The Milton Paper SEPTEMBER 29, 2017
VOL. 35 NO. 03
MILTON’S INDEPENDENT WEEKLY STUDENT NEWSPAPER
Opinion
Assembly Choice Enables Culture of Ignorance By Edward Moreta
News
Long Rides and No Seats
Image courtesy of Edgar and Snyder Associates
Most Wednesdays of the year, second period assemblies give a platform to clubs to share and display things of their choosing. Some clubs choose to have a student-run assembly, while others invite a speaker or performer. A big flaw within the system right now, one that cannot be fixed, is the pairing of assemblies; usually, two assemblies are going on at once. The fact of the matter is due to the sheer amount of clubs and obligations on this campus, there isn’t time to have every club have one Wednesday—it’s not possible. So, students choose clubs they think they would be interested in, or, on the flip side, the one that would be the least boring during a Wednesday morning. In certain situations, the choice of which assembly to go to doesn’t really matter; maybe you’re not interested in chess club, but you love the piano, so you’ll go to the Piano Club assembly. However, there are times that making this choice could result in subconscious consequences in the long run.
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Inside This Issue DR. BACHELOR
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CANCEL COLUMBUS DAY
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ART MUSIC
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SCORE REPORT
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By Nathan Smith Students have been experiencing an uncomfortable and possibly unsafe commute to school. The Cambridge/Boston bus has been plagued by overcrowding. Students who take that the Cambridge/ Boston bus have complained of cramped conditions on the ride to school in the morning. “It started literally on the second day of school. People [who get on at] the last stop have trouble finding where to sit,” reports Evita Thadani ’20, a day student who regularly rides the
Cambridge bus. According to the bus guidelines, Milton’s school busses are designed to seat three students across in each seat in each seat. Often, buses do not operate at full capacity and students are able to find space for themselves and their gear. However, when buses are at full capacity, riders have to compete for space with with overstuffed backpacks and duffel bags with sports gear.
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Global Fast News By TMP News Staff
Rising German Parties Embody Nazi Ideals
Angela Merkel, Germany’s chancellor and head of the nation’s Christian Conservative Party, was re-elected to a fourth term this past Sunday. This outcome has been predicted in polls since early June. On the other hand, parliamentary results sent Germany into a frenzy: far-right AFD (Alternative for Germany) is now the third-biggest party in Parliament. The AFD has taken a firm stance against Syrian immigration to Germany and during the election cycle, said that “Germans should be ‘proud of the achievements’ of their soldiers in WWII.” Thousands are protesting the AFD’s emergence in German politics.far-right AFD (Alternative for Germany) is now the third-biggest party in Parliament. The AFD has taken firm stances against Syrian immigration to Germany and during the election cycle said that “Germans should be ‘proud of the achievements’ of their soldiers in WWII.” Thousands are protesting the AFD’s emergence in German politics.
North Korea Accuses U.S. of Declaring War
In a tweet on Saturday, President Trump declared that North Korea “won’t be around much longer” if the Foreign Minister Ri Yong-ho continued to echo the thoughts of “Little Rocket Man” Kim Jong-un. Yong-ho interpreted the tweet as a declaration of war and announced that North Korea is prepared to make countermeasures like “[shooting] down the United States’ strategic bombers even when they are not yet inside the aerospace border of our country.” According to Col. Rob Manning, a Pentagon spokesman, heightened tensions have the U.S. military prepared to protect the mainland and allies.
“Kurdistan” to Finally Come True Iraq held a referendum on Tuesday to decide if the Kurds should succeed from the country. The majority-Islamic ethnic group sustains a national population of about six million and an international population of 35 million among the Middle East, and were often referred to as “the largest ethnic group without a state.” The British promised the Kurds their own state in the early twentieth century, but the outbreak of WWI caused “Kurdistan” to fall through. But by a 92% vote in favor, the Kurds will finally get their promised state.
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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 A&E Editor Elizabeth Foster
Opinion Editor Molly Wilson
Navpreet Sekhon and Rachel Handler Nihal Raman Jonah Garnick Aditya Gandhi James DeLano and Emma James Edward Moreta and Alex Millard Coalter Palmer Faculty Sponsor Lisa Baker
Sports Editors Thomas Elliot James Oh
Layout Editor Zoe Camaya
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
Celena Eccleston Rachel Ding Serena Fernandopulle Vivian Soong Willa DuBois William Kim Jack Weiler Jessica Wang Pierce Wilson Jessica Kim Drew Bartkus Bodhi Becker Katarina Stephan Olayeni Oladipo Maggie Shields
A&E Madison Lynch Hannah Hachamovitch Maggie Adedamola Hannah Hachamovitch Jane Yang Jennifer Lim Humor Jake Griffin Janelle Davis Lyndsey Mugford Drew Bartkus
Sports Kendelle Grubs Liam Kennedy James Oh Sophia Li Katherine McDonough Columnists Jessica Wang Malia Chung
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
Committing to Engagement This Friday marks the end of an extended two-week fundraising initiative at Milton to help communities affected by the natural disasters which recently tore through Puerto Rico, Barbuda, Dominica, and many other countries. At the end of all-school assembly on Monday, Mr. Bland discussed how Milton students should tap into their privilege, which he stated is both the greatest asset and the greatest liability of our student body. Because we have the privilege of attending Milton and, for most of us, of not dealing with these natural disasters, he urged us as students not only to donate money, but also to make human connections with Milton students and faculty who were and continue to be directly affected by the disasters. Mr. Bland’s speech raises the question of why an institution like Milton does not strive to serve the community more than we do, even in times when others so greatly need our help. As the attendees of one of the most prestigious high schools in the country, Milton students should be leading the way in community service. For example, many students at Milton are financially capable of donating to causes such as hurricane relief, but too many students do not choose to donate, whether out of laziness, procrastination, or just plain apathy. Of course, there are those at Milton who cannot afford to donate freely, and we cannot and should not ever assume who specifically is or is not able to donate. Those who can donate, however, should. Other problems with Milton’s unsatisfactory commitment to serving the community don’t have a solution as simple as students deciding to spend some money for a humanitarian cause. Obstacles that often hinder the Milton community from participating in enough community service consist of either lack of time or too many extracurricular activities. Unsurprisingly, members of this community often lose sight of the greater world due to a stressful workload. As a result, many students find that they can regularly devote time to an extracurricular only if that activity is a passion of theirs—their “thing.” Students can often be left feeling that participating in community engagement is impossible unless they make it their one “thing” and spend all of their time on it. This problem is compounded by the time-consuming nature of most community service opportunities. The majority of opportunities offered by the Office of Community Engagement Programs and Partnerships (CEPP), for example, consume two academic periods, a luxury that a lot of Milton students and upperclassmen especially cannot afford to lose. Sustainability Board and the Lorax’s joint program of Urban Farming in Roxbury spans about four hours every Sunday, which is when many students do their homework. Because community service often appears as a large time commitment in the midst of the high-stress Milton environment, students hesitate in spending that time helping others when they could help themselves by relaxing after a day of no free periods or by getting to sleep on time. Still, the fact remains that Milton has a duty to work towards the benefit of other communities. One way to encourage Milton students to do more community service is to offer more community service opportunities that do not take too much free time away from students. One solution is to have CEPP provide more one-period options at Shoparound. The administration can also introduce changes to Milton that would lead to more school-wide participation in community service. Currently, Milton’s Community Engagement Day comes only every other year. This is not enough. If Milton actually wants to help on a regular basis, then the administration needs to help the hard-working members of CEPP by carving
