faculty, and occasion ally community members that all are given opportu nities to have their articles published in the paper.

“One of the biggest chal lenges for a student publi cation is managing change among the staff - new edi tors, new reporters - with each academic year. That change brings a lot of energy and ideas,” remarked Tom Haines, the advisor of the paper. “But it can also make for learning new lessons. I try to focus a lot of my energy in helping to bridge the change from one year to the next, and in working with each group to put as much energy into reporting as possible.” Haines works as an Assistant Professor of English, teaching over nine different course all in relation to journalism or literature, and has written pieces that have appeared in The Boston Globe, The New York Times, The Atlantic, as well as many other widely known papers.

And Haines agrees with McPherson, but also sees a grow ing trend in the way people receive the news. “The free distribution method of TNH is a relatively good one, keeping the news prominently displayed in the real world, while providing a forum to promote digital content to print read ers,” said Haines, and then replied to its question of relevance, “That is an evolving issue. Certainly among a younger audience, such as the students who read TNH, digital platforms are key. A lot of readers now engage with TNH content on social media - through Facebook, Twitter, Instagram. So it’s important to report and publish dig itally to meet audiences there,” and then added on a final note,

“Nowadays, colleges are really the only places where papers thrive.”

-Pheobe McPherson

Forrest Spinney Op-Ed

Bella Saputo

“To me, Bella is clearly a born leader, she is good at directing people and making sure every one’s voices are heard.” said teammate and friend senior Deanna Druskat of ‘16 Isabella Saputo.

Junior Isabella Saputo, or Bel la as many students and staff know her is, the Junior Class President, member of the Na tional Honor Society, The French National Honor Society, Math Team, Model United Na tions Club, Prom Committee and New Hampshire Youth for Peace and Justice League. Additionally, she is a three sea son varsity athlete soccer in the fall, indoor track in the win ter, and outdoor track in the spring, and between practices and seasons practices aerial dance. Along with all of this Saputo also attended the Hugh O’Brian Youth Leadership con ference this fall where she fur ther developed her leadership skills and passion for service so that she could then create the first ever Human Rights Coun cil here at Oyster River High School.

Due to Saputo’s extensive ex tracurriculars you would think she may take a back seat in some of the activities she par ticipates in, but this is not at all the case.

“She is a very good leader. She’s quiet but still has a vision,” said ORHS Dean of Faculty Mark Milliken.

Counselor Kim Sekera de scribed why Saputo was such a strong leader by saying, “she is a good blend of unassuming, fun, loving and she’s driven but does not come across as intense or intimidating so that people would be turned off but she is strong, persistent and can real ly take charge.”

Saputo has been the class pres ident for the last two years, and hopes to maintain the position next year as well. When Sapu to is asked how she manages her time with so many things going on in her life, she simply just laughs with her contagious smile and say’s “It’s a balancing act.”

“I think she has done an out standing job as class president, I’ve seen a lot of leaders not lead very well and I think she is a very proactive leader for

the class,” said social studies teacher Brian Zottoli of Saputo. “The thing that really stood out to me about Bella is that when she was a freshman, for her Power of One project she did a topic on slavery in the Unit ed States and she came in and spoke to my classes and was super impressive, very poised, clear and it was really just a brave thing for her to do,” said social studies teacher Pam Rai ford.

“During a field trip in New York there was an Indian fes tival concert that we wanted to go to. She was the first one in and she lead us to the concert. No matter what the situation is she is always a leader,” says sophomore Luna Cuervo. Of all the projects and posi tions Saputo has tackled, creat ing a Human Rights Council is by far her biggest endeavor.

Saputo attended The Hugh O’Brian Youth Lead ership or (HOBY) Advanced Leadership Academy in Ash ville, North Carolina this fall, where she and seventy other high school students spent four days there learning about be coming youth leaders. The goal of this particular camp was to leave with a year long project to initiate in your community with the help of project coach es from HOBY. Bella’s chosen project was to create a Human Right’s Council here at ORHS. “The end goal is to create a human rights awareness week here at ORHS,” says Saputo.

Bella recalled one of her favorite moments of the HOBY program by saying, “we did this big activity where ev eryone stands in a line and each person walks down one at time and all the other people would tell them something nice about themselves. People were crying because it was such a happy

and fun experience.”

Human Rights Council meets every couple of weeks to dis cuss and plan. The stages of their planning are still in the making. The council has twen ty seven members as of now but continues to grow. The council is overseen by Milliken and Raiford, both of which have good faith in Saputo’s leader ship skills and passion for the project. The group’s overall goal is to create a human rights awareness week at ORHS, that will contain guest speakers, performances and many visual elements to help raise aware ness on human rights and to enlighten and teach the com munity that their words have meaning.

“When you are starting any thing I think you need a ton of energy until it rises off of the person or people’s shoulders and gets some momentum, and she does have a ton of energy and again that unassuming nature really draws in people of all different social groups. She can really crossover those, which I think is really import ant. She is very inclusive,” said Sekera of Saputo leading and creating Human Rights Coun cil.

