The Milton Paper JANUARY 11, 2019
VOL. 36 NO. 11
MILTON’S INDEPENDENT WEEKLY STUDENT NEWSPAPER
Opinion Sit Downs or Projects? By EMMA BRADLEY '20 Every January, I come back from Winter break feeling ~refreshed,~renewed, and calmer than ever. And every year, I forget that January is a straight sprint to exams, every teacher cramming an entire unit or test into the same six-day period before review week. By the time exams actually roll around, all the last-minute preparations have me feeling #hopeless! In thinking about this upcoming month and exams being in T-10 days, I realized that this is the first year I won’t have five sit down exams, and, instead, I will have one paper and three sit downs. While many people would prefer having papers to actual exams, I feel the absolute opposite. Having sit down exams allows me to fall into a comfortable pattern; I study for each exam more and more as the exam day approaches, I take the exam, and then I have the whole day to study for the next one. Having projects complicates this process. When you take sit down exams, you don’t need to spend time agonizing over every last word; instead, you have two hours to do your best, and then you’re done. With projects, especially ones as important as exams, you feel pressured to work on it constantly and perfect it. Additionally, working on projects is not as structured as studying for an exam. Oftentimes, the process of creating a project takes time. Sometimes, you don’t know how to proceed with an essay or don’t have a creative idea to start a project. However, studying for an exam is much more structured; you review your notes, draw diagrams, quiz yourself, etc. You don’t necessarily need an inspiration to get started—you just need to spend the time actually doing the work of studying. As someone who loves organization, I prefer blocking out time to study for sit down exams and making a set schedule. However, I know that this year is the first time I’ll experience writing a paper for my English class instead of having a sit down exam. Regardless, I feel that having sit downs prevents me from procrastinating and allows me to organize my studying better.•
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What Happens While We’re Away…
Image Courtesy of Google Images By ELINA MRAZ '21 Let’s say you’d been having a pretty great break, but after watching Bird Box and wandering around blindfolded, you end up back on campus. What would you find? Although the Milton campus is much quieter without all the students, faculty, and staff, it is not completely empty. About 15 minutes after the holiday assembly is let out, the campus is already mostly deserted, but some action returns that evening with the faculty and staff holiday party. After the party, the majority of the faculty and staff go home for the holidays and the only people that will return to campus are the girls’ and boys’ hockey teams and fans, the faculty in the Alumni and Development offices, campus safety, the faculty in admissions, Mr. Bland, and a few others. From Friday through Sunday of first weekend of break, the holiday sports tournaments are going on for basketball and hockey. Although the basketball teams’ games are away, Milton hosts the Floodmar tournament for both the girls’ and the boys’ hockey teams, and their games bring many fans to campus. Additionally, the Alumni and Development office remains open during the break as
people continue to give gifts up until the end of the year, and the office needs to make sure that there is someone available to answer calls regarding these gifts. Because the admissions process is not completed until March, the admissions office also remains busy through the holidays. Paul Rebuck, Dean of Enrollment, states, “While the admission office is not open for campus visits during break, we are busy conducting Skype interviews with students who are not going to be able to arrange a visit to campus.” He adds, “This year we met with close to 100 students during break. In addition to Skype interviews, we are busy responding to prospective families' questions both over the phone and through email. The beginning of January is our busiest time for campus visits and interviews. As of now, it looks like we will have about 300 families coming to campus during the first two weeks of January, so we are also spending time preparing for these visits.” Many projects regarding the Milton campus are completed over break, like enhancements to the physical plans, the cleaning of buildings, and other work that would be hard to do
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Inside This Issue No More DC Statements? pg. 3|| Wha`t Mr. Ball Did Over break pg.4 || Crossword pg. 15
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The Milton Paper The 36th Editorial Board Editors-in-Chief Opinion Manager Managing Editor News Managers Senior Editors Website Editor Layout Editor