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News
Milton's Hurricane Relief
Image courtesy of The New Yorker
By EVITA THADHANI While Milton students proceed with week four of classes, thousands of students in Texas, Florida, Mexico, Bermuda, Leeward Islands and Puerto Rico do not know when their next “normal” day will be. These students’ lives were completely upturned by the hurricanes that hit their homes, schools and towns. Hurricane Harvey struck Texas in late August and lasted eight days. The storm and resulting damage killed more than eighty people and destroyed the homes of 30,000 people, the most severe hurricane of this intensity since Hurricane Wilma hit Florida in 2005. Shortly after Harvey, Hurricane Irma hit Florida, Hurricane Jose hit the Atlantic Islands, and this past week, Hurricane Maria hit Puerto Rico. This rapid succession might seem unmanageable now,
but the hurricane season doesn’t even end for another two months. These hurricanes seem far away from the Milton Academy, but they have already changed the lives of those who have family and friends in the affected areas. Mr. Bland’s speech during Monday assembly stressed the larger community that “a single death is a tragedy but a million deaths is a statistic” (though he noted that his intent was very different than Stalin’s, the author of the quote). He emphasized that members of our community shouldn’t shy away from a cause if they fear they won’t make enough of a difference: every donation and every letter counts. The community recently got a taste of Hurricane Jose last Wednesday, but our light rain and wind can hardly compare to the life-threatening storms in the south and
PAGE 3 now in Puerto Rico. The Community Engagement board organized a fundraiser last week to help those in Texas, Florida and Puerto Rico deal with damage from these hurricanes. Because Maria is still devastating Puerto Rico, the board extended the fundraising for one more week. They have also joined force with the Latinx Association, the Caribbean Students Association, and faculty members affected by the hurricanes to spread awareness and continue the work. The board aims to donate the money to smaller organizations that haven’t received as much attention as the Red Cross; they will announce to the Upper School as soon as they choose the organizations and emergency locations. In last week’s Monday assembly, the Community Engagement board heads, Cecelia Guan (’18) and Amelia Cleary (’18), shared some thoughts to the Milton community. Upon reflection, Guan explained that their goal was to convey that the effects of these hurricanes are long term but we have the power to help. “My philosophy about Community Engagement and fundraising has always been that we are a community that assists others, not because we want to patronize them, but because we are all human. We all need help here and there, and to extend human kindness with dignity and love is to continue that supportive relationship,” Guan shared. In the last week, the board has already raised more than 1,700 dollars, and according to Guan, faculty, staff and people from all grades supported. “Of course, much of donating has to do with your ability to contribute, and we acknowledge those limitations. What anyone is willing to offer is totally okay, and every little bit certainly counts. On behalf of CEPP, we thank everyone who has supported this effort in one way or another,” Guan
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Dear Readers, We would like to formally and publicly apologize to the Spanish exchange students, chaperones, and our readership as a whole for the last joke on the back page of our previous issue. The joke was offensive, thoughtless, and simply rude. We feel lucky to have had the opportunity for the Spanish exchange students to come to Milton, and we sincerely apologize for hurting them and making them feel unwelcome. We constantly try to consider how our jokes impact our readers, and though we absolutely never aim to cause hurt in the community, we do make mistakes. We want our readers to know that the joke is not representative of who we are as individuals, what The Milton Paper is as an organization, and who the Milton community is. We are incredibly grateful to our readers and to the Milton community, and we hope that we as a publication can learn from this mistake and continue to improve the Paper. Sincerely, The Milton Paper’s 35th Editorial Board
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Paper Cranes For Peace
News Long Rides and No Seats CONTINUED FROM PAGE 1
“The biggest problem I see with the bus today is the overcrowding because even though we could fit three people to a seat if we tried, realistically no high schooler or middle schooler wants to because it's uncomfortable,” Avery Miller ’20, a rider on the bus, said. Taller students, especially, struggle for leg room when they have to share seats with one or more other riders. “I have found myself sitting on the floor of the bus a few times instead of in a seat,” Miller explained.
By ABIGAIL WALKER
It is possible some of the overcrowding could be relieved in the coming weeks. With the beginning of the school year, many Milton students who take Spanish host exchange students. Those who also take the bus have often have no alternative but to bring their exchange student with them on the bus. As the exchange program ends, there will be a few more seats. “Part of the problem is also that we have a lot of spanish exchange students on our bus. I think once they leave the bus won't be as crowded,” said Evita Thadani.
Milton Academy students got the chance to support peace and hone their origami skills last week when Victoire Legrand ’18 organized an initiative to fold one thousand paper cranes for the International Day of Peace, a day set aside by the United Nations in 1981.
Fortunately, the overcrowding situation has been limited to the morning ride. Miller explained, “It is different in the afternoon because there are two buses, but in the morning there is one bus for all middle schoolers and high schoolers coming from Boston/Cambridge.” The problem does not appear to have been caused by a change in route.
Why? “The idea behind folding one thousand origami cranes was not our own, but it was something we wanted to bring to the Milton community,” Legrand says. She brought the peace crane project from her middle school. Hosting this tradition at Milton was something especially important to Legrand given the state of both our worldwide and our school community.
One might think that the current presence of Spanish Exchange students may be the reason for this overcrowding. According to bus rider Zoë Flessas-Finocche ’19, however, “there are only three Spanish kids on the bus, so they aren’t the problem.” She added that, “They switched bus companies this year. While the bus has been more on time, it has much less space and is a more uncomfortable ride.”
Image courtesy of Origama Fun
Why cranes? The initiative comes from the intersection of a Japanese legend and the story of Sadako Sasaki, a young girl in post-World War II Japan. The legend claims that anyone who folds one thousand origami cranes will be allowed one wish. Sasaki’s story is much less cheerful, but equally as inspiring. After World War II, radiation from the atomic bomb dropped on Hiroshima caused Sasaki to develop leukemia. While in the hospital, the twelve-year-old was determined to fold one thousand paper cranes so that she could live. Sadly, Sasuki reached only 644 origami cranes before her untimely death. Since then, the folding of one thousand paper cranes has become a symbol of peace. Throughout last week, Milton students—from the lower, middle, and upper schools—worked together to reach the lofty goal. Explaining her rationale for including the entire school, Legrand says, “we rarely have any opportunities to work as a whole school, and I was worried we wouldn’t reach our goal [without the entire school].” Teachers of Affective Education classes provided the materials and the time to fold. Origami paper covered the tables in the bottom of the Student Center. Cranes—some perfect, some half-folded and lopsided— began filling the bin as the week progressed.