“She’s a really good leader, I have class with her every day. She’s always able to encourage people and since this is a coun

cil about human rights and ac ceptance of all different types of people, I can’t imagine a bet ter person to create this type of thing here at Oyster River,” said friend and track teammate of Saputo, Evan Gordon. Saputo hopes to use the skills she learned and is learning through HOBY and Human Rights Council in her future, her goal being a career involv ing international leadership, human rights, and activism. “She is just one of those people that you know is going to go far in life.” said friend Kevin Ker rigan.

Creator of the Human Rights Council at ORHS

“She is strong, persistent and can really take charge.”

-Kim Sekera

No, I Didn’t Write This Article Just To Get An A Our teachers need more money!

Teaching

can be one of the most disrespected and underestimated professions on earth. Although we’ve all had moments where we get irritated with our teachers for whatever reason (maybe a five page essay on what led up to the Great Depression, that’s due in three days), it’s time that we realize our teachers aren’t all out to get us

Schoolteachers have a lot more responsibility than the typical day job. Besides educating adolescents, teachers also play the role of coun selors, tutors, nurses, mentors and parents. I mean honestly, what job don’t they have? Teachers are like a bunch of moms and dads if you really think about it. They are basically helping to raise people’s children. In fact, in school, your teachers are legally obligated to be in place of your parents or legal guardian during the school day. This legal responsibility is known as in loco parentis. But my point isn’t that you should respect your teachers like you respect your parents (even though you should), my point is that teachers are under-compensated for what their roles are in society.

Teachers, hands down have one of the most important jobs in society. They are raising the next generations of scientists, engineers, busi ness men and woman, and more. Some of these people will accomplish and do amazing things, but most of the time the teachers who taught these very successful people aren’t getting credit for it. Joe Onosko, a professor of education at UNH says: “Teaching is a physically and emo tionally demanding job, so much so that just under half (46%) of the nation’s new teachers leave the profession after five years. Communities across America entrust teachers to educate their children and prepare them for adulthood. Is there a more important profession than that?”

Inevitably, we are all responsible for our own success, but if there weren’t teachers it would be a lot harder to succeed in life. Imagine if there weren’t teachers; there wouldn’t be any doctors, lawyers, leaders, or anyone experienced or knowledgeable at what they do for a pro fession.

According to a Washington Post article on “Why Teachers’ Salaries Should be Doubled”, 60 % of teachers work second jobs just to be able to pay bills and keep a roof over their head. More than 92% of teachers buy classroom supplies for their students out of their own pockets. Not to mention that a lot of new teachers are paying for their own grad school and ongoing professional training.

Teachers who have second jobs and work weekends or night shifts often have trouble finding the time to dedicate the necessary attention to their students. A good teacher should be able to focus on their students and the critical work inside their classroom.

Katie Chagnon, a math teacher at Oyster River High School works a second job as a waitress. “I only work my second job as much as I know that I can handle,” she answered, when asked if she ever has trouble balancing her two jobs. “I make sure I can focus on my students; they’re my first priority,” she added. This is Chagnon’s first year at ORHS. Last year was her first year as a full time teacher at Farmington High School. “It was more challenging having two jobs when I worked at Farmington because I wasn’t getting paid nearly as much as I am now here at Oyster River. I was waitressing more often when while teaching at FHS,” Chagnon explained.

Mark Milliken, the Dean of Staff at Oyster River High School describes being a teacher as “A critical job.” He was an English teacher for twenty years before coming to Oyster River this past fall. “There’s been many summers where I’ve had to find other jobs to keep myself busy,” said Milliken. “What really blows my mind is that a professional athlete like an NFL player can make millions of dollars for just playing a game,” said Milliken. But think about it -- Which is contributing more to society, a professional athlete or a teacher? Well if you’re that person who’s a die-hard football fan that thinks: Well, an NFL football game makes football fans happy to watch the sport, therefore NFL players are contributing happiness to society, then sure, I guess you can think that way, but the truth is: not everyone is a football fan and correct me if I’m wrong, but I’m pretty sure all “football fans” have had or currently have a teacher.

When asking Thomas Newkirk, the Chair of the Oyster River School Board, whether or not he thinks teachers should be paid more he said: “In general yes, though teacher salaries vary tremendously. The salaries in our district are among the highest in the state--and I should add, so is the achievement of our students. But in some districts the salaries are so low that teachers need to take second jobs, and it is hard for beginning teachers to pay off the loans that many have accumulated.”

Some teachers aren’t getting paid for all that they devote to their students. There are many teachers who I know that do a lot of extra work for their students during after school hours, such as after school tutoring and club advising, and they aren’t getting paid for any of this. There is the exception of a few clubs (in our school) where teachers get a stipend (extra cash), for advising a club but the majority of stipends go to teacher coaches who coach school sports like swimming, soccer, drama productions, etc.