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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 IAs and Financial Accountability It’s no secret that many of us use our IAs recklessly. We often fail to attach real monetary value to that magic slip of plastic that can seemingly buy us whatever we want while we’re on campus. Earlier this week, TMP conducted an upper-school poll about IA usage and found that 79.9% of respondents describing it as their primary payment method at the snackbar or bookstore. 92.2% of students use their IAs to buy food at least once a week, with 24.7% of students using their IAs two to four times a week, and 37.7% of students using it more than four times a week. Despite this ubiquitous and frequent expenditure, most students do not feel they monitor their IA usage well, with only 24.3% of respondents feeling in control of IA spending. 45.4% of respondents feel somewhat aware of their IA spending and 30.3% “barely keep track” of their IA spending. Most of us have seen a friend steal from the snackbar or bookstore, a trend that, especially when perpetuated by students with financial means, reeks of entitlement. Better yet, you might have seen students playing “IA Roulette,” a game in which a group of around six people convene at the snack bar or bookstore, each person grabs a snack and throws it into the pool, all the IAs are set out upside down in a line, and one is picked at random to pay for everything. Not only is this flagrant display of wealth detrimental to the students throwing their money around, but it also creates a toxic campus culture. It’s irresponsible, it’s classist, and it’s dangerous for our community. We use our IAs recklessly in part because its easy usage allows us to spend money without confronting how much money we’re letting go. The same phenomenon holds true with credit and debit card usage in the ‘real world’. A July 2018 Forbes article, for example, cites a number of studies carried out over the past decade which indicate that people spend up to 100% more when using a credit or debit card to pay instead of cash. This trend can be explained in part by “coupling,” which describes how people are less willing to make purchases with cash because they immediately need to confront how much money they’re letting go. With a piece of plastic, however, “shoppers can focus on the benefits of the purchase instead of the cost.” Many of these same thought processes run through our heads when we use our IAs, and the result is that students throw their IAs around like they’re playing with monopoly money. We develop such lackadaisical attitudes with our IAs partially because of Milton’s culture of avoiding talking about money. Though we as students and faculty make meaningful efforts to discuss race, gender, sexuality, and other issues, we rarely discuss class on this campus. Even when the seniors spend their fall completely consumed with the college process, the senior grade fails to discuss scholarships and financial aid in the same way it does other aspects of applications. The prevalence of wealth here can make money appear a non-factor on our campus. Nonetheless, many students here don’t have access to that level of privilege, and all of us, regardless of our financial realities, need to learn how to handle money responsibly. TMP proposes that the feature to monitor IA spending on the Parent MyMilton portal be extended to the students’ portal. A setup with which our IA usage can only be monitored through our parents only perpetuates the damaging attitude that we’re not responsible for our own financial choices.•
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DRC Introduces New Disciplinary Policies BY PIERCE D. WILSON ’19 On Monday January 7th, student members of the Discipline Review Committee (DRC) appeared before the student body and gave an update on its progress in the past year. They mentioned the possibility of no longer reading DC statements aloud, removing minimum suspensions for academic violations, reforming the structure of the committee, and moving more towards a restorative justice centered philosophy. The Discipline Review process began in the spring of 2017 in response to pressure from the protests which took place that year, although the administration had been planning to look into the discipline process for some time. The DRC, co-chaired by Dean of Students Jose Ruiz and Admissions Officer Sarah Wooten ’04, was formed in the fall of 2018. Since then, the group of both students and faculty has met once a month to discuss disciplinary policies and precedents. Although the new disciplinary philosophy, focused on restorative justice and community development, has already been added to the handbook, few of the changes proposed by the DRC are set in stone as of yet and are awaiting community feedback and a faculty vote. One policy that has been confirmed, however, is the new structure of the Disciplinary Committees. As of the 2019-2020 school year, committees will no longer be composed of Self-Governing Association (SGA) members. Instead, the new committee members will have to apply. The DRC will select six students and six adults to serve on the discipline committee for the duration of a school year. These members will meet weekly to discuss disciplinary issues that may arise. And, when a DC rolls around, three out of those six students and three out of those six teachers will sit in on it. This ensures that, if one person has a commitment and needs to be absent, there will always be someone to take their* place. According to Wooten, this change was in response to community feedback, which expressed a desire for more consistency among disciplinary responses, the