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This year, Milton’s changed the company that operates the bus from First Student to Local Motion. This change has meant new drivers, and sometimes new routes. The Cambridge/Boston riders have noticed some changes. “[The bus] has been more on time then ever before. Last year we would get to school at around 7:57 [a.m.] and now we get there around 7:47. It picks us up on time and the bus driver is more hesitant to wait for kids who are running late. This is a good thing and a bad thing. I like getting to school early, but I am also more likely to miss the bus,” Thadhani said. The bus itself is also new. As both students pointed out, the seats are smaller and have seat belts, which nobody uses because they dig into the backs of the bus riders. Thadhani and Miller also believe that the problem has not been pointed out the the administration. Jack Weiler ’18, one of the day monitors and bridge between the days students and the administration, “didn’t know of this.” In the reporting of this article, Mr. Heard, who is in charge of bus transportation, was notified but was not available for comment. Some riders have offered suggestions as to how to improve the riding experience. “I think it would be helpful if the middle schoolers had a separate mini bus,” said Thadhani. If the problem does not resolve on its own in the coming weeks, the Administration will have to take action. •
News Who is Emily Pries?
Image courtesy of Xconomy
By SUSIE URSTADT This year, along with the roughly one hundred and eighty new students to the Upper School, we welcomed several new faculty and staff members. One of these new faculty members is Emily Pries, who teaches computer programming, coaches the robotics team, and teaches sea kayaking with the Outdoor Program. Ms. Pries grew up on the North Shore, but has lived in Manhattan for the past eight years. Prior to arriving at Milton, she taught math but eventually became a software developer and started her own company to use technology for good. Her company built education software and sought to essentially be “Netflix for lesson content.” Pries continues that “the Netflix aspect is an analogy that [Pries and her team] gave in the sense that Netflix always
knows what movie you would like to watch next based on the last ones that you liked and didn’t like…Teachers spend a lot of time trying to individualize their lessons so that every student gets the lesson that’s most effective for him or her and so our theory was that, if you had more data about what lessons were effective for individual students, you could give better lessons.” It ended up closing, but Ms. Pries was comfortable with that because many people, including Mark Zuckerberg, are working on technologies similar to hers. Moreover, she realized she didn’t want to sit in front of a computer all the time. She then worked as a freelance software developer, during which time she traveled and backpacked across the U.S., England, and Spain. I asked her how many miles she went, and she said “it would probably be in the thousands. I went all over Oregon, all over Colorado, [and] a bunch in Utah,
PAGE 5 Washington.” But she eventually decided to return to teaching. She said that “a lot of what’s going on in Silicon Valley right now is not very healthy. I realized that a lot of the problems I wanted to solve out there were not tech problems but were people problems, so I think coming back to the classroom is an opportunity to say, ‘OK, let’s make sure that the next generation is going to do this in a way that’s much healthier.’” One of the ways that she plans to accomplish this goal is by involving more girls in computer programming. Her mission starts with her classes at Milton. “We’ve had a lot of girls sign up for computer programming, and that’s something that’s really good, and I hope that that continues even more. People keep saying, ‘oh when will computer programming classes be 50-50 boys and girls?’ For me I want to get to 80-20 and then I’ll be happy. And there’s all this research that shows that, the more women that are on the team, the more productive the team is and the better the team is at problem solving. It’s so funny to look at software engineering teams that will be only focused on results and you know if they don't have any women on their teams it’s fine, but to show them the research and say your team will be better if you [have] women on it is a really funny process to go through.” A member of the robotics team said that in places other than Milton, robotics is very male-dominated, so it’s empowering to have a female coach “because it shows you can actually get there and succeed” at robotics. Ms. Pries said she had always wanted to be a teacher, but “it was nice to step away from the classroom for a little bit because it made me remember how much I loved being involved.” I asked if there was any other dream job she had always wanted and Ms. Pries said that “this is exactly what I want to be doing right now. Teaching computer programming is really what I want to be doing right now.” •
Editorial CONTINUED FROM PAGE 2 beneficial for students to actually be out in the world creating positive change. By encouraging students to spend time helping others, Milton causes those students to realize that they must serve the community rather than let others do the work. Also, students who have these real experiences can then be more open-minded and aware of other realities so that when disaster strikes another community again, everyone will spring to action, not just the sole few who have either been affected or moved by it.•
more time from the routine schedule of school so that students can devote that time to community service. As a start, the administration could simply make two days each year Community Engagement days. Or, we could follow the example of Choate Rosemary Hall and allow students to farm or garden as a sports credit and, thus, use their time for good instead of for running around in P.E. Due to its nature as an elite high school, Milton should focus on community service as a responsibility, not as an afterthought. Although we can always donate more money, it’s more
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Who is Steven Bachelor?
News
For example, he met a boy who walked and rode buses all the way from El Salvador to the U.S.; his dad had tried to form a union and the dad’s name was put on a death list. All of these accounts screamed that immigrants were coming over illegally not just for economic reasons, but more importantly, humanitarian reasons; they came over for sanctuary. Mr. Bachelor took it upon himself to learn the real reasons behind undocumented immigration, and not just listen to the misleading information from the news. He volunteered for community service in Los Angeles, New England, and Mexico. He focused on studying Mexico but also traveled throughout Guatemala, Nicaragua, and Honduras.
BY MAX LITVAK Did you know that the newest addition to the history department, Mr. Bachelor, lived in Mexico for two years, traveled extensively through Central America doing research and community service, and met many undocumented immigrants in his hometown? Mr. Bachelor was born and raised in Los Angeles, living close enough to Disneyland that, every summer night, he could see their fireworks display. After attending middle and upper school in L.A., Mr. Bachelor attended UCLA for college, then Yale for graduate school. During his upbringing, his whole life became centered around history, and, even now, his passion drives him to read history books in his spare time. Growing up in L.A. spurred his interest in Latin America. He knew from a young age— either nine or ten—that he wanted to study Latin American history and to eventually become a teacher. At the time, many wars were being fought in Latin America and consequently, huge amounts of undocumented immigrants came to the U.S; many of them passed through or settled in Los Angeles. Growing up, Mr. Bachelor met people fleeing these wars and heard stories that made him question what he heard on the news. What he was hearing from immigrants just did not “add up with what the media was saying.”
