The Milton Paper APRIL 13th, 2018
VOL. 35 NO. 15
MILTON’S INDEPENDENT WEEKLY STUDENT NEWSPAPER
Opinion
“Thicc” Surprisingly Underrepresented
News
Campus Additions and Renovations
By EMMA JAMES '18 A dance themed around the Body Positivity movement was presented at Winter Dance Concert in March, before spring break. There circulated conversation surrounding the casting of the dancers. “Body positivity.” It seems painfully simple. Just love yourself and your body, right? I thought so too, until a recent display on behalf of the cause failed to demonstrate the wide range of bodies for which it claimed to advocate. Body positivity is as visual as it is emotional. As the stereotypes about “teenage girls” go, I too have obsessed about my stomach, shoulders, the lines that show I’ve grown, the fit of my clothes, and even the softest thud of my step. I’ve spent hours criticizing my dysmorphic reflection in the mirror, days in slumps of dissatisfaction with how I look, weeks on diets that only ever end in “failure” because my body can’t possibly reach those numbers anyway. I know these fears, resentments, and wants are all irrational, and yet my typically pragmatic brain can’t let go. So pardon my directness when I say that I was blatantly insulted by what I saw onstage. The song was written perfectly and performed even better, the choreography was insightful, the costumes powerful… the bodies themselves were, in my eyes, homogeneous. Trying to recite to myself the aphorisms of body positivity while looking at the same bodies normalized across Instagram and the tabloids… it’s more than a little frustrating. The responsibility that comes with spreading awareness extends further than a disclaimer on a pamphlet as an afterthought, especially when the resources to address the confusion are within reach. To put it bluntly, you casted a dozen skinny girls with average height and general white-passing skin tones.
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Image courtesy of Milton Academy By JIMMY DELANO '18 Milton Academy’s most recent master plan, endorsed by the Board of Trustees in 2015, includes significant additions and upgrades to facilities over the next several years. Ms. Vanderbilt-Brown, Milton’s CFOO and the project’s leader, outlined for The Milton Paper the most recent version of this approximately $40 million plan. Starting this summer, the school will begin by adding a turf field, upgrading the infrastructure in Ware Hall, and expanding the computer programming department’s space. This new multi-sport turf field will go where the current Voses Lane field exists today. According to Mr. Reddicks and Ms. Carr, Milton and St. George’s are the last two ISL schools without at least one turf field, and St. George’s is also building a turf field this summer. Ware Hall will also be upgraded with a central elevator as well as heating and cooling systems for each classroom. Finally, in response to heightened interest in computer science, the programming department will take over half of the AMC’s basement next year. This change will involve adding classroom space, unifying the robotics labs with classrooms and offices, and creating a lounge—a new workspace for programmers. Over the summer of 2019, Milton plans
to upgrade the Student Center and improve the Middle School areas in Ware Hall. As displayed in the mock images on page 3, the proposed addition to the Student Center would add an outdoor patio area and fill in the area where the path to the bookstore currently lies. Additionally, Ware Hall’s improvements will support the Middle School program by enhancing and relocating certain spaces, starting with the 6th grade science classroom and the skills and counseling centers. Milton also plans to update the performance capabilities of the Thatcher assembly and performance space. Thereafter, Milton envisions a renovated library and Skills Center, new spaces for the computer programming and math departments, and more improvements to Ware Hall and the AMC. The timeline for this next set of changes has not been finalized; however, Vanderbilt-Brown indicated that current freshman may be around to see some of these projects come to fruition. Eventually, Wigg Hall will house the library; bookshelves and study areas will fill the bottom floor—currently where the locker area, mailboxes, faculty lounge, and classics exist—and the second floor. The large wall where a projector can cast video in Wigg Hall will become an office space that overlooks the library. History classrooms will reside primarily
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Inside This Issue Earth Month Pledges pg. 4|| What's Going On? pg. 7|| Finding Comfort As a Girl in Stem pg. 11
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The Milton Paper The 35th Editorial Board Editors-in-Chief Managing Editor Editor at Large Opinion Manager News Managers Senior Editors Website Editor Layout Editor
Navpreet Sekhon and Rachel Handler Nihal Raman Jonah Garnick Aditya Gandhi James DeLano and Emma James Edward Moreta and Alex Millard Coalter Palmer Zoë Camaya & Victoire Legrand
A&E Editor Elizabeth Foster
Opinion Editor Molly Wilson
Faculty Sponsor Lisa Baker
Humor Editor Jake Griffin
Sports Editors Thomas Elliott James Oh
Associate Editors Pierce Wilson Natasha Roy Rishi Dhir
News
Opinion
Abby Walker Evita Thadhani Lyndsey Mugford Sarah Alkhafaji Brendan Hegarty Susan Urstadt Hana Widerman Nathan Smith Sarah Palmer Max Litvak Cece Zinny Charlotte Kane Eliza Dunn Louise Goldenberg Oscar Burnes Jennifer Chen
Celena Eccleston Serena Fernandopulle Vivian Soong Willa DuBois William Kim Jessica Kim Drew Bartkus Bodhi Becker Katarina Stephan Olayeni Oladipo Maggie Shields Christian Westphal Eva Westphal Ella O'Hanlon Emma Bradley Jana Amin Kathryn Fernandopulle Kayla Mathieu Madeline Fitzgibbon Maya Bokari Nikhil Pande Elena Viciera
A&E Madison Lynch Maggie Adedamola Hannah Hachamovitch Jane Yang Jennifer Lim Calvin Cheong Grace Li Grace Vainisi
Humor
Janelle Davis Lyndsey Mugford Drew Bartkus Nate Jean-Baptiste Abby Foster
Columnists Malia Chung Jessica Wang
Sports Kendelle Grubbs Liam Kennedy James Oh Sophia Li Katherine McDonough Antoine Wiley Eliot Miailhe Luke Monnich Lily Wright Zacary Omar
Milton’s Independent Weekly Student Newspaper “A Forum for Discussion and Thought” Founded 1979 • Publishing Weekly Since 1983 Founders David Roth • Mark Denneen The Milton Paper is an independent, student-produced publication. It does not necessarily represent the views of the students, faculty, administration, or Milton Academy itself. Please do not copy or reproduce without permission. Letters Policy: The Milton Paper gladly accepts letters from anyone who sends them. We do not promise to publish any or all letters, and we retain the rights to edit letters for content, length, and clarity. We will not publish anonymous letters. If inclined, please take the opportunity to write to us. Send letters by mail (Letters to the Editor, The Milton Paper, Milton Academy, 170 Centre Street, Milton, MA 02186), by email (TheMiltonPaper34@gmail.com), or by personal delivery to our office Warren 304.