Although teachers have a low average salary, there are some good benefits that teachers“As of last school year, NH salaries for all teach ers averaged $54,712, the state average for the previous year for a beginning teacher was $34,023. However this is just the beginning of the exercise. Teachers also get other forms of compensation. For example, they often have very strong health benefits and defined

pensions…many teachers earn duty amounts for extra activities outside of their teaching role, such as coaching or after-school activities,” said Paul Leather, the Deputy Commissioner for the NH Department of Education. But just imagine if teachers’ salaries were doubled from what they are now. The amount of prestige and applicants for teachers would sky rocket. Schools would be able to find teachers with the best performance for their students, and better teachers means smarter students and smarter students means a better school reputation. It would be a win, win, win situation!

Although, there would be many things to consider if this were to happen. The first thing to consider is teachers’ education standards. If the teaching profession had doubled its’ salary, there would be a lot more competition to get the job. It would be more rigorous and challenging to become a top-notch teacher.

Another thing to consider is where the school would get the money to be able to pay teachers at a minimum of about a $90,000 salary. Public schools are only getting money from tax payers, so taxes would have to be through the roof (not that they aren’t already) to be able to pay our teachers this much money.

To do this it would have to be over the course of over 30 years or so until the teacher salary is completely doubled. With teacher education standards changing, current teachers would have to be further educated, and newer teachers would have to filter in with the ones that al ready exist. It would be a lot of work, but our teachers truly deserve it. I think all teachers can agree with Dave Hawley, an ORHS social studies teacher who says: “Teaching is by far the hardest job I’ve ever had. It would be nice to get more money but I enjoy what I do. I think that’s the way for most teachers; it’s not about the money but more for the award.”

So next time you’re in class and you think to yourself: ugh, my teacher is so annoying, just know that what they are doing is help ing you to become a successful person in life. All your teachers care about you and want to see you succeed. So do them a favor and do your homework, even though you claim nobody has time for this. Believe me, the last thing your teacher wants to do after a long day of school is go home with their red pen and fix your grammatical errors on that mediocre 4 ½ page essay you wrote on what led up to the Great Depression.

“What really blows my mind is that a professional athlete like an NFL play er can make millions of dollars for just playing a game.” Mark Milliken.

“Teaching is a physically and emotionally demanding job, so much so that just un der half (46%) of the nation’s new teach ers leave the profession after five years...” -Joe Onosko

Taking the athletes out of PE class will completely change the environment of it. The more athletically inclined students can help out the less, and this helps them learn and appreciate the sports that they may have ignored without them. The level of play and ef fort would go down a lot and it would lose the meaning. In this situation, classes should be well rounded with people who are experienced in the subject, and twhose who can learn from them.

Some people disagree, not seeing the point of PE. Sopho more athlete Lexi Nash says “I spend so much time outside of school running around prac ticing, I don’t see why I need to do it for an hour everyday in school too.” She thinks it’s good for the non-athletes but that people who play a sport shouldn’t have to participate.

More Than Exercise Why PE is for Everyone

Physical Education class isn’t what you see in movies anymore; there is no dodgeball or rope climbing, it is purely a time for students to get some exercise and learn more about physical activity and socialization.

At Oyster River High School each student must take a mandatory one and a half PE cred its. This is typically done by half a year of PE freshman year and a full year for sophomores. Although there are plenty of students who dread the class, they are among many peers who love it and look forward to this time everyday. All students have to take classes that might not necessarily be their favorite. Just like in the rest of life you can’t “opt out” because it isn’t your thing. This could become an issue as something called an ELO is rising in popularity.

ELO stands for “extended learning opportunity,” something many surrounding schools have and Oyster River is trying to start. An ELO is something a student would do out of school that would meet the competencies of an in school class, therefore getting credit for it. At some schools, it has really taken off and they go as far as to have a separate position to organize the ELO’s. According to the New Hampshire Department of Education some examples of an ELO would be: apprenticeships, community service, independent study’s, online courses, internships, performing groups, and private instruction.

“We are excited because these can be very beneficial to students but we just hope students won’t take it as a way to get out of the mandatory PE credits here,” said PE teacher Amy McPhee.

Real life and career opportunities are great for high school students to get started in the real world, and find out what they want to do. I think we should do more of these things in the Oyster River dis trict. The concern is that students will try and make sports, and other after school physical activities their ELO, therefore not having to take a year and a half of PE that is usual now. PE isn’t just about getting exercise, you don’t get the same experience playing a sport that you do in PE class. “You get exercise during the day, it’s a good break between classes, and it has a more social component,” says senior athlete and advanced PE student, Jordan Petrovitsis, on his experience with PE classes. Stu dents learn a lot about working with others that they may not be used to. It is crucial in young high school students to improve teamwork and cooperation. Petrovitsis also said “it has some healthy com petition.” Having a winner and a loser is something that is slowly disappearing with kids, everyone gets a medal, everyone wins. Later in life you will fail and you will lose, sports are a good time to explore that. PE class gives this without it being too harsh. It feels good to win and earn it and that’s something more kids should know, it will push them to work hard and want to win. “It forces kids who may have never talked before to work together and that is really healthy for both the shy kid and the outgoing kid,” McPhee said.