idea being that if the same people are regularly talking about discipline and sitting on all of the DCs, then there ought to be some level of consistency in their decisions. Applications for the new Disciplinary Committee will come out in a few weeks, and students will have up until spring break to complete them. The DRC will select members by late April and spend the month of May participating in different training scenarios. Potentially the most startling change proposed is the possibility of no longer having DC statements read aloud to the community. The purpose of having DC statements read aloud has traditionally been twofold: to clarify the actual nature of the offense and to serve as an educational moment for the rest of the community. However, according to Wooten, DC statements do not seem to serve either of those purposes. Ms. Wooten explained that, “even though DC statements give a factual account of events, rumours still often circulate following the reading of the statement.” She continued that “many students don’t accept the DC statements [as fact], as if there were some conspiracy, even when there isn’t.” With regards to the goal of educating the rest of the community on rules and disciplinary responses, Wooten noted the fact that there were many similar violations committed and DC statements read this fall, and so it would seem that most people do not actually learn from the statements. For these reasons, the DRC hopes to abolish the practice of reading DC statements aloud, and potentially pivot towards either reading the statements without names, or including only the individuals involved in the disciplinary process. The DRC also hopes to cut down on suspensions, beginning with academic offenses. According to Seth Gordon ’19, who sits on the committee, suspending a student who is obviously struggling in a class, and thus forcing them to become even more behind in that class and all of their* others, doesn’t seem like the most productive response. In line with its leaning towards restorative justice, or a disciplinary system which focuses
on the rehabilitation of offenders through reconciliation with victims and the community at large, the DRC also hopes to revise the following policy about academic integrity violations: the student will receive a zero (0) for the work. The teacher may require the work to be made up, but no credit for the makeup will be permitted. The DRC hopes that, going forward, students will be required to complete the plagiarized assignment, and only be allowed to receive up to a certain grade. That way the student can still learn the material, and their* final grade will be more representative of their* work in the class than it would with a zero. When asked about this policy, English Department Faculty member Tarim Chung stated that, in his opinion, “a really harsh punishment places so many barriers between the student and his or her recovering from and learning from that experience,” and was thus in support of taking away suspensions for academic offenses and having students redo assignments. The new disciplinary process will focus on establishing creative, restorative disciplinary processes which both acknowledge the uniqueness of each offense and restore the relationships damaged by that offense. At this point, the DRC hopes to gather student feedback, which has been lessthan-stellar thus far, before moving forward with its proposed changes. Feedback sessions were held during lunch periods this Tuesday, Wednesday and Thursday. If you missed these meetings, and have feedback that you would like to share, please reach out to any of the members of the committee.•
Please reach out to members of the DRC if you have questions or feedback about the proposed policies.
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Exams: How Do Freshmen Feel? By NEHA MODAK '22 According to the Encyclopedia Britannica article on motivation, pressure and performance follow an “inverted U” function; as pressure goes up, so does performance—but only to a certain point. Beyond that point, an increase in pressure causes performance to drop. This seems to say that there can be good, productive stress, as well as bad, hectic stress, and that the key to good stress is that the challenge be something you can manage, even master. Pressure, performance, and the relationship between them become particularly important during exam season, when stress is prevalent in the student body. The freshmen class, new to Milton exams, is particularly apprehensive about what to expect. When freshmen were asked how they feel about exam week on a scale of one to ten—one being nervous and ten being confident—the average response was around four, and nearly fifty percent of freshmen answered for stress levels between one and three, indicating a lot of nerves. However, this also means that about fifty percent of students answered above four, showing that while many stress about exams, a good number also feel fine. When asked about their feelings towards exams, gave responses ranging from, “I want to die,” to, “I could do it sleeping.” To some, it could be surprising that more than 40% of freshmen placed themselves as a five or above on confidence regarding exams. This somewhat mellow outlook could be caused by the decision to not report freshman grades—one reason the grades were nulled was to help reduce stress, and students seem to be reaping the benefits. Instead of panicking and over-studying, freshmen can relax and take a breath. However, most don’t disregard the apprehension. Many expressed feeling like they’re struggling to keep up with coursework, especially after forgetting material during vacation. Others discussed how, even though they may feel fine themselves, the environment of being around other tense people can make stress inescapable. Milton has been making efforts to reduce stress around campus, especially around exams, but regardless of the changes the administration, teachers, or students make, exam week will always be a time of strain. But this crunch period is not necessarily bad. While stress and mental health absolutely need to be addressed and reducing stress is a positive thing, some think that stress can be motivating. If there was no pressure associated with exams, it’s possible no one would bother to study. The freshman class seems to reflect that case with a level of healthy confidence paired with some healthy pressure, exams can feel manageable.•