Mr. Bachelor even lived in Mexico for two years as a Fulbright Fellow. The Fulbright scholarship is a very selective scholarship that fully funded his research in Mexico. While on the scholarship, he worked with the college of Mexico’s history department. He worked with faculty members at the college while also doing his own independent research. More recently, Mr. Bachelor taught at Fairfield and Colgate Universities and Franklin Academy in Connecticut. When asked about why he wanted to teach high school instead of continuing at a college level, he explained that “with high school aged students, you can make the biggest impact; they are eager to learn and they are not checked out.” He “especially likes that the students at Milton are really sharp, engaged, and eager to take advantage of all the resources that are here, so it’s just a great place to be.”
Paper Cranes for Peace CONTINUED FROM PAGE 4 Thursday evening, Legrand and a few of her dorm-mates dumped the cranes into a pile in the TV room and began the tedious process of counting each one. Olivia Risoleo ’18, dorm head of Millet House, said, passing by the girls sitting and counting, “Holy cow, that’s a lot of cranes!” Legrand and her friends counted the origami birds in groups of twenty, adding more tallies to a notebook as the pile shrunk. Once they had counted all 1,178 origami cranes, they started stringing them together to hang in the Student Center. The crane-folding tradition began last fall, and Legrand plans to pass it down to two younger students who will continue it in the coming years. By keeping up the tradition, Legrand hopes, Milton can continue to support its “dedication to [encouraging] peace, to thinking about the unrest in our world, and to doing something about it.” •
After teaching for two weeks, he describes Milton as “really fast paced,” which quality he enjoys as there is always something to keep him busy and motivated. One of his favorite parts of Milton is the day to day schedule change because he gets to see different students at different times of day and at “different peak energy levels.” Right now, Mr. Bachelor teaches history, but he would like to offer an advanced topics course in Latin American history next year. He also expressed excitement about leading a group of students to Mexico as either a service or study trip. The Milton community is fortunate to have a teacher with this much knowledge and enthusiasm about a rich history that is often overlooked. •
"As Seen On The TMP Office 'No Hanging Out'"
Opinion Cancel Columbus Day
Image courtesy of NPR
BY NATASHA ROY On next Monday, Columbus Day, we will celebrate the massacre of several hundred thousand—possibly over a million—Native American people who died under Columbus’ direct leadership. In 2017, it seems bizarre that we would celebrate such atrocities against indigenous people. Besides, what are we celebrating in the first place? Columbus’ “discovering” the New World? Unfortunately, you can’t “discover” a land already inhabited by diverse peoples and civilizations. Even if you could, Columbus certainly didn’t; one of his sailors spotted American land first, but Columbus took the credit and claimed the reward. Last week, Genesis Pimentel ‘19 approached Mr. Bland, the Head of School, to discuss the prospect of Milton Academy’s officially recognizing the day as Indigenous People’s Day. According to her, he responded that “he is open to the idea, but doesn’t know what the protocol is for independent schools to deviate from the accepted name of a federal holiday.” Though the administration has not taken action towards this change yet, they are certainly open to the idea. Residential Dean Mr. Heard pointed to Milton’s power as an independent school, saying, “It appears to me that this would be a decision we are free
to make as a community.” As an independent school, Milton possesses a unique autonomy and ability to make its own decisions, independent of federal or state norms. We’re incredibly privileged and powerful as a student body and an institution to even have the option to make our own executive changes; the town of Milton may not recognize “Indigenous People’s Day,” but our school certainly can. After all, a few years ago the academy abandoned the term “Christmas Vacation” for favor of the non-denominational, unbiased “Winter Break” we now know. A simple name change then stripped our institution of some religious bias, and a simple name change now can establish us as pioneers of historical and social justice awareness. As a private school, we wield so much power; why not use it to make a positive change? Milton’s Office of Multicultural Development (OMCD) supports a name change. Ms. Flewelling, head of the department, stressed Milton’s “status as a school with a wide range of cultures and nations represented, and the responsibility for us to share a more complete view of our history.” She added that, “a change of name does not redress things, but it allows our community to see those who suffered from the gains of others.”
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Assembly Choice Enables Culture of Ignorance CONTINUED FROM PAGE 1
During my time at Milton, I have heard many students ask each other what assembly they would be attending. Unfortunately, most of the assemblies that the student body would say are the most boring or the most miserable are those presented by culture clubs. In the last two years by most culture clubs, I have seen a scary amount of impressive speakers, some of which the school wanted to bring back for a whole-school assembly. Because the thing with these speakers are, they should be in front of the whole school. Having someone from somewhere different who doesn’t look like the general student body not only makes the school more mindful of other realities but also helps us empathize with people around us who may be going through those things, or have been. But most students of our Upper School, approximately half or even more depending on the space, miss out on these experiences and great people. As well, it seems a lot of the time that the people who need to hear it the most are the ones who don’t attend. Milton has made it a priority to make this campus more intersectional, inclusive, and mindful. Letting students “choose” assemblies subconsciously tells students that they can choose what realities they want to be aware of, especially when choosing something others can’t even choose themselves. Telling students they can choose affects them in the long run because in the future they can continue to tell themselves they can choose another issue that can fill their time, and not care about what other people are going through. At some point, you won’t have another option because matters are so pressing. And that’s when it can be the worst time for the students who have been naive or just lazy to receive the information because it will then blow up in their faces, and they will never want to be a part of that same thing again. It’s particularly important to force students who don’t want to go to attend because that way it’s not only the people who are going through it or already know enough about it to hear it. Somewhere inside, after seeing countless assemblies of things you may not care about, you will know it’s important because our school is making you sit through and attend it. Some alternatives could be a couple of days in the year where there is a full day of mini-assemblies, like Seminar Day, with staggered clubs where people are required to go to all. Some fun ones, some lively ones, and some that many people don’t go to. Because of Class IV Talks, the freshmen don’t hear most of the speakers either. By telling students that they must attend, it sends the message that these issues are important. Even if you don’t care about it in the present, you know somewhere deep down that it indeed is valuable. Therefore in the future, you can go into the world with a bank of knowledge and experiences that you heard with your time here to apply to new people and new problems. •
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Opinion