Editorial Increase Student Autonomy
The seniors of Milton Academy are in the midst of senior spring. Soon, on Thursday, April 19, they will be heading out on their school-sanctioned and school-planned “Senior Skip Day.” And, on an indeterminate date, they will carry out their “Senior Prank,” which will have been pre-approved by the school-organized Senior Prank Committee. At a time when most seniors have turned eighteen, are into college, and are supposed to be enjoying senior spring to the fullest before they graduate, these instances showcase just a few of many, many ways in which the school oversteps its power and infringes upon student life. We on The Milton Paper value our independence from the administration. We are student-run and free of censorship for the most part. Of course, this lack of censorship comes with a certain trust that the administration and faculty place in us; we must be responsible, and we must not abuse our power. These limitations prove fair and easy to follow, and the benefits of being independent far outweigh any inconvenience we might encounter in making sure to not publish any inappropriate or insensitive material. We have the ability to take risks, to venture into unconventional territory. Yet TMP serves as a rare example of student autonomy, surrounded by countless examples—like the aforementioned “Senior Skip Day” and “Senior Prank”—where students face unnecessary and burdensome restrictions. As is the case with the expectations to which the school holds TMP accountable despite its independence, certain regulations must exist in order to protect students, and we write this editorial in full understanding of that fact. Nonetheless, many regulations which are currently in place do no more than restrict the student body, treating us as if we have the undeveloped maturity-levels of elementary schoolers. Issues arise in a range of areas, from Senior Prank and Skip Day to the rigid structure for freshmen, especially boarders, whose weekdays the Student Handbook practically sets in stone by having them rush from assembly to class to activities to sports to dinner to study hall to bed with not much time to spare. These rules cease to function as ways to guide and protect students, becoming instead imposing structures on students’ lives. After all, seniors have the ability to plan their own prank, and freshmen boarders can complete their homework without having their days planned for them. And if either of these parties fails to do so, then that specific senior class or that specific freshman can and should have their rights limited or watched. Not everyone, however, needs to suffer for what a few may have done in the past. Restrictions similar to the ones mentioned in this editorial prove to be more than just annoyances. Rather, they hinder spontaneity and even censor students. Further, when students leave for college, they will have a harder time adapting to the sudden abundance of unregulated free time. Most importantly, these unnecessary restrictions and formalities push students away from taking risks, and they often restrict the way students want to express themselves and use their time. So, we should begin to learn how to handle ourselves on our own now, as high-schoolers, instead of having it be completely new and unfamiliar as college students. Milton should not only prepare us as students, but also as people. With some rule changes and unorganized time, students will be able to learn how to manage time at a younger age, and have spurts of creativity to foster a more risk-taking and lively environment. •
Campus Renovations
News
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on the third floor, with a select few still on the second floor. The math and computer programming departments will then move into what is currently Cox Library. This new building will include an assembly space as well as a Pritzker-esque, all-glass walkway from the Ware Quad to the Kellner Quad. Additionally, a new assembly space will be created in the lower level of the AMC to help replace the assembly space lost by moving the library to Wigg Hall. As Vanderbilt-Brown described, this whole project is an “iterative process” or a “domino plan” intended to be “inclusive,” “efficient,” and “sustainable.” Milton intends to focus on the next two summers, as the projects in the “thereafter” category are still in the conceptual stage— meaning that the plans are just
construction. Milton also contracted ARC (Architectural Resources Cambridge), a well-known architectural firm. Both firms have significant experience working on projects with independent schools. “We are using the discussion format you see in your classes every day to make sure we get to the best possible designs that will benefit the Milton students of today as well as those in the future,” Vanderbilt-Brown noted. This process incorporates feedback regarding how the faculty want to teach in the future based on how they see students learning today and how those ideas could evolve in the future. In a similar manner, students will be able to voice their positive and negative reactions to help Milton finalize the Student Center
Image courtesy of Milton Academy ideas now and will likely be revised. This timeline will ensure that no departments move into temporary facilities,
expansion. As mentioned in the introduction, this plan will cost the school approxi-
Image courtesy of Milton Academy saving Milton money and space. The impending projects currently stand in the “schematic” stage which involves identifying and detailing where departments will go. Milton hired a firm named CSL consulting in 2016 to serve as the project manager and assist in moving ideas from the conceptual stage, through the schematic and detailed stages, and into
mately ~$40 million dollars. Milton’s current $175 million capital campaign, headlined by its focus on financial aid and teachers’ salaries, will also support a meaningful portion of the renovations. Vanderbilt-Brown did not expect that tuition would rise because of the facilities project. •
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Sustainability Board Expands Earth Month Pledges By ABBY FOSTER '19 This year, Milton’s Sustainability Board added three new options to the list of pledges students can sign up for. These pledges, mainly focused on students’ eating habits, are in observance of Earth Month, which is celebrating its 48th anniversary this year. Founded in 1970 by Fredonia High School freshman Brad Follett, Earth Month is now a widely celebrated event that aims to spread awareness of issues threatening the environment. This year’s theme is “Plastic Pollution,” which is also the theme of the coming Earth Day. Milton’s manner of observing Earth Month focuses on the lifestyle changes that individual students can make to have an impact on the environment. For the past two years, the Sustainability Board has offered pledges that students can sign up for which will hold them to better dining habits. Last year, the board only offered four pledges: ‘Meatless Mondays,’ ‘No Red Meat,’ ‘Vegetarian,’ and ‘Vegan.’ This year, they added three new pledges—a ‘Pescetarian’ pledge, a ‘No Disposable Bottles’ pledge, and a ‘No Paper Plates or Plastic Utensils’ pledge— as well as renaming the ‘No Red Meat’ pledge to the ‘Poultry’ pledge. Additionally, the Board has added the option to pledge for one, two, or three weeks, instead of making students commit for the whole month. In the email that contained sign-ups for the pledges, the board wrote that while they “encourage” committing for the whole month, they understand if students cannot. Moreover, the board wrote that “any small contributions can help raise awareness and lower Milton's environmental impact.” The pledges, however, are not for only the benefit of the school; the Sustainability Board also wants to focus on the personal impact that changing your diet can make. Pierce Wilson ’19, one of the heads of the Board, said that the pledges are a “great opportunity to try out lifestyle changes… if you cut out red meat from your diet for one week, that would be great.” Wilson also shared his own personal attachment to the pledges, saying, “the first time I was a vegetarian, I tried it out. I was actually doing a Sustainability Board pledge.” Although few people participate in the pledges, there doesn’t seem to be anyone who’s strongly opposed. Most students seem indifferent—they aren’t against the pledges, but they don’t care enough to participate. One junior said that she already limits her impact on the environment, so she doesn’t see the point in signing up. On the other hand, a different student said that she only signed up the pledges that encourage a habit she already has, just to
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News Elevator Failure Highlights Campus’s Ongoing Lack of Accessibility