Online PE is becoming more popular as a way for students to make up the credit if they missed too many classes or have some other reason to not be able to do the physical ac tivity for example illness or injury. Amalie Svanholm (‘13) was never a big fan of PE class, then due to an illness she had to take in online. She would go running, then record it in a log for the class. “I probably got better exercise from going on two mile runs three times a week than I would have from playing some game in gym class,” she said.

PE class isn’t just about sports and athletes, it’s about learning to communicate with others in a fun setting. If people including athletes opt out and end up not taking it, it will completely change the atmosphere for the worse. There is something that ev eryone can take away from it.

Sadie Moore Editor In Chief

Local Music

Why you should be interested in it

“Everybody likes a good pop song,” says Tim Graff, a member of the indie rock group, Lotuspower, “however, its cool to have groups that are [local] because they are able to convey things about that area that a national presence wouldn’t.”

In the music industry, the apparent forerunners are popular artists that are put under the spotlight for the world to see. We hold these musicians in high esteem for bringing forth their work, but tend to miss the performers that have not received mainstream attention. These artists are amongst us and have as much talent and passion as the artists that dominate the radio. Although the locations they play may not be as glamourous as the Madison Square Garden, local musicians are frequenting accessible and welcoming venues in the area. Local music is making waves in our community and it is now more important than ever to give it your attention.

The reality of music is that in such a competitive industry, musicians have an incredibly small chance of taking off and being noticed by the publics eye. In fact, a study done by Next Big Sound, found that over 90 % of all musicians are undiscovered. This means that most of the artists that you listen to fall into the tiny sliver of acknowledgment. A substantial following can usually not be secured without a record deal, and these deals are not easy to come by. So conse quently, most artists stay in obscurity.

In the past, many potential perform ers understood that these odds were a serious constraint. They realized that without the advertising and pub licity of large record companies, they would have a slim chance of getting radio time and therefore would have no hope of leading a successful mu sical career. This certainly is a miser able truth, but luckily, it is changing.

“As far as quality of music goes I’d say [our local musi cians] are just as good if not better than anything on the radio.” Taylor O’Hagan, a junior at Dover high School tells me. O’Hagan has been interested in the music in his community for several years, and feels that it has something to offer that mainstream music does not. “Music is an artform where you learn about the places that these bands and musicians come from. Lo cal music is important be cause it says alot about the area that [it originates in.]” This feeling of pride about our local music scene is not uncommon. There is music being played in our area and it is being embraced by the community.

A method that our community has used to give back to performers has been the implementation of micro-venues. These venues, com monly called “house concerts” are held at a home in our area and “are an opportunity for a lot of folks in our community to come out and reach people that they normally wouldn’t.” says Nani O’Keefe. O’Keefe and her husband, Mike Morrison, wanted to improve the quality of the musicians that came through music in their community was lacking, so they decided to host house concerts.

“When people come here and experience [a band] in such an intimate way, they bond and connect with them and they sense that they are participating in the success of that band.” says Morrison. To be able to talk to the musicians after the show on a personal and human level is incredibly powerful.

Just like O’Hagan, increasing numbers of people are seeing how easy and important it is to give local musicians attention, even if it is simply because they share the same zip code. “the importance of local music is primarily focused around showcasing the creativity of the local populace.” Says Max Harris, a member of the local band, Harsh Armadillo. “There is an incredible wealth of music being created right under our noses [because] every band out there was a ‘local’ band at one point.”

Harsh Armadillo has been a spectacle of the community for several years. With one album out, they have successfully toured much of New England. One of the many venues they have played is The Stone Church, in Newmarket. The Stone Church has been supporting local musicians for decades and has been encouraging the community to be proud of these local artists. The former co-owner and now writer, Chris Hislop, feels that we should take pride in our communities music. “Rather than take this area for granted, we need to embrace it. We need to take pride in [our communities music] and foster it, because the quality of music in our scene is unlike anything i have found.” A freelance writer for over a decade, Hislop has written for The Spotlight, The Phoenix and Wired, often publishing articles about music in New England. “It’s truly extraordinary. I have spent the last 12 years of my life trying to capture it, and it is really hard.”

Music is an indicator of the regions culture, and being able to identify with where you live is important. Having pride in local artists is important, but these musicians will only be there if they receive attention. Listening to bands in your area, going to house concerts and generally supporting your local music scene will help build the region’s identity and keep the community alive and diverse.

“In times of merriment and in times of sadness there is always a song for it. And if it’s from the home grown local band, it’s a lot more meaningful.” Graff states, “It’s from your area, it’s about your area, and you can connect with that.”