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The Past, Present, and Future with Mr. Ball
Image Courtesy of milton.edu By ALISON BLAKE '22
We all know Mr. Ball from afar, whether it be from his assembly speeches or his cheerful presence on campus. But how many know more about our Upper School principal than that? To get to know Mr. Ball and to better understand his role as principal, I set out to interview him, and we covered everything from his favorite memories as a former Milton student to his New Year’s resolutions for 2019. As a current Milton student, I was especially interested in Mr. Ball’s time as an Upper School student. Mr. Ball spent much of his free time as a Milton student on the Speech and Debate team and writing for The Milton Paper. While the challenges of these activities might daunt others, Mr. Ball was (and still is) inspired by these challenges; he tells me that the things he loved most about each activity were the ups and downs. An extemporaneous speaker on the speech team, Mr. Ball was given limited time to prepare and deliver randomly selected current-event themed speeches. He was forced to adapt to the successes and failures of each speech, and he developed skills that now serve him well as a principal. Curious as to whether his famous assembly speeches are delivered on the spot, I asked Mr. Ball how his public speaking experience has impacted the way he communicates to the student body. While noting that he practices a little the night before, Mr. Ball said that he doesn’t write out his speeches and mostly thinks in the moment. While participating in Lincoln Douglas Debate, Mr. Ball learned to express his perspective through arguing for both sides of an argument and to “listen for
and identify crucial points, strengths, and weaknesses of an argument.” As an editor for the Milton Paper (he was sure to mention his support for The Measure as well), Mr. Ball “realized his passion for fully engaging in a school community.” His favorite memory as a Milton student also came from his time at the Paper; during his senior year, while the school was in the midst of hiring a new Dean of Students, the editors of the Paper decided to write two issues - one for each candidate - so that the paper could ‘predict’ the new dean on the day of the announcement. When the dean was announced, they handed out the issue with the correct candidate, shocking the student body and administration. Transitioning to the present, I asked Mr. Ball for any favorite Milton traditions that existed when he was a student and still exist now. After reflecting for a moment, he gave two: the Veteran’s Day Flagpole Ceremony and Graduation. He appreciates the Flagpole Ceremony’s “simplicity and clarity” in engaging the entire school community in a moment of reflection and recognition, and he says that Graduation gives him the opportunity to share in each individual’s Milton experience. Mr. Ball noted that one of his most valued roles as principal is having the ability to shape the school experiences of students and faculty members alike; he takes responsibility and pride in making steps to improve the lives of everyone at Milton. He sees school as an opportunity, and he“love[s] seeing that opportunity realized by such a remarkable collection of people”. Shifting his focus to the new year, CONTINUED ON PAGE 7
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Mr. Moore: From Pharmaceuticals to Pritzker
Image Courtesy of milton.edu By ASTON CHAN '22 Sitting in the corner of his classroom, Pritzker 203, Mr. Moore says intently “Ultimately, I want to eat, breathe, and teach science. To this day, people ask me whether I miss the pharmaceutical industry. You bet I do. The other stuff that came with it, the stress and the management issue wasn’t for me. Some people are great at it, but it wasn’t for me,” Mr. Moore says intensely in the corner of his classroom at Pritzker Room 203. Amidst the cluster of chemistry assignments stacked on his table, his simplistic feeling of devotion emanates from every direction, the process of his journey highlighted by pictures on his desk of both his personal life and time in the pharmaceutical industry Mr. Moore earned a Bachelor’s of Science degree in organic chemistry at Oklahoma State University and furthered his education at the University of Kansas, where he completed his Ph.D. He spent most of his career working on developing organic molecules for pharmaceutical companies. Climbing up the corporate ladder, as Moore took on management positions, he struggled with an identity crisis: he felt he should enjoy the benefits and higher pay that come with working above people rather than with them, but he still preferred working in the lab over the office. When asked about his decisions to go into pharmaceuticals and then teaching, Mr. Moore reflects candidly on his beginnings as a secondary education major, the
pressure and complications resulting from success in the pharmaceutical industry, and his decision to start teaching at Milton Academy. He explains, “To put into context, I was going to teach science with a secondary education major and coach baseball at Oklahoma State University back in 1995. My chemistry professor called me into his office and said: ‘Joel, you’re doing really well, you ever thought about doing a double major?’ I didn’t, but having a hard time saying no, I said sure. I became a chemistry major taking organic chemistry, and I loved it. I wanted more of it, so I did research at an undergraduate chemistry lab. My entire focus was chemistry, putting me into the pharmaceutical arena after my post-doctorate in 2006. I thought it was a lot of fun; it was very stressful, but getting biological data for compounds that you made was awesome.” His enthusiasm for science led to his gradual success in the industry: “My career was going very well, molecules that I was making, or a part of making, were going into human clinical trials, the goal for a medicinal chemist like me. But one of the problems when things go well and you get promoted, for instance, is that you start to be in charge of people. The more people you are in charge of, the less focus you have on science. I am a hardcore scientist. The more my career was developing, the less science I felt like I was actually doing. I was unhappy and I didn’t know why. In retrospect, I can see it; I think a lot of it