Image courtesy of Open Property Group By CHARLOTTE KANE '19 With countless staircases, a sprawled layout, and hills, Milton’s campus seems like the epitome of an inaccessible place. Nick Parnell, Director of Facilities, countered this notion by explaining that “most building on campus, such as the AMC, Cox, and Pritzker have elevators,” making them readily accessible. However, Milton still has work to do before we can call our campus truly accessible. Erin Brady ’19, a student with a walking disability, explained that the elevator to her English class on the fourth floor of Warren has been “completely shut down since before spring break” and “working poorly since the first day [she] started using it,” inhibiting her ability to get to class. “For months, it would start going up before the doors closed and stop midfloor until it eventually got stuck and dropped in the shaft,” forcing Erin to report the problem to Facilities. Fixing this process has taken Facilities months. Parnell explained that they’ve had difficulty fixing it because many of the parts are old and difficult to find. They’ve had to spend extra money, work longer hours, and nearly replace the entire elevator. Facilities assures that it will be running again in a few weeks. Although our campus has some accessible features, Brady explained that, since Kindergarten, she “can’t remember many changes” the school has made to “create a more handicap-friendly environment.” She suggested that Milton should “consult specialists who work to improve accessibility” and create relatively inexpensive yet effective additions to more buildings, such as ramps for stairs and doors with electronic opening capabilities. Most obstacles for people with disabilities come from simple oversights in
design, and these specialists could help Facilities pinpoint them. Milton does not have to follow the same standards that government-run buildings, such as public schools, have to, yet Parnell explained that Facilities considers accessibility in every largescale project it undertakes, such as the upcoming Ware Hall renovations. This summer, in addition to renovations, construction will begin on a long-awaited elevator in Ware, and Parnell hopes to have it done by this fall. However, if they don’t finish the elevator shaft during the summer, construction crews cannot work on the project when school restarts, an issue which could push the project’s finish to fall 2019; if they finish it, they can work within the shaft and build the elevator while students go to school. Other long-term plans include making Straus accessible and adding elevators to the six dorms which do not already have one. Simply put, Brady asserted that “more than half of the elevators should work” in a school that has “great after school assistance for students for learning disabilities or athletes who break a leg.” Although the situation is not perfect, she said that “facility members come to me all the time trying to help make my time at Milton a great experience.” Brady explained that every person at Milton can make our community a more welcoming place for people with disabilities. She said that many people here “don’t recognize those with disabilities as a minority worthy of integration;” this problem comes mostly from the physically disabled or handicapped population’s small size and a “failure to recognize the issue exists.” Students and faculty can respond to problems people with disabilities face by simply taking note of how their own ability helps them every day. •
Skating Party Raises Safety Concerns By ADIZA ALASA '19 SAA runs many weekend events both on and off campus that allows students to enjoy time with friends after stressful school weeks. For the past six years, one of the most well-attended events is the Skating Party. Taking place Saturday nights two to three times a year, students enjoy the excitement of the Skating Party. However, this activity inherently presents a greater risk of injury than most other weekend activities on campus. Part of SAA’s goal is to make their activities easily accessible to students. In order to achieving this, SAA prepares for this event by renting mass amounts of skates in all sizes and providing them for students for the evening. As students are only required to bring a hat to skate, many wonder how much protection a hat is going to give someone who falls and knocks their head on the ice. Frankly, it’s no secret that the hats aren’t much protection. This trivial requirement was established prior to the start of weekend skating parties. The idea is to add a layer of protection between a skater’s head and the ice in the event of a fall. Senior SAA member Sophie Clivio ’18 suggested that “having students wear hats gives them a sense of protection, as well as serving as a reminder that skating can be dangerous and their heads potentially could get hurt if they fall.” Of course, helmets offer much more protection for skaters, but requiring skaters to wear helmets for skating parties further creates a major accessibility issue. Clivio said that even the lenient requirement of hats has been a deterrent for some students at skating parties. She explained how “I’ve been [at the rink] and told students ‘I need you need to go get a hat.’” “They just don’t come back,” she said. Mandating that students wear helmets would make it difficult for most students to skate, especially boarders who are unlikely to have helmets in their dorms. A helmet rule would also lead to the sharing of helmets that could raise concerns about hygiene and improper fits. Logistically, it would be nearly impossible to provide helmets for students to borrow at these skating parties. The SAA budget for activities goes beyond just weekend activities. It has to be divided among other popular events such as Prom and Boat Dance. Additionally, SAA has to try to satisfy the high demand for food at as many events as possible, which is quite costly. “Students don’t like activities without food … We have an amazing budget, but what we have can’t meet the student demand. Students don’t understand that [SAA’s budget] is not unlimited resource,” Clivio said. Ultimately students’ safety is the ultimate concern. Luckily, there have been very few
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News
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Students React to Former Wesboro Baptist Church Member's Speech on Effective Discourse
Image courtesy of TED Talks By NATHAN SMITH '20 An improbable story of redemption generated a lot of discussion on campus last week. As part of the Class of 1952 religious speaker series, Megan Phelps-Roper told a deeply personal story about escaping from an ideology of hate and finding friendship, unexpectedly, through social media. Phelps-Roper grew up as a member of the Westboro Baptist Church, a cult-like institution that practices a form of “primitive Baptism.” Although the church is best known for staging anti-LGBT protests, picketing at funerals of veterans, and applauding the terrorist attacks on 9/11, it also engages in virulent anti-Semitism, Islamophobia, and anti-Catholicism. Despite having a membership of fewer than forty people and operating out of a nondescript residential building in Topeka, Kansas, the church gained a national profile for its hateful demonstrations. Phelps-Roper was born into the church, and was deeply indoctrinated by her family in the church’s teachings. As she grew up, she began to work on the church’s social media campaigns. She spent her time on Twitter and other sites writing inflammatory posts promoting the church’s dogma. But, along the way, something surprising happened. Some of the people she was lashing out against online began to treat her with kindness and humor. Over time, this outreach broke down her defenses. She
conversed with a prominent Jewish rabbi and other members of his congregation, people whom she was taught from a young age that she should hate. Ultimately, these interactions developed into friendships and helped Phelps-Roper find her way out of the church. Now, she spends much of her timing telling her story, urging others to spread positive and affirming messages on social media, and diffusing the culture of trolling with humor and compassion. Phelps-Roper’s story got students talking. Jonah Bussgang ’20 was impressed by her speech. He remarked that “she comes from an extremely unique background and offers a new perspective I've never heard before. The way she was able to use her past history of spreading hate into a way to spread a positive message is very powerful.” Bussgang found her observations about social media especially interesting: “On social media we see a lot of trolls and people putting down others just for the sake of being a contrarian.” Phelps-Roper shared the power of the flip side of this: everything we post will have an impact, either positive or negative. She urges us to use social media as a platform to have meaningful conversations, responding with tolerance instead of rashness.” Some students complained that she did not renounce the church thoroughly enough, but Bussgang wasn't troubled by that. “I think she made it clear that she no