According to “The Number of Teens Reading for Fun Keeps Declin ing” in Time magazine, only 18% of teenage boys say they read daily, and that number is scarcely higher for girls, only 30%. To someone who grew up reading, or to a literature teacher, these numbers are quite frightening, but hardly a shock. In the age of informa tion, our entertainment comes from our phones, not from the pages of a book. The appreciation for literature in teens isn’t as strong as it used to be, but is it as strong as it should be?

As a teenager, the idea that some one doesn’t want to spend their free time reading isn’t unfathomable. After school, the few precious hours some have before homework or work might be spent playing a sport, watching Net flix, or grabbing a bite to eat with their friends. But suppose you chose to take a step back from what the normal teen age routine is, and pick up a book from the shelf of novels in your living room. You might be surprised at what you can find.

How Does Reading Help Us Learn?

Since the invention of the written word, some 9,000 years ago, literature has been changing the way we see the world, culture, and ourselves. The way of learning through literature, fic tional or nonfictional, is a beautiful and unique thing. Historically speaking, literature helps us not only understand the chronological events of a moment, but “it can [also] embellish, it can inten sify, it can nuance a given representa tion of reality: fictional or otherwise,”

explains Reginald Wilburn, an English Professor at the University of New Hampshire. The wide range of emo tions, and the actions of humans which are displayed through writing can give insights and details which otherwise would not be noted in many historical texts.

There are a wide variety of courses at Oyster River which allow for stu dents to understand history through new lenses, particularly American Studies, and American Literature I and II. American Studies takes a thematic approach to history, weaving in fiction and nonfiction readings for students to gain a better understanding of their country’s history. “All of these [dis ciplines] offer windows into people’s perceptions of what goes on during the course of our collective history. And so literature is essential because a person [who’s] writing it is trying to capture some piece of how either a piece of leg islation or a movement or an individ ual impacted American society, and they’re going to do that in a way that is far more intimate,” says OR American Studies teacher, Dave Hawley.

In short, fictional stories which take place throughout history opens doors for students to fully comprehend not only what happened, but how a person might have felt, or how they might have reacted to different situations in histo ry. It allows us to see history through a holistic lense, rather than from one textbook.

How Does Reading Teach Us Critical Thinking?

Reading can also teach us how to be better thinkers. “If you train yourself

through reading to be a meticulous and careful reader and an observer of nu ances all those skills are transferable for a doctor, for a surgeon, for a lawyer,” ex plains Wilburn. “My fear is if we don’t place a premium on those activities and reading it stands to reason that those same skill sets will be lost.” If we don’t learn how to interpret, think, and dis sect a text, we lose out on a very valu able skill set which we need to transfer over the our professions when we leave school. It also teaches us to approach issues from all angles, while allowing room for thought and opinion.

How Does Reading Teach Us About the Human Condition?

Reading isn’t strictly for historical and academic purposes. Authors like Kurt Vonnegut, Leo Tolstoy, or Henry Thoreau weren’t writing to interpret history, they were writing to analyze and understand society, and the hu man condition. “I think I understand literature now as not only a passport to freedom, but a visa for seeing the world anew, for daring to imagine. I tell my students all the time: the solu tions for our contemporary problems will be solved by those who can dare to imagine outside of the box, even as they can think within it,” says Wilburn. To read works of literature which call into question the way we live, or the way we treat others forces us to look critically at our lives and our world. In its es sence, reading is about the relationship between oneself and the world around around them.

Emily Croot (‘15) explains that she learned a lot about social interaction from reading: “When I was younger,

I didn’t fit in with a lot of oth er kids because I was very shy and introverted,” she shares. “I didn’t know how to interact with all the other kids. When I learned to read, part of the awkwardness faded away and I learned about new characters and how they struggled. When I read I felt more confident about myself and I learned how to handle new situations. With out reading I would not have gained that confidence both in and out of the classroom.”

How Does Reading Help Our Minds?

Last but not least, reading can teach us just to appreciate a good story. The human imagi nation is endless, and literature is evidence of this. Reading will stretch our imaginations in ways that watching a mov ie may not. “[Literature] is a jump in imagination that you won’t get on television or in the movies, because they create the picture for you, whereas in reading you create the picture,” explains ORHS English teacher John Monahan.

You don’t have to want to learn about the Civil War, or theorize

the human existence to pick up a book. Not every word has to be analyzed, and you don’t have to find the hidden mean ing behind the text. Sometimes all it takes is a cup of tea and a great story to unwind from the day. “I think part of it is learn ing to be with yourself. You’re not going to get an instant message popping up, you’re not going to share it with your friends, it really is time spent in your head, with yourself, re flecting on things,” says Kathy Pearce, a librarian at ORHS. Sociologically, time spent with oneself and self reflection is extremely important for peo ple of all ages to develop, ex plains ORHS teacher Pamela Raiford, who teaches sociology. “If we’re constantly interacting with things in our head, we don’t have space for thinking. And so I think reading fills in [the space] in your head, and it gives you the opportunity to have a dialogue internally with the material, and get you to think. It sets a direction which is not there if it is just with your thoughts,” says Raiford.