Continuing the Conversation By Willa DuBois At Milton, we talk a lot about the importance of having conversations rather than debates. One example of this approach is explaining why a particular statement hurt or offended you instead of attacking the person who made that statement. This conversation is obviously an important thing to have, and I wholeheartedly believe that educating each other is more productive than fighting. However, at Milton, we talk about only starting the conversation. We have had hours of helpful programming telling us how to tell someone he has hurt us, and I often hear students discuss the importance of pointing out offensive comments. However, I haven’t heard faculty or students discussing how to continue or move past the conversation, which is equally if not more important than starting it. Consider a hypothetical situation where Ophelia offends Everett with an insensitive comment. We already know how this conversation starts: first, Everett tells Ophelia that she hurt him and then he explains why. In an ideal situation, Ophelia apologizes. Naturally, in this high-tension situation with an uncomfortable topic, Everett and Ophelia will have trouble moving beyond their initial exchange. Additionally, it can be hard for Everett to move past Ophelia’s upsetting comment; Ophelia’s saying “sorry” can’t effectively erase Everett’s feelings, especially when her apology comes after Everett’s telling Ophelia that she should apologize to him. Even if Ophelia made an honest mistake
and actually feels remorse, it can be hard to tell if her apology was heartfelt or just a desperate attempt to not be villainized. As a result, Everett will often just avoid Ophelia in the future. This practice defeats the purpose of explaining why Ophelia hurt Everett, which is to educate Ophelia so she can interact with others and share her ideas without being offensive. However, when she is left out of future conversations after making an offensive comment, she cannot demonstrate that she has learned from her mistake. Additionally, Ophelia’s comments appear offensive because she does not understand the lived experience of a different group. Thus, by leaving Ophelia out of future conversations, only those who have lived the same experience are sharing ideas. This disconnect prevents the most productive conversations: ones between people from very different backgrounds with very different ideas. Thus, it is important to be able to move past an incident after educating someone. However, it is hard to move past an incident when (a) you still feel hurt, (b) you have no way of knowing if the offender made the comments ignorant of its repercussions, and if their apology was earnest, and (c) you don’t want to move on only to be hurt by the same person making the same mistake again. These are all valid concerns, but I would like to propose a solution to each of them. To avoid feeling hurt, Ophelia and Everett need to accept that an “I’m sorry” doesn’t instantly heal hurt feelings, especially when Everett was asked to apologize. Instead, Everett can merely
say “Thank you for listening to me and apologizing. I need some time, but why don't we try again in the a few days.” This statement gives Ophelia time to think through and understand why her comment was offensive and gives Everett space and time to recover. Additionally, a conversation about the incident after both parties have had time to absorb and put together their thoughts allows for a more productive conversation in a less-stressful situation. This much-needed time allows Everett to explain his stance more clearly, helps Ophelia understand why her comment was offensive, and helps Everett feel that Ophelia knows why he was hurt. This low-tension scenario makes Ophelia feel less attacked, allowing her to understand why her comment was offensive and make an earnest apology conveying her remorse. Moreover, this helps Everett to know that Ophelia is actually sorry and will avoid that mistake in the future. Accepting Ophelia’s apology, including her in future conversations, and trusting her to not make the mistake again does put a burden on Everett, which may be unfair to him. However, continuing the conversation is invaluable. People from different backgrounds must share ideas because that sharing helps people learn to not be offensive to others in the future. Without continuing the conversation, Ophelia cannot move past her ignorance. Though it is hard and not always fair, continuing the conversation is an ideal that we should move towards, and to do that, we need to talk about how. •
Cancel Columbus Day CONTINUED FROM PAGE 7 Alaska, Vermont, and South Dakota have all made decisions Recently, the school and country has been buzzing with de- on the State level to recognize “Columbus Day” as “Indigebate about statue removal and decisions about which historical nous People’s Day.” Many cities across the country, including figures to commemorate. Many disagree with decisions across Los Angeles, Denver, and, in Massachusetts, Cambridge, have the country to take down statues commemorating confederate also made this move on the local level. The movement is well figures and slave owners, arguing that doing so aims to erase underway, and Milton Academy has the opportunity to put history. I agree that it is our responsibility to remember and be itself at the helm of societal progress. aware of our painful history. However, to remove the statue of a Confederate General or celebrate “Indigenous People’s As an institution, Milton Academy prides itself on its incluDay” instead of “Columbus Day” doesn’t simply erase this sive, forward-thinking environment and on breeding culturally Confederate General or Columbus from history. Instead, doing aware students. For it to truly live up to its ethos, it cannot so allows our society to make a choice about the people we continue to endorse a day that celebrates Christopher Columchoose to celebrate and commemorate. I, personally, refuse bus and his atrocities. • to celebrate the genocide and tragedy inherently associated with Columbus. We as a school community can, too, make this choice.
Opinion
PAGE 9
The Impossible Days of Our Lives
By OLAYENI OLADIPO The day consists of twenty-four hours. The school day consumes seven of those hours. Sleep is supposed to make up eight of those hours. That leaves nine hours left in the day. Nine hours dedicated to two hours of sports, four hours of homework, an hour for breakfast and dinner, and an hour and a half of daily commute (for some students). That totals 23.5 hours of day. Not too bad! The day’s been spent well with 30 minutes to spare. But what happens when there's a Wednesday sports game that's two hours away, there and back? That's a five hour sports commitment. And what happens when, on that same day, there's an hour of a capella practice and two hours of Step Team. That's another three hours. At this point, the day totals to 29.5 hours worth of activity. “Wait, that's impossible,” one would think. Not for the Milton student it isn't! Somehow students seem to fit all of this activity into a day and get up the next day to rinse and repeat. Often those activities overlap, subtracting around two hours from the daily activity, but more often the extra 3.5 hours of the day (at this point) are subtracted from sleep or eating breakfast. This is a familiar thought process of Milton students. The constant calculations of how to fit everything into twenty-four hours and not go insane occur daily in students' minds. Carrying out a day like this is inconducive to stable mental health. At this point, one might suggest I quit these extracurriculars or become a boarder to diminish the hour and a half of commute. However, while these are viable suggestions, they introduce a contradiction that I believe describes Milton Academy. Milton expects us to participate in extracurriculars. Teachers' expect us to do our assignments to our fullest potential. These expectations contradict. An hour of