longer stood with the ideals of the church. I completely understand, however, that most of her family (including her parents and many of her siblings) are still part of the church and it would be unreasonable to expect her to say something along the lines of, ‘everyone in the church are horrible people and their ideals are barbaric,’” Bussgang explained. While Bussgang and other students viewed her presentation, on the whole, as positive, others found certain aspects to be problematic. Devon Whalen ’20 had a particular criticism of Phelps-Roper’s speech and talked with her later in the day. “Although I have criticisms, I do think that the speech was important, good, and overall beneficial,” Devon mentioned. However, Devon felt that the “proposed strategies place enormous strain on the one being harassed (i.e. opening themselves up to even more cruelty by engaging on a long-term basis), and she heavily implied that those who do not undertake this enormous strain are contributing to the culture of harassment and ignorance.” Devon pointed out that, “As an openly LGBT person, subjecting myself to violent homophobia is incredibly emotionally disturbing and stressful. I don't believe that my choice to not interact with those who hate my existence, much less try to become friends with them, should be villainized as ‘What is wrong with Twitter’.” •
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News
Class II Retreat: a Success Despite Weather
Image courtesy of Asia Chung '19 By NATASHA ROY '19 This past weekend, the Class of 2019 came together for the annual overnight “Class II Retreat” at Camp Bournedale in Plymouth, MA, where Milton has held the weekend for the last fifteen years. The retreat exists to bring juniors together in an enjoyable and meaningful space before their senior year and really, before the current seniors leaving for projects in just three weeks. In order to ready the future leaders of the Milton community, the weekend’s structure strove to encourage cohesion within the grade, prepare juniors for an impactful last year, and push them to leave behind a positive legacy. “I think a lot of us had low expectations, especially since we felt overwhelmed with work, but we had a great time,” Kelly Han ’19 said. Kenya Mathieu ’19 added that she was “honestly dreading it because I had a lot going on, but when we got to it, Camp Bournedale was really pretty and I had a fun weekend.” Commenting on the weekend’s intention
to unite the grade, Lucheyla Celestino ’19 added that “[she] appreciated interacting with different people in [her] grade so much because [she doesn’t] have the chance to do that on a regular basis.” This year’s retreat also marked the first in several years during which no one got injured, according to Mr. Heard, who led much of the weekend’s programming. While it’s common for juniors to apply for various official leadership positions on campus, the retreat’s keynote speaker, Mike Weber, stressed that leadership isn’t a title, it’s an attitude. To this end, each junior was asked to reflect upon and write down one thing he or she wants to accomplish before graduation; the answers, later displayed for the grade to read, ranged from tangible goals, like “be accepted onto X board,” to “build relationships with as many people as possible.” The planning was spearheaded by Class II representatives Asia Chung ’19 and Cole Ehret ’19. “In planning C2R,” Ehret said, “one of our main goals was for it to be a lot of fun. Junior year is stressful for all of
Skating CONTINUED FROM PAGE 4
injuries at these skating events. Although some injuries are inevitable, SAA Director Kelly Reiser said that “SAA does everything in their power to reduce the risk of injury.” To ensure safety during skating parties, it is essential that students be aware of the limitations of their abilities. There are some students who put skates on for the first time and head right out on the ice. Those individuals deserve praise for trying something new, but as Ms. Reiser noted, “It is important [that] everyone use good judgement whether you are a first time skater or a seasoned skater.” after school assistance for students for learning disabilities or athletes who break a leg.” Although the situation is not perfect, she said that
“facility members come to me all the time trying to help make my time at Milton a great experience.” Brady explained that every person at Milton can make our community a more welcoming place for people with disabilities. She said that many people here “don’t recognize those with disabilities as a minority worthy of integration;” this problem comes mostly from the physically disabled or handicapped population’s small size and a “failure to recognize the issue exists.” Students and faculty can respond to problems people with disabilities face by simply taking note of how their own ability helps them every day. •
us and we wanted this to be an enjoyable weekend.” For this reason, programming included kickball, a dance, and a bonfire, among other Project Adventure-style team-building activities like meditation and personal reflection. An activity new to C2R granted juniors the opportunity to each directly plan an assembly in the direction they wanted to see next year. The grade was split into small home groups, each with a faculty advisor, of about nine or ten people each, and students were tasked with designing an assembly, to be executed during senior year. To avoid cliques and bring together people from various friend groups, these smaller groups were formed without any input from the students. Junior Class deans Tasheana Dukuly and Mark Heath were also pleased with the outcome of the weekend. “I think I speak for Ms. Dukuly and I when I say that we were so impressed by the energy and enthusiasm Class II brought with them to the retreat. While the activities we planned offered students the chance to get to know each other, have fun, and reflect on their time at Milton, I actually think the most valuable parts of the weekend were the casual interactions between students around the campfire, in the cabins, and at meals,” said Mr. Heath. He added, “I'm really excited to see our class emerge as leaders in the school. As a group, you all have so many talents and passions I hope we can harness to make Milton an even more welcoming, supportive, and inclusive place.” Despite the cloudiness and frigid temperatures, the weekend was full of energy. “I think it was what people made it,” Manciana Cardichon ’19 explained. “People who came in wanting to have a good time had a good time and I think most people had that mindset.” •
Earth Month CONTINUED FROM PAGE 3
show solidarity and help with the numbers. There is also a third perspective; Jocelyn Sabin ’19, is participating in the pledges, but she’s against the idea of guilting people into pledging by saying things such as “if you don’t do this you’re hurting the planet.” While she supports the pledges, she thinks they should be presented in a different way. On the whole, the pledges are a great way to make an environmental impact while also experimenting with personal dietary changes in a fun and low-commitment way. While the student body as a whole doesn’t seem too invested in the Earth Month pledges, the Sustainability Board used this year as an opportunity to expand the pledges they offered in order to allow any student who wished to participate ample choice. •
Opinion What’s Going On? By ADI GANDHI '18 Over spring break, as perhaps the majority of Milton students—myself included—visited various tropical resorts or tourist locales, supporters of Syrian President Bashar al-Assad began to use chlorine gas, napalm, and phosphorus in its attacks on the already-besieged Syrian suburb of Eastern Ghouta. More likely than not, the name “Eastern Ghouta” would strike unfamiliar upon the ears of most Milton students. A search on Google, however, surfaces article after article about war and violence in the area, as opposed to the typical Wikipedia description of a place complete with its location on a map that one usually finds when researching a province or nation—the crisis in Eastern Ghouta is just that pressing. We do not know too much about the situation, though. We do not even know too much about the Syrian conflict in general. When speaker James Bowker came to discuss the Syrian conflict, for example, he asked which news sources students read for information about the conflict. Only a few students shouted out answers, thereby suggesting that only a few students really knew about the situation at all. I hardly need to point out that, yes, we are busy, and our little world here at Milton can at times seem all-consuming. Still, we all should be taking steps to inform ourselves of the world around us, especially those parts of the world— particularly the so-called “developing world”—that are distant from us. Of course, even just informing ourselves about current events within our own country is an important task, one which I might safely guess that most of us fall short of accomplishing. Yet in learning about the realities of other nations, the stories which go unheard and the people unseen by the majority of Americans, we can somewhat bridge the gap between distant nations and our bubble. For one, being informed allows us to become more aware of the true state of affairs in the real world. I do not need to provide evidence to the fact that Milton is a predominantly white, elite institution filled for the most part with the children of wealthy parents. The environment here does not accurately represent that of the outside world—not in demographics, not in the relations between different groups of people, and not in the treatment we receive even as individuals. So while we talk about problems within our community—which we should—we also should be