was because I was dealing with egos more than I was dealing with science, and that was a problem with me.” The same concentrated commitment to chemistry, he asserts, was also why he switched to teaching. “I switched to a new company, thinking that it would be all better. It didn’t [improve]. Along with personal health issues, I was led to a fork in the road. I knew that I loved chemistry, I loved science, and I didn’t want to be a manager. Explaining to my colleague one day about how a molecule was metabolized in the body, she said, ‘Joel, you missed your calling. You should be a teacher.’ ” Mr. Moore explains that his path to Milton was unexpected: “As a PhD, in my egocentric head, I started looking only at colleges. Something crossed my job search- Milton Academy. I got a call from the department head, had a phone conversation to teach a class two days later. The more I looked into it, the more excited I got. When I showed up to campus, I said to myself: ‘Screw college, this is nicer than most colleges!’ All my students were inquisitive, nice and polite, and I loved the atmosphere and vibes. I talked to my wife, and one of the things we had to consider was the financial implications. A teacher does not make as much as a PhD pharmaceutical scientist. The financial implications of teaching with a family of five was a big decision, but I cannot even tell you how grateful I am for making that decision.” •
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MLK Speaker: Robert Moses
Mr.Ball Interview CONTINUED FROM PAGE 4
Mr. Ball offered two resolutions: to get to class on time every day (he’s already given up) and to catch up on sleep. While he wanted to keep future developments coming to Milton in 2019 under wraps, he did mention his excitement for civil rights activist Bob Moses to speak at this year’s MLK assembly. To end our interview, Mr. Ball reflected on his 2018. Reiterating his passion for his job and Milton community, he exclaimed that “getting to know more and more students” and “watching students and faculty emerge and come into their own” are among some of his favorite memories from the past year. Mr. Ball is an individual who has dedicated his life to giving back to his community. He cares not only about the state of the school, but also about each and every individual within the student body—after all, he’s been in our shoes. •
Bob Moses in Fireside Chat with students. Photo courtesy of Ilan Rodriguez.
By ABBY FOSTER '19 On Wednesday, January 9th, the students and faculty of Milton’s upper and middle schools had the phenomenal opportunity to speak to civil rights activist Robert Moses, this year’s Martin Luther King Jr. Day speaker. The assembly was formatted like a fireside chat, with students Lucheyla Celestino ‘19 and Pierce Wilson ‘19 asking Moses questions they’d prepared in advance. Moses has had a long and incredibly impactful career as an activist. Born in 1935, he joined the SNCC— Student Nonviolent Coordinating Committee—as the group’s field secretary. Moses was in charge of the Mississippi Project in 1961 and worked to register black voters in the south. He was a key figure in 1964’s Freedom Summer, which was “intended to achieve widespread voter registration of blacks in Mississippi, and ultimately, end racial disenfranchisement,” according to freedom50.org. The Freedom Summer was a time of heavy racial violence in Mississippi, with activists being jailed, beaten, or killed. Additionally, he helped create the Freedom Democratic Party, a group intent on giving political power to the disenfranchised black minority in Mississippi. Moses has also worked as a teacher; after receiving a MacArthur Fellowship in 1982, he created The Algebra Project with the
intent to improve the education of minorities in math. In 2006, the project received an award from the National Science Foundation— “The program reaches tens of thousands of students nationwide,” the Milton Academy website notes. Additionally, he taught in Tanzania, working for the Ministry of Education there. He’s been the recipient of several awards, such as the Heinz Award for the Human Condition, the Puffin/Nation Prize for Creative Citizenship, and the Margaret Chase Smith American Democracy Award. In the assembly, Moses reflected on his work, aided by Wilson’s and Celestino’s questions. During one particularly memorable moment, he asked the audience to repeat after him as he recited the preamble to the Constitution. “What does it mean to be among ‘we the people?’ What does it mean to be a citizen of this country?”, he asked. The assembly on Wednesday wasn’t the only event the school is hosting in honor of MLK day; the OMCD is hosting a series of events for the school’s Martin Luther King Jr. week that will begin on Monday, January 14th, and culminate in a brunch on January 21st from 10 am to 12 pm. Those who want to attend the brunch should register by this Friday, January 11th. •
RSVP
for
The MLK Day Banquet by today at
3:00 PM!!