homework per subject per night in addition to the hours of sports, plays, music, and more that we commit ourselves to creates a day that is emotionally and physically exhausting. Milton always tells us, "Try something new. Dare to be true," yet they don't provide us with the time to properly find ourselves and our passions when we're consumed with homework and other priorities. Ask any Milton student how they feel about the homework load and the pressure to be active in the community. Most students will answer similarly. For many, life at Milton is a checklist of to-dos. This junior year, my life has been more like a checklist than ever before. Whenever I'm chatting with friends or walking across the street, I'm constantly thinking of what else I have to. I'm always counting the hours remaining in the day. And I'm never surprised at the stress that blooms when I realize I do not have enough time to complete that checklist. A to-do list should not be the extent of a high school student’s life—or any life. Todo lists detract from the special moments that make up life. Few students are able to live in the moment because their minds are somewhere in the future, always thinking ahead. My life at Milton and the busy lives of others urges me to question if Milton is indirectly teaching the importance of prioritization and time allocation. Perhaps I am not supposed to give absolute focus to my math worksheet. Maybe I should skim my history reading with the hope that the material will be discussed in class the next day. Another reason as to why school is "impossible" is because perhaps there's a gap between the mindset of Milton as an institution and the mindset of its teachers. Extracurriculars or not? Sleep and mental health or homework? All I would like is some answers, so I know if it's reasonable to think the way that I do. So what can Milton and it's faculty
do about this stressful school environment? How can Milton truly promote mental health without being the source of our mental instabilities? How can Milton prevent daily family dinners from being seen as a task and obstacle? I believe the answer lies in Milton's values. Should Milton place more value on homework or the experiences of its students? There is a way for teachers to teach while sympathizing with the lives of students and without requiring hours (if any) of homework. If you think this idea unfathomable, just ask Mr. Moore, my Honors Chemistry teacher last year. His class taught me that I can learn large amounts of information without being stressed. If it's not up to only teachers and the school, what can students do to change their environment at school? I say, let's try to hold our teachers accountable. I know it's intimidating, but voicing our concerns will result in change. How about the SGA do a study on the lives of ten students, boarders and day students, mapping out their schedules and calculating their hours. This study could provide proof that Milton fosters an environment where doing our best and dedicating our all to assignments is not a viable option. Then again, attempting to change the way things are consumes more hours of our days, making us fall deeper into this trap of impossibility. And that's probably why Milton is the way it has been, unchanged and everlastingly a struggle. Let me add, it's a struggle I'm grateful for. I fully appreciate the opportunity I'm given to attend this excellent school. However, my gratitude shouldn't stop me from speaking up, for there are concrete things that if changed would positively alter our experiences as students. There's a common trend of students staying quiet because we're too busy worrying. I encourage us to change. Our silence says we're pleased with our lives at Milton when in truth we are just complacent. •
PAGE 10
Milton's Hurricane Relief CONTINUED FROM PAGE 3
Opinion Responsible Consumerism
responded when asked about the people who contributed. Andrea Geyling-Moore, the director of Community Engagement, explained that she understands the importance of awareness and plans on spreading the word through more announcements and perhaps personal stories during assemblies. The board also expressed their fear that people will forget about this crucial cause, so they have already begun planning more fundraising events. Their ideas include using the funds from the November Oxfam Hunger Banquet to help with hurricane relief, and sending a group of students on a spring service trip to Texas to assist with Hurricane Harvey recovery. As you go through your classes and lead a normal day, try to remember those students who might never have a normal school day again. The hurricanes might seem far away and the devastation unimaginable, but the affected students are just like us until a storm turns their lives to chaos. •
Happy HEAL Week!!
By BODHI BECKER What do your parents do for a living? My dad runs a film restoration and distribution business; his company restores old movies, like those of Charlie Chaplin and Roberto Rossellini, and converts them into Blu-Ray and 4K. “But who in the world is just egging to buy old, obscure movies?” I hear you cry. Well, it turns out that roughly 30,000 Americans really love those old classics and are willing to pay to buy these relics. “Isn’t that a waste of money?” Therein lies the true question which I hope to answer here for you. I would imagine that the money in your parents’ bank accounts comes from some sort of customer driven business, whether that is retail, design, music, or one of many other jobs that are created by consumers. In our society, we often hear that consumerism is bad, that we shouldn’t buy unnecessary goods and should instead live without a great many material possessions. Still, when consumerism actually drives our economy and fills our pockets, don’t we hurt ourselves when we pass on buying luxuries, goods, and services? Picture the economy as a closed system, and let's assume that wealth can neither be created nor destroyed. Now imagine that you are an investment banker who makes 50 million per year. If you take all of your money and ferret it away into secure foreign bank accounts, then you will never be able to truly benefit from it, and nobody else in the world will be able to benefit from it either. What if, instead of hiding that money away from the world, you bought a large parcel of land and built a house on it? Suddenly, you have gained both something for yourself and created jobs for others. A company built that house, somebody landscaped the garden, the realtor made commission on the sale, and if you're making 50 million dollars a year, you’ll probably employ a few people to take care of the house, too. You could say that buying something so opulent is simply greedy and that spending money on material items rather than donating it is inherently self-centered, but by spreading your wealth out across your community, you actually made a big change to the world around you. And not only do the
people around you get a benefit, but also you get something that you will enjoy as well. As always, there’s a catch. Notice the word “responsible” in front of the word “consumerism.” For this doctrine of spreading the wealth to actually make a true difference, the way you spread your hard earned dollars has to be carefully calculated. Let's move back out of the hypothetical and back into the real world. Perhaps your parents give you a small allowance every week or month so that you can order take out if you're a boarder, or so that you can go out with your friends if you're a day student. Let’s say that you vehemently oppose the Chickfil-A corporation because of its stance on the LGBT+ community. You might choose to avoid spending your allowance at a Chickfil-A and instead go to Five Guys or some other similar restaurant so as to responsibly spend your capital. Not only should you consider spending at businesses with social policies that you agree with, but also you should make sure that you spend your money on something of high quality. Don’t buy the cheap knockoff headphones just because it means you can also buy that new poster you've been wanting for your dorm room. Instead, go for the higher quality headphones and wait a little while before buying the poster. You’ll end up with headphones that last you for two years instead of six months, and though you may have to owe your friends a couple bucks and pay them back, but you’ll save money in the long run and have better headphones that last you a longer time. Obviously, you shouldn't buy outside of your means. If you can’t afford the headphones, then don’t buy them on an installment plan, save up or settle for something different. But if buying something that will have a positive impact on your life is feasible for you, then you should do it! As a society, we villainize those who buy too much, but we ignore the fact that by buying more products that they can afford, they are actually creating jobs and opportunities for others, and improving their own lives in the process. Let’s pull out our wallets once in awhile, just so long as we know what we’re getting, and that our money is going to make not only our lives better, but also the lives of others. •