attuned to the ways in which the rights of other people across the world face even more serious threat. These events remind us that, although some Milton students may believe that so-and-so form of oppression no longer exists today, it very much does. Then, with that knowledge, we see more clearly how it trickles into our lives here. In addition to this abstract effect of making us more alert to the reality of the world, a knowledge of the going-ons in other parts of the world allows us, from our remote corner, to help others in whichever concrete way we can. As previously stated, too many tragedies unfold in distant countries without our knowledge, and the first and easy task of learning about these tragedies, even if only the most major ones, calls attention to them. From there, we can take action, be it donating to a cause or simply spreading awareness. The creator of Humans of New York, for example, recently spent a period of time sharing the stories of Rohingya refugees on his Instagram page. More than that, he provided a link so that his followers and anyone else who stumbled upon his page would be able to donate money towards helping those refugees. In this way, those people who read about these refugees gained not only knowledge about an often-invisible tragedy but had the opportunity to use whatever privilege they might have in order to help struggling victims—all with minimal time and effort. Staying informed does not require much work, and neither does learning more about other nations and cultures. News articles, which take only five to ten minutes to read, wait on our phones. But for those for whom reading news is no more enjoyable than reading a textbook, literature exists; What Is the What, The Kite Runner, and The God of Small Things all come to mind as contemporary works which reveal the cultures of countries, from Sudan to India, that most Americans know only by name. And for those who do not have time to read a full-length novel, there exist short stories (such as those in recent Bingham speaker Paul Yoon’s collection The Mountain) or even just the Instagram captions on the Humans of New York account. And for those who do not like to read at all, an abundance of T.V. shows, documentaries, and TED Talks lie within our laptops. With so many means to inform ourselves in an easy and even entertaining fashion, little excuse remains for us to shy away from doing so. •
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Centrism By EMMA BRADLEY '20 At such a liberal place like Milton, conservatives represent the minority, yet their Wednesday assembly speaker spoke neither about conservatism or liberalism, but rather about centrism. For those that did not attend or simply failed to receive the message, Gabriel Gomez, former Navy SEAL and 2013 Republican Senate nominee, discussed the important skills of cooperation and compromise, qualities that are applicable both to the United States Senate as well as our own campus. In his talk, Mr. Gomez talked much about his own life, sharing fond stories surrounding his successes as a first-generation American, his family life, and his career as a politician, all of which were interesting to hear. In recent years, Mr. Gomez has been dissatisfied with the actions of both parties, causing him to switch from the Republican to the Independent party. His new party encompassed his views as a politician more fully. During his talk, he discussed how difficult it has become to get anything done in politics, as no one wants to give up his or her beliefs for the sake of compromise. Growing up in a political home, I’ve seen how frustrating politics can be, and how hard it can be to work with people with whom you seemingly have nothing in common. However, we can all relate to Mr. Gomez’s message: At Milton, it can be very hard to navigate the campus and the social life when everyone has such different beliefs. There are so many diverse opinions and backgrounds here, and instead of fighting those that are different from you, the best thing you can do is listen with the intent of understanding, not simply replying. Milton students are BOLD. When she has an opinion, most of the time she wants to share it, and would die before she lets that opinion go. These are all good traits, but the most important thing to remember is that no single opinion or background is better than another. Liberals aren’t better than Conservatives or vice versa. They’re just different. And what I’ve noticed is that on this campus, people automatically dislike others that are different from themselves, before even trying to get to know that person. It’s like a defense mechanism: People feel that they have to defend their beliefs to the extreme by hating the opposite side. And when people start realizing that there’s no right side, that there’s only the middle to work towards, hopefully the world (Milton included) will become a much more tolerable place. •
PAGE 8
Turf Field: About Time
Opinion
Finding Comfort and Belonging as a Girl in STEM
By CHRISTIAN WESTPHAL '21 At the Monday assembly in the ACC two weeks ago, the administration finally announced to students that a turf field was going to be built on our campus: it was about time. Sure, there are many athletes that prefer the traditional grass fields because the ball doesn’t roll as quickly and a fall on the plastic blades can cut. Nonetheless, the advantages turf fields bring outweigh the negative aspects by such a large margin that I often wonder why we haven’t installed one already. We all joke about Milton spending half its money on grass. Once you starting thinking about this joke, it’s really not that funny. The money spent on grass could be used to fund another more important resource. Some argue a turf field is too expensive as it costs approximately $2.5 million dollars to install. Yet, the maintenance costs of a grass field over time are much higher than the one time investment for a turf field. A grass field requires constant attention, large amounts of water, and pesticides. Thus, the long term economic advantages of a turf field is attractive. Milton should not spend millions of their dollars on grass, but on something like providing more financial aid for some students. If the economic attraction for a turf field is not enough for some, the environmental aspect should convince everyone that such a field is best. A turf field does not need any water. On the other hand, traditional soccer pitches require intensive watering a few times a week. The gallons saved weekly from a turf field, although seemingly small, can add up quickly in the course of a few years. Pesticides also harm our environment, but are necessary to ensure a healthy field. According to the National Institute of Health (NIH), “pesticides can be also toxic to a host of other organisms including birds, fish, beneficial insects, and non-target plants.” Our personal preferences shouldn’t be valued above the health of other organisms in our ecosystems. In a world struggling to solve the climate change issue, every small adaption can make a bigger impact. Finally, multiple studies have demonstrated that turf fields result in fewer injuries to athletes. Many times they are designed with a cushion underneath to soften the force felt during a fall. Although players may complain of the cuts they receive from the plastic blades of the grass, such an inconvenience is obviously much preferred over the possibility of more serious injuries. The economic and environmental advantages and the safety that turf fields provide should be enough for schools to replace their traditional fields. Milton Academy is not only doing a favor to our environment, but also to our community. Over the next few decades, hopefully more fields will be replaced with this new material: the more turf fields we have, the more we’ll be helping ourselves and the fight against climate change.•
Congratulations, Asia and Mikey!!!