New Year’s Resolutions By SHILOH LIU '22
Picture this: You excitedly count down to welcome the new year with your families and friends. “Five, four, three... two... one!” You hear a boom, then cheers, and you see beautiful fireworks. Red and green, gold and silver, all sorts of colors blooming everywhere. Most people celebrate New Years this way, and 2019 was no different. The march from 2018 to 2019 brought a brand new start and, for many, also brought New Year’s resolutions. According to the Cambridge English Dictionary, New Year’s resolutions are “promises that you make to yourself to start doing something good or stop doing something bad.” I sent out a poll to members of faculty and students from different grades. Here are their responses regarding their New Year’s resolutions: “I want to be nicer to my little sister.” “I want to read more and be more politically active.” “Worry less.” “Keep up more on the news.” “Spend more time with my friends.” “Hydrate more?” “Time management?” “Get through exam week.” “I don’t want to stay up that late.” “Get better at flossing.” “Put down my phone and be more present. Live in the moment.” “Less distractions, especially technological distractions.” As these responses show, New Year’s resolutions vary greatly from person to person. A lot of resolutions, however, turn out to be a result of the academic stress we receive at Milton; this past year, people stayed up late,
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worried, or failed, and they are determined to change as they head into the New Year. Additionally, all Milton students hope to get through exam week. Besides worrying about their academic life, students strive to be involved in the world, more politically active, and keep up with current events. After reviewing the results of my poll, I was surprised to know that high school students are not the only people who struggle with procrastination and the usage of technology; faculty members expressed their hope to interact with the people around them more than with their screens. One teacher mentioned that she does not want to get distracted from work specifically by the notifications that keep popping up on her phone. On the other hand, other people say they don’t believe in New Year’s resolutions. Two such people offered explanations: “I feel like New Year’s resolutions are not really resolutions. They are more like goals.” “I don’t think New Year’s resolutions really motivate me. I often drop my resolution in the middle of the year apparently because my resolution is not that important. It is better to be motivated all year than only being motivated in the beginning, and so I gave up on making New Year’s resolutions for myself.” Some may believe that New Year’s resolutions seem too temporary, and people will not work toward their objectives persistently. However, for those who value them, making New Year’s resolutions is a way to push themselves to the best that they can be. •
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What Happens While... CONTINUED FROM PAGE 1
with students and faculty around. This past break there was also work being done regarding the setting up of card access on the doors to the ACC and Forbes Dining Hall. Some of the people that you would see at Milton are the faculty and staff who have homes on campus. Although they spend the holidays with their families, in the case of a snow storm, there will be many children sledding down Observatory Hill. Around campus you would also see campus safety—they’re always monitoring the school grounds, even on holidays such as Christmas and New Year’s Day. Mr. Bland, too, spends time on campus during the break, attending meetings and completing projects. With the student body and most of the faculty away, Mr. Bland also has time to complete a lot of writing (such as his column for the Milton Magazine, which will come out in early spring). The majority of the offices close between December 24th and New Year’s Day, making those days the quietest on campus. Regardless, those who stay on campus for much of January do not have as long of a break as the students and many of the other faculty and staff. The day before the students arrive back on campus, the faculty return for Professional Development Day. The whole school is up and running except for students. The faculty attend workshops, make plans for the rest of the school year, and meet with their departments. We returned on January 3rd from our nice 20 day long break and continue on with our lives at school, but Mr. Bland would like to remind the student body that it is important to remember to appreciate the people who continue working on the Milton campus throughout the break.! •