PAGE 11 Arts & Enterainment Art with The Devil is Working a Social Hard, But Kris Jenner Conscience is Working Harder
Image courtesy of Giphy
By LIZ FOSTER AND MADISON LYNCH The year is 2007, Kimberly Kardashian’s sex tape with rapper Ray J, created in 2003, is released. Paris Hilton is ruling the scene of socialites, snorting cocaine with Lindsay Lohan and being robbed by the bling ring. Kris Jenner, aged 51, makes a deal with Ryan Seacrest (or maybe Satan) to start a show called Keeping Up with the Kardashians. The Kardashians rise to fame didn’t emerge from nowhere. After marrying Robert Kardashian, Kris Jenner got a glimpse of the limelight during the highly publicized work Kardashian did with the O.J. Simpson case. When Robert passed away, Kris became the manager of Caitlyn Jenner (at the time, Bruce), and eventually the two married. Kris negotiated endorsement deals and promoted the olympian’s career. After getting a taste for the business, Kris met with Ryan Seacrest, resulting in the production of KUWTK. As good ol’ KUTWK turns a decade old, the Kardashian/Jenner family has made a massive impact on modern pop culture. From lip kits to runways to books to literally anything they can put a Kardashian label on, the Kardashians are everywhere. You can’t escape them. Yet sisters Kim, Kourtney, Khloe, Kendall, and Kylie couldn’t have reached this success without one specific woman: Kris Jenner. The self-professed “momager”
currently holds a networth of approximately $60 million. In case you needed proof, here’s some further evidence that Kris Jenner is an absolute media mastermind. Keeping Up With The Kardashians is approaching the start of its 14th season. Most reality shows, save for game shows like Family Feud or Rupaul’s Drag Race, do not run for a decade. The show still garners approximately 2.5 million viewers an episode. Not only has Kris Jenner produced KUWTK, but the family has a slew of other TV shows: Life of Kylie, Kourtney and Kim Take Miami, Rob & Chyna, Kourtney and Khloe Take The Hamptons, Khloe & Lamar, Dash Dolls, and I Am Cait, all showcased on E!. Outside of an extensive line of television shows, the sisters have released apps, video games, clothing lines, makeup products, energy drinks, tanning products, nail polish, credit cards, perfume, swimsuit lines, baby clothing, and books, while promoting footwear, weight-loss pills, clothing companies, cosmetics, liquor, and jewelry lines. Kris Jenner has created an empire. The woman has taken advantage of literally every opportunity she has been given to exploit her children. While she may not be the most wholesome person to walk the earth, there is absolutely no denying that the woman stays on her grind. As Twitter user @brxdthomas declared, “the devil is working, but Kris Jenner is working harder.” •
Image courtesy of Coalter Palmer
By JENNIFER LIM Art with a Social Conscience (ASC) is a club meeting Tuesdays 3-3:30 in AMC 102. The club’s goal is to unite different people, perspectives, and experiences through art. You may already be familiar with some of ASC’s projects—one being the large and colorful painting in the sophomore section of the Student Center. Jeanna Shaw ’20, one of the 5 heads of ASC, says that “with the new heads, the club’s mission is to make projects more meaningful.” The morse code bracelets spelling out “unity” distributed among the culture clubs following last spring’s sit-in are just one example of the club’s efforts to implement their newly formulated mission statement. By using art to create change and bring people of different identities together, ASC is unlike any other club on campus. The club’s current project involves stringing together the diversity index cards which students filled out last spring and displaying it in the Student Center. Shaw also included that some future, potential projects might include a tie-dye fundraiser or a collaboration with other clubs on campus. “ASC not only works to create change in the community but also provides a great opportunity for one to take his or her mind off schoolwork,” Shaw says. She continues that “ASC is a collaborative club; that anyone who loves art, regardless of skill, can participate in.” Summing up the club’s purpose, Shaw says that “art is a powerful medium to unite different aspects of the human experience and to move forward together to be better versions of ourselves.” With new heads, in addition to the events of last year, ASC is looking to connect with the community through a visual medium. •
Arts & Enterainment
PAGE 12
Art Music
communities and allowing artists to have greater influence. Nonetheless, the enterprise of the industry forced music to feel like more of a commodity than an art. Henceforth, music was not so much something to be shared, to be expressed and built upon, but instead something to be bought, sold, and traded. Musicians had to produce more and more records just to stay afloat, which was no problem at first. Art music requires efforts to make. Establishments tried to discourage youths from participating in art music as it requires effort to understand. Rather, youths were encouraged to indulge in music that they could take at face value. Art music can never be taken at face value. Even today, modern ‘art musicians’ have trouble finding commercial success often because listeners refuse to take the time to truly listen to music and instead search for entertainment rather than revelations about the human condition. Entertainment music certainly has a place in our modern musical catalogue; these pieces allow us to relax, to unwind, and to be present in a space. Many artists, like Kendrick Lamar and John Legend, have succeeded in finding a balance of music that is both entertaining and transgressive without sacrificing compromising purpose.
Image courtesy of Kendrick Lamar
By PIERCE WILSON Most people would agree that music is a universal language, given that it exists in all cultures and across all time periods, but what about ‘art music?’ According to contemporary music theorist Catherine Schmidt-Jones, the term ‘art music’ refers to any music or musical tradition that demands the listener to listen more closely than he would to average popular music. To Schmidt Jones, art music makes a deeper statement about the human condition or answers a bigger question. Although most people think of classical music when hearing the term ‘art music,’ art
music exists in every genre, including jazz, rock, R&B, hip-hop, and pop. However, art music has been on the decline since the mid1900s as the commercial music industry has pushed for more sales and for artists to put out work that simply entertains. Music about money and partying often conjures up little to no emotion, but the now disenfranchised art music tells tales of heroism, death, joy, and deep love. The decline of art music began in the 1940s as the Western music industry emerged and recorded performances became more available. Recorded music has done wonders in making music accessible to different
Within the Milton community, it’s difficult to tell whether or not we appreciate art music. Sure, hordes of students come out to support their peers at Beatniks, but seldom does the crowd for an orchestra or jazz concert fill all of King theater. Zan Huang ’20 says that the best way to support art music is just to listen to all music, regardless of genre or time period, and to truly listen. Listen for the real meaning the artist is pushing, and show your support for those musicians whose music speaks to you. A loss of art music would not be just a loss of music or of expression, but also a loss of human heritage and culture—the one thing that connects us all.•
HIT REPLY ALL ONE MORE TIME
PAGE 13
NFL Protests
Image courtesy of WBUR
By TOMMY ELIOTT This past weekend protests to President Donald Trump’s latest twitter comment swept the National Football League. This came after protests began last year when former San Francisco 49ers quarterback, Colin Kaepernick, chose to kneel or sit on the bench for the national anthem instead of standing. This has led to others around the league including Seattle Seahawks defensive end Michael Bennett, Oakland Raiders running back Marshawn Lynch, and Kansas City Chiefs cornerback Marcus Peters continuing to protest this season. On Friday 9/22 the failed New Jersey Generals owner tweeted out that those who disagreed would not be invited to the White House after following an announcement that Steph Curry would not visit after winning the NBA finals this year. This was then followed by a slew of tweets saying those who did not respect the anthem and the flag should be fired or suspended. On Sunday players, coaches, and owners