Image courtesy of Computer Weekly By OLAYENI OLADIPO '19 At the conclusion of March break, I, along with three Milton students, attended the 2018 GAINS Conference. GAINS stands for ‘Girls Advancing in STEM,’ and the conference brought together 130 female students from over 20 schools nationwide. The New York City-based event included panel discussions, keynote addresses, tours of facilities, and one-onone conversations with STEM professionals. This year’s conference introduced a new theme: #ibelonghere. I left the conference two days later in awe of all I’d taken in. I relished the opportunity to receive attention and close guidance, especially as a female. I also left the conference eager to implement a spirit of confidence, encouragement, and camaraderie in the Milton community and more specifically, in the girls in STEM cohort at Milton. This conference urged me to examine Milton’s culture concerning girls interested in STEM. Many of us grace campus. Recently, I’ve wanted to explore the position of a girl in STEM within the classroom. I’ve found that the comfort of a female student in a STEM class depends on three things: her confidence in herself and the subject, the surrounding students’ attitudes, and the teacher’s willingness to make the classroom an equal learning environment. Participating in a pre-calculus class is a less daunting task when you know the answer. It’s easier to raise your hand in biology when you read the sequence of a cycle in the textbook last week. This applies to any student in any classroom, as often knowing the
material beforehand offers confidence and comfort. However, for many of us, we learn material in class, exposing ourselves to a realm of vulnerability. When uncertainty arises in the classroom, confidence in a student may allow her to feel comfortable sharing ideas regardless of their accuracy. Moreover, in class, a contributing factor to a girl’s comfort is the attitude of surrounding students. I’ve spoken to females in male-dominated classrooms who feel that the disregard for equal sharing opportunities results in an underestimation of the girls’ skills and a discomfort in her towards participating. When more experienced students dominate discussion, a girl in STEM can start to feel like an imposter and someone who doesn’t belong. When these moments arise, the third factor—a teacher—is depended upon to ease the situation. Students rely on their teachers not only to impart knowledge but also to make that knowledge accessible. If teachers focus on the males in the classrooms whose parents are well versed in the subject, students who might be actively learning lose the chance to stretch and gain confidence in a new field. This is why I encourage teachers to reward their more advanced students, but to more importantly not forget about the students who yearn to grasp more but are limited due to uncomfortable settings. While I’ve listed some factors that contribute to the comfort and discomfort in the classroom for girls in STEM, I also want to note that some of the insecurities come from within the female. An environment may seem to prohibit us from raising our hand, but every
CONTINUED ON PAGE 9
PAGE 9
Opinion Private vs. Public Schools
Image courtesy of Milton Academy By KATHRYN FERNANDOPULLE '21 Everyday I wake up and get ready for school at Milton Academy. Before I came to the high school here, I attended the Milton Academy middle school for two years. Prior to that, I attended Shady Hill School for eight years. I have attended a private school since I was three years old. This comes with the great traits of getting an amazing education from well trained, professional teachers. I have only ever known public school as the ones I would see in movies: grimy lockers, mean teachers, and hundreds of people in your own grade alone. I know that not every public school is like this. However, ever since high school has started and I have heard people talking about their previous public schools, I have been very curious to see how different they truly are. To get the real take of public schools, I interviewed some of my peers to get their opinions on their school experiences before coming to Milton Academy. Gianna Gallagher ‘21 attended Pierce Middle School right here in Milton. I drive by Pierce every day on my way to school, and all I can see is one big building and a field. However, Gianna gave me the truth about her experience in a public school. According to Gianna, “The classes were definitely not as challenging as they are here, and people were always interrupting and goofing off in class and the teacher really didn’t care about it. No one really cared about school and grades.” I’m positive that not every person in every public school does not care about grades. However, it is evident that people in public schools as a whole do not work as hard as people at Milton Academy, and maybe other prep schools, do. Gianna also stated that “teachers weren’t that helpful or open to really working with kids as much as Milton is. If you ever
wanted to go see a teacher for help it was considered that you weren’t smart amongst the kids.” At Milton, going to see a teacher for help is a regular thing. I think that the teaching staff and the openness at Milton is great, and public schools could definitely create more of a welcoming environment when it comes to meeting with teachers. In the end, if your teachers don’t help you, there is not much you can do. After attending private schools for so long, I have had so many amazing experiences. All of my teachers have been so understanding, attentive, and intense all at the same time. One thing I have loved the most is the fact that the class sizes are so small. At Shady Hill, each class had about 15-20 people, and the whole grade was about 50 kids. Now that I’m in high school, each class has around 10-15 people, but the whole grade is made up of approximately 170 kids. Gianna said that her grade “was about 300 kids who came from 4 different elementary schools.” She said she didn’t like the fact that she didn’t know everybody, but she liked the fact that there were “always people you could talk to if you got annoyed with your friends.” I think that the small class sizes are necessary to engage in good conversations where everyone is heard. However, I don’t think that the big grade is a bad thing at all. I’d like to think that I know everybody in my grade, but I cannot possibly imagine having to remember 300 kids. In my opinion, I think that private and public school are quite frankly similar. However, the small class sizes at Milton is one of the things that I treasure the most. Also, getting to know everyone in my grade has been so much fun and I have met so many amazing people. I am also so grateful for all of the work that the Milton teachers go through to make sure that the students understand all the material. •
Body Positivity CONTINUED FROM PAGE 1
These dancers are athletic and each incredibly beautiful, and yet a very limited sample of the bodies—in terms of shape, skin tone, sex—represented in even just the larger Dance Concert cast, nevertheless the even more students that auditioned. Now, I understand that the songwriter associated with the performance works closely with NEDA and has spoken publicly about her battle with eating disorders. There would’ve been no fault at all in defining the message of the performance as overcoming EDs. While people struggling with EDs most certainly fall under the umbrella of those for whom body positivity holds special significance, people don’t all need a diagnosis to justify feeling bad. Rather than isolating a specific population and potentially excluding everyone else who needs a little body love, shouldn’t we rather just include everyone? So, let’s use this relatively low-stakes awkward situation as a lesson (for when we all, of course, go out and try to change the world). Although spreading awareness is inherently positive, “white feminism” gives us another accessible example of when good intentions become exclusionary. And, for the love of God, just think, because if you forget to, you’ll probably miss very obvious blunders that can hurt even your allies. We really all just need a little bit of unadulterated, unconditional positivity, right? •
Girls in STEM CONTINUED FROM PAGE 8
time we don’t, we make the conscious decision to limit our learning. Many girls in STEM and students overall have trouble with self-advocacy. We wish to challenge ourselves and receive more attention, but we’re too shy to voice those concerns. When females remain quiet, they permit this culture of occasional favoritism and classroom inequalities. And since no objections surface, how can we place the fault on teachers or other students? This question is how I’ve determined that classroom comfort stems from three factors. All of those factors— within the student themself, the other students, and the teacher—are connected and reliant upon one another to build the most effective learning environment. As I reflect on whether Milton supports its girls in STEM, I look to the school’s programming club that has a prominent male presence and the more focused girls in STEM clubs that have phased out. I believe the limited success of some girls in STEM has to do with a lack of self-advocacy and a fear that we are unfit for the roles. While we know that we are just as deserving as males are in studying STEM topics, our sitting in the classroom isn’t enough. We must continuously further our learning and position by leaving complacency at the door and demanding that we receive as much attention and opportunity as the more experienced students receive. •
Congratulations, Robotics!!!