Our days are filled with non stop stimulus, leaving us little time to remember to be in the moment. Reading can fulfill

this, it teaches us to focus in on one thing, allowing us to live presently, instead of letting our minds wander and worry. “A good book is just fuel for thinking, and it slows down the pace. One of the things that scares me about our soci ety is that we’re constantly dis tracted, constantly shifting our focus, and there’s no slowing down and spending time with an idea. Which I think can hap pen with a great book,” Raiford says.

Poetry, short stories, dense novels, or something in be tween: it doesn’t matter the medium in which literature comes, what’s important is that you’re reading. “I don’t think I would have developed as much as a person if I didn’t read,” shares Raiford. Every time we read, we open new doors and new opportunities to think and experience the world in a new way. As William Styron says: “A great book should leave you with many experiences, and slightly exhausted at the end. You live several times while reading.”

You Owe it to Yourself Take a Gap Year

“Where do you want to go to college? What do you want to study?” These are some [frequently] asked questions that juniors and seniors in high school often hear from their parents, teachers, counselors, peers and relatives. At times it may sound like a broken record. For me, it’s a constant reminder that I have no idea where I want to go to school or what I want to study, which is a very intimidating thought. Many students also feel this way, so my question is: why rush?

After high school we deserve a break. We’ve been going to school for 12 long years! I think most students should take the time to ex plore their interests, follow their passion, and/or travel the world. When else are you going to be eighteen with no responsibilities like mortgage payments, kids, or a job? The answer is never, so get out there and explore the world that we live in. A perfect way to do this is by taking a gap year.

A gap year between high school and college can be beneficial, if used correctly. “Taking a year off and hanging out on your par ent’s couch is not a gap year,” says Heather Machanoff, the head of ORHS’s counseling office. “A gap year is a time between high school and college where a student has an organized plan to travel, explore, volunteer, and work, usually through a structured program,” says Machanoff. According to usagapyearfairs.org, students who take time off after high school arrive at college more mature and more absorbed in their education going forward. They are also experts at adapting to change, which is a huge part of going off to college and entering the “real world.”

Tom Gehling, who graduated from Oyster River in 2012, spent about six months in Chilean Patagonia through a program called NOLS (National Outdoor Leadership School). Gehling spent his time hiking, climbing, paddling, and learning skills like leadership, farming, and mountaineering. “I learned a lot about myself: how I think, how I deal with challenges and what makes me happy. It gave me a dose of reality and humility. The uncertainties I faced in Chile makes the challenges of college seem like nothing,” describes Gehling. Gehling was accepted and committed to the University of Vermont his junior year of high school and deferred his freshman

year of college to go to Patagonia where he had the experience of a lifetime.

Another Oyster River graduate, Amalie Svanholm, class of 2013, took a gap year in Africa. “I went to Tanzania for three months. I vol unteered with a program called Gap Medics, which is for students who are interested in becoming doctors. The main reason I took a year off was because I knew I wanted to do something in the medical field, but I didn’t want to go to college and waste a lot of money be fore I was sure on what my major would be,” says Svanholm. Svan holm is now attending MCPHS (Massachusetts College of Pharmacy and Health Sciences) University in Boston as a pre-med student and says she is “so incredibly happy” that she took a gap year. She was able to see how hospitals run, in Africa at least, and get an idea of what it is like to be a doctor. “I was also exposed to an incredibly dif ferent and life changing culture while I was there. The people I met were amazing and ended up impacting my life greatly,” she adds.

There are many teachers at Oyster River who encourage their stu dents to take gap years, especially if they are unsure about what they want to study, or where they want to go. One of them is Brian Zottoli, a social studies teacher. “A gap year is an experience where you can investigate your interests and explore. Going from high school to college is a major transition and it can be very overwhelming to be on your own. It can be tough having to deal with time management

Gehling sea kyaking in Chilean Patagonia. Photo Credit: Tom G ehling.

Svanholm holding a newborn baby that she helped birth during her trip in Tanzania.

Photo Credit: Amalie Svanholm.

and responsibilities that you never had in high school. Gap years can help students tremendously with this big transition,” explains Zottoli. “Honestly, I wish I had taken a gap year between high school and college,” he adds.

By taking a gap year, you also have the advantage of polishing your resumé. Colleges and work places love to hear about interest ing experiences that you have had. It shows that you have leadership skills, adapt to change and can work with people much more easily due to your experience.

Justin Moore, an ORHS senior says he plans on taking a gap year after he graduates. “I’ve been going to school my entire life and I think it’s necessary to take a break and figure out what I really want to do,” says Moore.