from 31 teams took the field and either stood, kneeled, or sat with locked arms. Protests began early Sunday morning where Jaguars owner Shahid Khan led his team onto the field in Wembley. Protests such as these were common throughout the league in which all teams either locked arms for the anthem or in the case of the Pittsburgh Steelers sent a lone player, Alejandro Villanueva to the end of the tunnel. Villanueva served as a Captain in the Army Rangers for twelve months. After the games many players and coaches spoke out during press conferences. Mike Tomlin, coach of the Steelers said in his post game conference, “Like most teams in the National Football League, we didn’t ask for this. This was placed upon us by circumstance… My contention was that we would not allow politics to divide us. We’re football players. We’re a football team. If many of them felt like something needed to be done, I asked those guys to discuss it, and whatever they discussed that we have a hundred percent participation, or we do nothing…
They couldn’t come to an understanding, so they chose to remove themselves from it. They were not going to be disrespectful in the anthem, so they chose not to participate, but at the same time many of them were not going to accept the words of the president”. Tomlin hoped that these issues do not plague the locker room and harm any performance going forward. Another major voice to join the conversation was New England Patriots quarterback, Tom Brady said on his Monday morning radio show, “Yeah, I certainly disagree with what [Trump] said. I thought it was just divisive” going on to say that he stands with his teammates and hopes people can continue to work together. The NFL posed as a very united front this weekend creating a more public display than any one person kneeling ever could. Statements came from the top down starting with commissioner Goodell and owners and working its way through to backups and practice squad players. •
Sports
PAGE 14
Mustang of the Week:
Beck Kendig '20
Ellie Mraz '21
By KENDELLE GRUBBS
By KATHERINE MCDONOUGH
On a beautiful Wednesday afternoon, the boys’ varsity soccer team geared up for a tough game against Phillips Exeter. The two teams squared off against each other in a seemingly equal soccer match. Both teams struggled to make any big plays happen during the beginning of the first half but the momentum shifted when Beck Kendig (‘20) tipped in a shot from Galen Lewis (‘19). Exeter responded with a significant increase of energy during the second half, but Milton refused to back down and pressed on. The increasingly hot weather couldn’t bring the Mustangs down as they continued to stay active and energetic through the entire second half. In the end of the brutal deadlock game, Milton emerged victorious. Beck’s score was the sole goal for the entire match and his goal wasn’t the only weapon Beck brought to the table. Beck’s ability to play extremely well on offense and defense made him an outstanding player to watch and a difficult player to keep up with. As a center forward, Beck kept Exeter’s defense on their toes with his relentless threats to the goal and frequent runs. Beck refused to settle for missed shots and was “tenacious at getting the rebound” as his teammate Nas Macdonald (’20) praised. Proving he can do it all, Beck consistently applied pressure to Exeter’s backline when playing defensively. His high spirits and energy led him to win over many turnovers. Beck’s coaches describe him as “A wonderful example of the type of person and student athlete we take pride in having in our program.” Beck has a work drive on and off the field that would make anyone proud. Beck started playing soccer because of both of his older brothers and continued to play because he fell in love with the sport. Beck’s love for soccer is so strong that he hopes to continue playing past high school--for as long as he can keep running and kicking. His coaches consider him an “inspiration” because of his values of hard work and commitment to the team. Beck prioritizes his academics over soccer but always gives 110% when he’s on the field. He possesses strong leadership qualities and a good sense of community. Beck stays active inside the Milton community by acting as one the Class III reps. Beck works along with Pari Palandjian to plan fun and enjoyable class assemblies and they have been doing well so far. Many students and teammates consider Beck to be a great person. A common praise associated with Beck is his niceness even by people who don’t know him very well. Beck makes sure to lend a helping hand to those who need it and always has a smile on his face. •
Ellie Mraz (‘21) is a new member of the Girls’ Cross Country team, and due to her recent success, she is our Mustang of the Week. The team has had two meets so far—the first was at Groton Academy versus Groton and St. Paul’s school, and the second was at Milton against BB&N, Thayer, and St. George’s. In the first meet, Milton lost. However, Ellie placed 3rd overall, with a time of 20:46. In the team’s second meet, Milton lost to Thayer and BB&N, but beat St. Georges, Ellie placing 4th overall with a time of 20:33. Of the two races, Ellie favored the home race over the away meet, saying “I have only been to two races so far, but I liked the one at Milton the best. It was nice to run through the woods and there were people cheering all along the way.” Ellie’s entire family loves to run, so she has been running her whole life, and she entered her first race at the age of 5 on a vacation to Hawaii. She joined her first competitive Cross Country team in 6th grade at Derby Academy. Ellie’s best time for a 5k is an astounding 20:33 minutes, but she hopes to lower that time during the next few races after an adjustment to the speed. On the dynamic of the team, Ellie says, “I really like my teammates and coaches. During races both Milton’s girls and boys teams are always cheering each other on throughout the course. It makes cross country much more fun when you run by your teammates and know that they are rooting for you. All three coaches are awesome for they are so supportive and are always looking out for you.” Ellie’s goals for the season are decreasing her 5k time to under twenty minutes, contribute to the team’s success, have a great season, and hopefully beat the school’s record for the home course in the next four years. When looking toward to the rest of the season, Ellie says “I am looking forward to lowering my 5k time and having fun with the rest of the team. I am excited for the cookie run which is when we all bake cookies and eat them after a long run. I love peanut butter cookies so I will definitely bring those.” Cross Country will be at home on Wednesday against Middlesex at 3:00 pm. •
Sports
PAGE 15
Score Report Monday, September 18th Mens’ Hack Soccer v. Mens’ Hack Soccer W/L 1-0 J. Garnick (35’) Asst. C. Palmer Man of the Match: T. Elliott
Wednesday, September 20th C. P Varsity Boys’ Soccer @ Andover W 3-2 JV Boys’ Soccer @ Andover T 3-3 JV Football v. Thayer 20-6 Mens’ Hack Soccer v. Mens’ Hack Soccer W/L 3-2
W
almer (9’) Asst. S. Gordon J. Sloane (10’) Asst. S. Crawshaw C. Partridge (15’) Asst. Z. Mustin M. Hui (25’) Asst. S. Hawkins J. Cao (38’) Asst. B. Stewart Man of the Match: Z. Mustin
Thursday, September 21st
Mens’ Hack Soccer v. Mens’ Hack Soccer W/L 3-1 C. Beebe (15’, 20’) Asst. J. Moore-Carrillo, A. Chan C. Palmer (28’) Asst. N. Raman J. Griffin (40’) Asst. C. Pyle Man of the Match: C. Beebe
Friday, September 22nd Freshman Field Hockey @ Winsor
L 0-3
Saturday, September 23rd
Varsity Field Hockey @ Lawrence JV Field Hockey @ Lawrence W 2-0 Varsity Boys’ Soccer @ Lawrence Varsity Football @ St. Seb’s Varsity Girls’ Soccer @ Lawrence
W 5-3
W 4-2 W 21-19 OT L 1-2
Sunday, September 24th Varsity Boys’ Soccer @ Loomis
T 1-1
Monday, September 25th
Mens’ Hack Soccer v. Mens’ Hack Soccer W/L 2-1 J. Delano (8’,16’) Asst. J. Moore-Carrillo (2) C. Hibben (39’) Asst. T. Elliott Man of the Match: C. Pyle
Varsity Volleyball @ Lawrence JV Boys’ Soccer @ Lawrence W 3-0 JV Girls’ Soccer @ Lawrence W 3-2 JV Volleyball @ Lawrence
L 1-3 W 2-1
PAGE 16
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