PAGE 10
More Arts in Assemblies
Arts & Entertainment
Netflix and the Entertainment Industry
By GRACE VAINISI '19 My eyelids heavy, I tear my gaze away from my phone and sink into my seat in King Theater. Knowing that as soon as this assembly starts, I’ll be launched head-first into a hectic day with only a mere forty-five minutes of free time alloted for lunch, I brace myself for the day to begin. But out of the corner of my eye, I see a group of people wearing semi-matching outfits! I jolt straight up in my chair. It’s an acapella assembly! Nothing gets me pumped up for the hurdles of the day ahead quite like a morning acapella performance does. When I watch a range of people - from some of my closest friends to strangers in different grades - perform either old songs that I love or new songs that I’ve never heard before, my eyelids feel a little lighter, and all of the sudden I’m just the slightest bit more ready to take on the day. In fact, according to ABC News, listening to music signals the release of dopamine, a chemical in the human brain that is associated with pleasure and motivation. Furthermore, scienceofpeople.com argues that music is one of the most helpful stress-relieving tools we have. In a study at Stanford University, researchers found that listening to music has a great enough effect on the brain to rival that of some medications. And now, with music available at our fingertips, engaging with music is an easy and accessible stress-reducing tool, something that’s valuable to any of us hoping to get through any looming week at Milton Academy. There are many more extensive benefits to music, but even the few listed above are enough to back an argument that we should have more assemblies that relate to music, even if they don’t involve acapella in particular. We should have more assemblies that involve the arts as a whole: watching step team perform is just as thrilling as an acapella group, and there are few better ways to start off your week than by cheering on your friends while they excel at something they’re passionate about. With Acapella Night never missing a beat and Beatnik approaching on Saturday night, it’s been an exciting two weeks for music on campus! Hopefully we can keep this beat pumping and continue to celebrate both music and the arts’ effects on us as we climb on through this year. •
Image courtesy of Stark Insider By JENNIFER LIM '20 Around twenty years ago Netflix was started as an online video rental company. While they initially delivered videos to customers’ doorsteps, video streaming wouldn’t be available to the millions of subscribers until almost a decade later in 2007. Just 6 years later, Netflix would begin to invest in creating their own shows, starting with the Netflix Original House of Cards. With the television and film industry currently in a technological renaissance, Netflix is blazing the path for those in the business of entertainment streaming. After its initial success with original shows, Netflix has produced critically acclaimed series such as Stranger Things, Orange is the New Black, and Black Mirror. However, Netflix has created a monopoly on these shows, as they are only accessible to those with a Netflix subscription. The company, regardless of demand, might leave the shows available to only subscribers as an effort to gain more subscribers, and in turn, profit. Though Netflix has 118 million subscriptions as of January 2018, its originals are less accessible compared to shows produced by companies such as CW and ABC, as both companies allow people to stream episodes for free
without logging in. Netflix’s established success with its extensive choices of popular films and television shows sets a high standard for other video streaming companies, such as Amazon Prime or Hulu. These services provide the consumer with an extensive collection of high quality originals and a selection of already popular TV shows and films--all in an ad free experience. Netflix has impacted how people view movies and shows; more people are watching seasons of Netflix originals at any convenient time than watching one episode at a time on television. With movies, more people are inclined to stay home and watch their favorite movies online using streaming services rather than going to the movies, forcing the movie theatre industries to constantly adapt to the consumer’s needs. Nevertheless, Netflix has further invested billions to create TV shows and movies available exclusively to their subscribers. In 2017 alone, the company made 11 billion dollars in revenue, showing the exponential increase in subscribers and profit. With streaming services changing how we view movies and television, consumers are clearly embracing the changes in entertainment industry. •
On Friday, April 6th, the coach bus of the Humbolt Broncos collided with a transport truck, which resulted in the deaths of 16 individuals. Their names and ages are listed below:
Dayna Brons, 24 Parker Tobin, 18 Darcy Haugan, 42 Brody Hinz, 18
Logan Shatz, 20 Jaxon Joseph, 20 Adam Herold, 16 Mark Cross, 27
Tyler Bieber, 29 Stephen Wack, 21 Logan Hunter, 18 Conner Lukan, 21
Glen Doerksen, 59 Evan Thomas, 18 Jacob Leicht, 19 Logan Boulet, 21
Fortnite
Sports
PAGE 11
Girls' Track By LILY WRIGHT '19
Image courtesy of DVS Gaming By RISHI DHIR '19 Walking around the Stu, you’ve probably caught whiff of a conversation along the lines of, “I landed in Tilted Towers and caught a huge dub finishing this dude with a blue tac.” While this may sound like gibberish, those familiar with the game Fortnite can translate. Fortnite is a video game that, while released in July of 2017, has gained much traction in recent months. Fortnite was originally designed as a survival strategy game, but the inclusion of the Battle Royale in September of 2017 skyrocketed the game to the forefront of the gaming community. According to Vox, the game now boasts an impressive 45 million players worldwide while raking in more than $100 million a month-- despite the game being free to all players. These players even include a number of famous celebrities, including rap artist Drake and professional football player JuJu Smith-Schuster. The game itself presents as a simple premise: survive the longest. Placing a 100 random players on a deserted islands, players scavenge around for weapons, materials, and health supplies in order to help them in their quest for survival. Players can play individually, in pairs of two, or in squads of 4 people. While other games prove similar premises, Fortnite distinguishes itself in a number of different fields. The first is the overall