Usagapyearfairs.org also states that many colleges including Har vard, Princeton, and UNC, highly encourage incoming students to defer a year to travel and explore. These colleges also offer schol arships and fellowships to students who have taken a gap year. On the website, William Fitsimmons, Dean of Admissions and Financial Aid at Harvard is quoted as saying: “Normally a total of about fifty to seventy students defer (Harvard) college until the next year. The results have been uniformly positive. Harvard’s overall graduation rate of 98% is among the highest in the nation, perhaps in part be cause so many students take time off.”

A gap year doesn’t necessarily mean you have to leave the country for it to be beneficial. After high school is also a good op portunity to follow your passions and master your talents. Amanda Souvannaseng, alum of 2014, graduated last year with the full inten tion of going to Suffolk University in Boston, MA. Souvannaseng has always had a passion for art and it was something she always had a talent for. “Once I met my roommates in my off campus apartment, I realized they were all following their dreams and passions and made me second guess my decision on being a global business/marketing major. I soon decided on deferring a semester from Suffolk to focus more on my passion for art. I figured my talent for art could take me places before I blew 20 thousand dollars on an education that I didn’t even know if I wanted,” says Souvannaseng. “I’ve met the most won derful and beautiful people here in Boston. They’ve pushed me to follow my dreams and they support my art 100%. I’ve been offered many jobs for my art and decided to withdraw my acceptance to Suf folk and instead apply to Massachusetts College of Art and Design.”

When kids propose the idea of taking a gap year, their parents are sometimes worried that once their son/daughter veers off the aca demic path of going straight to college, that they won’t go back. But to prevent this from happening is very easy. You can simply apply to the college you want and then defer for a year, like Gehling did before heading to Patagonia.

Taking a gap year and figuring out your interest and what you want to study at college will also save you money in the long run. “I strongly advise students to take a gap year. I have many friends who are in their second and third years of college and

are still undecided and that seems silly to me, since they are paying $40,000 a year,” says Svanholm.

Gap years are learning experiences and are about finding your self along with finding what might interest you for a career. Don’t take a gap year because you don’t know what else to do, because your parents say you should, or because you don’t like school. Do it because it’s something that you really want to do! “Don’t rush to school because someone is telling you to. You have your whole life to pick a trade, no need to jump in blind. Get out of the U.S. And see what’s good in the world, not just our privileged little bubble that we live in,” says Gehling.

“I recommend a gap year to everyone. I think the society we grow up in is all about college prep. When you don’t go right to college after high school, people seem to jump to conclusion about you, but my advice is: don’t rush it. Make choices that are based off your happiness. University is always going to be there. Don’t waste your time and money to go through the motions of getting a degree in something that you are unsure about. Take chances while you are young. Life isn’t about how much money you’ll make, it’s about finding a lifestyle that suits you and makes you happy,” says Sou vannaseng.

Jake Garner Circulation Manager

Fed Up The latest food industry exposay

Fed Up

Essentially if you eat food in America you should watch

Last May, the dream team of award winning journalist Katie Couric and director Stephanie Soechtig released the new est of big food industry documentaries Fed Up. This documentary is an investigation into how America’s food industry may be the ones who should be held accountable for the many health issues America is facing today. Through a display of amusing graphics, frightening statistics and profiles on what it’s like being an obese person trying to lose weight in this country, the film unveils the naked truth of the food industry. Calling itself the “film the food industry doesn’t want you to see.”

The controversial topic the film discusses obesity in America. Fed Up ’s reasoning behind the issue is that the food in dustry and the government together have turned the nation’s food supply into shelves and shelves of items that are harmful to our health. And because of such strong marketing made by these com panies it has become nearly impossible to decipher what foods are healthy and what foods are unhealthy. According to Fed Up every thing we’ve been told about food and diet for the last thirty years is wrong. Fed Up explains that it is not in the government’s or the food corporation’s best interest to look out for the public’s health.

Although this film knownness is lacking at Oyster River High School all sources used which include Jewelia Durant, Ken non Casper, Colin Runk and Isabella Saputo have viewed the mov ie.

“If someone asked me why they should watch the film I would tell them that it could add years to their life. Even simply replacing one can of soda with a glass of water could save you around 40 grams of unnecessary sugar,” says junior Jewelia Du rant.

Fed Up calls out the sugar industry and kills the common belief that all calories are the same. It explores the concept that most people are told that in order to lose weight they must exercise and eat healthy, but neglect to be informed that the environment and marketing around the food industry today is a tornado that engulfs you in nothing but choices that seem, but aren’t actually healthy.

“I think the most alarming issue is the involvement of the US Government with the food and sugar corporations lying to the public. The government overtly puts the interests of corporations over public health.” says junior Bella Saputo.

This issue being the main focus of the film, the depth of the issue of the US Government’s involvement with big businesses specifically in the sugar industry is completely unveiled. “It’s pretty scary that when I look at the ingredients list of most of the foods I eat I have no idea what any of them are,” says junior Colin Runk.

Through a collection of interviews with doctors, nutrition ists, food corporation CEO’s and government officials, Fed Up has a strong case to uphold their argument. With interviews from people like Bill Clinton and senator Bill Harken, Fed Up provides strictly the truth about what’s really going on in our food industry.