design. The layout is a cartoonesque island with colorful sets all around. Furthermore, in respect to the violent aspect of the game, the interactions themselves are without any of the blood and gore that has been featured by similar games. These conditions make this game appropriate for a wide range of people, from elementary school students to grown adults. Another distinguishable feature is the inclusion of building. Strolling around the battlegrounds, one can break down trees, rocks, and even buildings to gather materials. Utilizing either wood, brick, or metal, players can build extravagant forts at rapid speeds to establish their territory and repel enemies. As the game has only gained popularity in recent months, there haven’t been any of the established “cults” of gamers who team up to consistently dominate the game. As a result, any individual or group of friends can play together and actually stand a chance of winning the coveted “victory royale” banner. Even when eliminated, players can just hop into another game without a moment's notice. To many, Fortnite seems like another fad that will die out in the near future, many argue that it possesses the characteristics to sustain its widespread success for a long time. With a price tag of $0, a wide target audience, and a innovative gaming experience, Fortnite is here to stay. •
NFL Draft By TOMMY ELLIOTT '18 The NFL Draft is less than three weeks away and who the Cleveland Browns will choose with the number one overall pick is a mystery to anybody. Whether it be one of the top tier quarterbacks in Josh Rosen of UCLA, Sam Darnold of USC, or Baker Mayfield of Oklahoma or star runningback Saquon Barkley of Penn State. For the first time since 1983, a draft that produced Tony Blackledge, Jim Kelly, Tony Eason,
Ken O’Brien, Dan Marino, and Jeff Christensen, it seems that six quarterbacks will be selected in the first round. Between the three mentioned above as trades go through and players are released it seems that Josh Allen of Wyoming, Lamar Jackson of Louisville, Mason Rudolph of Oklahoma State also look to be taken in the top 32. The incredibly deep draft extends beyond quarterbacks having a couple of feature backs, some ballhawking safeties, and disruptive defensive lineman. •
This past Saturday was an exciting day for Milton Girls’ Track and Field team. The team travelled to Thayer Academy in Braintree, MA where it competed in a mock meet against BB&N, Windsor, and Thayer. Despite a week of less than favorable weather (it rained two of the five days at practice and snowed on a third), Saturday was sunny and in the 40s, perfect weather for a day of fast racing, and what a day it was! To start the meet, Ify Ofulue ’19 set a new personal and school record in the shot put, throwing an astounding 37 ft 10 inches. She also holds the school record in the discuss event with a 123 ft 8 inch throw; no doubt we will see more great things from her in the weeks to come. After the morning field events and Ofulue’s new record, the 3000m event began. Evita Thadani ’20 and Victoire Legrand ’18, two cross country runners who excel especially in the long distance events, competed in this 7 lap race. Thadani later competed in the 1500m, a grueling double that few runners have the stamina to complete. After the 3000m, Milton sent its 4x100m relay to the starting line. The A team of Alexa Pil ‘21, Mancianna Cardichon ’19, Hannah George ’20 and Kayla Mathieu ’21 ran impressively, mastering handoffs and scoring second place! This momentum continued through the first distance event, the 1500m, where Ellie Mraz ’21 ran a blistering time of 5:04 despite it being her first time ever competing in a track meet! Another impressive freshman, Mathieu who competed for Milton track as an eighth grader, then competed in the 300m hurdles. She finished the race in only :49 seconds and scored first for Milton Girls! Mathieu told me that she “thinks Saturday’s meet went really well! It was great to see everyone new to the team attack their first meet with such excitement!”. She also spoke about how the meet has her “really optimistic for the season ahead after seeing all of the talent on the team”. Her goal is to beat Thayer, who has dominated the ISL for the past decade. To close the meet, Cianna O'Flaherty ‘19 dominated in her event, running the 200m in 26.9 seconds. Both Mraz and O'Flaherty then competed on the 4x400m relay alongside Kenya Matheu and Lily Wright, also placing second only to Thayer. Another 4x400m of Anya Wiggins ’18, V. Legrand, Constance Legrand ’21 and Chloe Morris ’19 relay also crushed their heat, scoring third. Overall, the girl’s track team had an extremely impressive meet. Although it was only a mock meet and the season opener, many agree that this team has a lot of promise. It will be exciting to see what is to come! •
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HEAD MONITOR SPEECH
Hi. My name is __________, and I’m running for Head Monitor. But I am a _____ just YOUR NAME
i NOUN
like you. In the past few __________, Milton has really changed my life, and I’ve realized that UNIT OF TIME
it’s actually just like a _________ _____________________. Now, I know what you’re thinking I
ADJECTIVE
QUIRKY/RELATABLE FOOD
—how is Milton like a(n) ____________ ________________? Well, the freshmen are the SAME ADJECTIVE
SAME QUIRKY FOOD
_________. They’re very small, but loud, like an oversalted dish—shout out to Flik’s INGREDIENT
___________, amiright? Relatable. You’re ________________, freshmen, even though I never LUNCH ITEM
80‛S COMPLIMENT
bothered to learn your names. And now, sophomores. You guys are the _________________. We i
FILLER INGREDIENT
don’t really notice you, but at the very first step of the recipe we’re like, oh yeah, that is in here.
Juniors, you’re the ____________—loaded down by _______________ a nd about to crack. Now SERVING DISH
HEAVY THING
I get to the seniors. You are the ____________________________________________________. REALLY SMALL UNNECESSARY ITEM ADDED AT THE END OF THE RECIPE
We all love you, seniors, and I’m gonna kiss up to you guys due to your position of power. B y t he
way , s houtout t o ___ __________________________________________! A nyhow , we w ouldn’t DORM OR SPORTS TEAM WITH AN EXCLUSIVE YET LARGE VOTING POPULATION
be as __________________________ as we are without you, seniors. Together, all four classes MOSTLY POSITIVE ADJECTIVE
make Milton the perfect ________________! And that’s why I wanna be Head Monitor. I have SAME FOOD ITEM
lots of __________________________ plans. First, we will implement a _____________ during i IMPOSSIBLY OPTIMISTIC ADJECTIVE
CIRCUS EVENT
the first week of school. Remember Ware Hall? Gone. It’s a _________________ themed POPULAR MOVIE
waterpark n ow. W ith a n e levator. A lso, I a m s o a pproachable ( b ut I a m a lso s uch a n i ntrovert )! W hen
I w as l ittle, m y f riends c alled m e a _________________ ___________________ which taught me UNSAVORY ADJECTIVE
HOUSEHOLD ITEM
acceptance, and now I have new friends. Shoutout to _________________________________! POPULAR SOPHOMORE FRIEND WHO LOVES ATTENTION
Finally, I know it’s cliché, but—dare to be true!!! Thank you for listening and thank you for
helping me get into _____________________________________________________________. COLLEGE FOR SMART PEOPLE OR SPORTS RECRUITS (OR ANYONE ON ROD‛S GOOD SIDE)
And never forget that a vote for ___________________________ is a vote for rolling check ins. NICKNAME NO ONE CALLS YOU
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