The film is easy to follow and the setup is very structured. It is like solving a mystery and stopping to explain all the points of why you think this person is the one who committed the crime. Due to the structured of the film they were able to put in a lot of information into it, making it so you really see the snowball effect of this issue.

While the stats and interviews will put you into a place of terror, the profiling that is done in the film really cements how deep and troubling this issue is. Throughout the film many families are pro filed specifically the adolescents. These profiles take you through the day to day of these families, what they eat, Doctor visits and their opinions on why their family struggles with obesity and what it means to be obese. It’s one thing to see a fact with graphics and

visual elements that really enhance the issue, but it’s another thing when you watch the struggle of a family or young child battling for their life.

“The film as a whole is very engag ing. Every scene was something new, alarm ing and informative and all the information was displayed very well.” says junior Kennon Casper.

Many people have seen Super Size Me, the documentary that was the exposay of the fast food industry well Fed Up is the exposay of the food industry as a whole. This film is not made for a genre of people, it is made to be watched by anyone who eats food in America. And it should be viewed because it will change the way you look at food forever.

All facts taken from FedUp.com and the film Fed Up.

Sample Title

Since fashion has been around, there has been a precedent set for women for how they are supposed to dress. Even as style has changed with the times, women’s bodies are still seen as “sexual” when over-exposed, whereas when a man is exposed it doesn’t seem to be an issue. Women in modern society being shamed for wearing revealing outfits while it’s seen as acceptable for men to do so is a double standard.

“One day in 8th grade I was wearing a thick strap tank top, it was at the end of the year and it was wicked hot out, and my social studies teacher pulled me out of the classroom because my bra strap had slipped down. He told me it was inappropriate and that I needed to put on a sweatshirt, or I would be sent home.” Jeffrey was not wearing anything low cut or too tight, but being able to see the strap of her bra was apparently breaking the dress code.

Young boys are rarely targeted for their clothing choices because women do not sexualize a man’s exposed shoulders as men do to women. Had Jeffrey been wearing a top that emphasized cleavage or shorts that came up too high on her legs, it may have warranted a warning about her clothing choices. It is not a secret that teenage girls wear bras, but they are made to feel like it is supposed to be.

Situations like these make girls in school particularly uncomfortable, especially when a male administrator has to speak with them about the issue. The fact is that most boys in high school, especially in the Oyster River commu nity, have a little more respect for girls than they are given credit for. “I know I’ve never been distracted by what the dress code attempts to cover up, for lack of a better term. The dress code says that girls cannot wear tank tops but it isn’t distracting to see a girl’s shoulders, and I personal ly don’t understand how it could be,” said Keenan Grove (‘15).

Young women in grade schools are being forced to com ply with strict dress codes such as no shorts or tank tops, and the reason behind those rules is that it may “distract the boys.” Stephanie Clark, a Berwick Academy student, is often frustrated with her school’s dress code. “It will be a 90 degree day and we still have to wear button-ups and knee length skirts and things like that because it doesn’t really matter what the weather is, it only matters that we dress in an appropriate way according to the code,” she said.

“The bottom line is you can’t have bra straps, spaghet ti straps, strapless, midriffs need to be covered all the way around, so back midriffs count as well. Clothing needs to cover everything in an appropriate way, or in a way that isn’t distracting, because we are here for education,” said Kim Cassamas, guidance director at Oyster River. It is defi nitely understandable for administrators and parents to re quire kids to cover up while at school, but it shouldn’t be for the reason that boys in the school might be distracted. Ad ministrators, older generations, and men in particular, need to stop sexualizing the female form in a day-to-day setting.

Some schools, middle schools and private high schools in particular, have decided on strict dress codes. These usual ly include rules such as no clothing can be worn that shows any type of underwear, usually meaning bra straps. Senior Fran Jeffrey transferred to Oyster River for her sophomore year of high school. In her old school, she was talked to about her “infraction on the dress code.”

Sexualizing the female body, especially those in grade lev el school, is incredibly inappropriate. “The over-sexualiza tion of women and girls is detrimental to society. It teaches us from a young age that the most important thing about ourselves is our appearance. As a result, we spend so much time worrying about how we look. Often times when wom en are sexualized they are also objectified. There are women being compared to cars or [other] items, just another thing for a man to [obtain],” said Sophie Webb (‘15).

While ORHS does not have a very strict dress code, many schools in the area do. Berwick Academy does not allow leggings or yoga pants on school days. Girls are not allowed to wear denim or skirts or shorts that are shorter than 4 inches above the knee. No tank tops whatsoever. Failure to comply with the dress code results in automatic detention, without warnings, even if it is the smallest infraction. Girls are the ones being victimized in these kinds of situations based on the fact that men think if a woman is wearing a tank top, it is too “distracting.” Girls should not have to dress in any certain way because they feel they might be sexually objectified by the men in their surroundings.

Zephyr Jaeger News Editor

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