#mute RKelly
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The Natabby Natasha and Abby’s music recs to get you through 2019! For when you need cheering up: “Why Do You Feel So Down” by Declan Mckenna “Light On” by Maggie Rogers “Prune, You Talk Funny” by Gus Dapperton For when you want to wallow in sadness: “Drunk Drivers/Killer Whales” by Car Seat Headrest “Eclipse” by Earl Sweatshirt “Agnes” by Glass Animals For when you want to feel powerful: “Pussy is God” by King Princess “Nina Cried Power” by Hozier “Sin Triangle” by Sidney Gish For when you’re spiraling: “Someday” by The Strokes “Angeles” by Elliott Smith “Trouble [Unpeeled]” by Cage the Elephant For when you’re about to f**k s**t up: “Los Ageless” by St. Vincent “1999” by Prince “Tennis Court” by Lorde For when men talk over you in class: “Doo Wop (That Thing)” by Lauryn Hill “You Oughta Know” by Alanis Morissette For when you remember you’re kind of the worst: “Fluorescent Adolescent” by Arctic Monkeys “I Wanna Get Better” by Bleachers For when Bandersnatch convinces you that free will is an illusion: “Season 2 Episode 3” by Glass Animals “White Rabbit” by Jefferson Airplane For when you never really got over the seventh grade Hot Topic phase: “Misery Business” by Paramore “WHERE THE HELL ARE MY FRIENDS” by LANY For when it’s 2am and you haven’t started the US History essay that was due before break: “Breezeblocks” by alt-j “Way Down We Go” by Kaleo For when Becky is acting up: “Your Best American Girl” by Mitski For when the government is like? shut down?? “Panic” by The Smiths For when Bohemian Rhapsody wins the Golden Globe for no logical reason: “You Don’t Fool Me” by Queen
The Depot #8 By OLAYENI OLADIPO '19 Hey, Team! Welcome to ‘The Depot’, a storage facility for the topics of our time: the victories and defeats, the reliefs and worries, and the mindsets in the space of Milton Academy. Happy New Year! It’s officially 2019. The end of a year and beginning of a new year are times for reflection and anticipation. So, let us reflect and anticipate. As a senior, 2019 holds a whole lot in store. I will receive my high school diploma, walk the halls of a new educational space, and Milton will become a distant memory – for the most part. So, when I reflect these days, I reflect on my whole high school career and what Milton has also experienced over the years. The 2015-16 school year seemed to be a relatively positive time. The student body exhibited vigor and audacity. It was my freshman year. Everything felt new. Everyone was eager. Then, the year of 2016-17 came around, and things took a turn. The word ‘messy’ introduced itself to common slang at the perfect time, for the word is the only adjective I can use to describe my sophomore year. It was a messy year, not solely within Milton but within the country as well. In fact, the country’s messiness invaded the walls of the academy making that school year exhausting, turbulent, and unforgettable. After what seemed like forever, the 2017-18 school year finally began. The year was quiet and a bit weird. It felt like something hung in the air, disguising itself as normalcy. However, the year definitely ranked better than the last. And now, we are in the midst of the 2018-19 school year. In the first edition of ‘The Depot’ this year, I shared a goal with the community. After a summer of daring to be my best self and live my best life, I called “that we, as a school community, should strive to become more introspective, deepening our self understanding through the understanding of others.” As 2019 begins, I ask of you, Reader, to not simply reflect on this goal but to continue striving for it. Many frown at the phrase, “New Year, New Me.” It seems impractical to insinuate that a change by one second (from December 31st, 11:59:59 to January 1st, 12:00:00)
can unleash your whole new character. In truth, that character, if a new one is even necessary, takes months to fully develop. And so, instead of implying that a new year requires a new you, I simply ask you to continue building on what you’ve already established. The same thing goes for Milton as a whole. In an effort to remember the foundation on which we can develop—a foundation built on hopes and motivations— I redeposit the words I first shared on September 21st, 2018. “I believe that knowing oneself requires more than an inward evaluation; it demands the understanding of others and the subsequent comparison that finally determines what’s truly important to oneself. The challenging part about this requirement is the sharing piece; divulging our histories and vulnerabilities is exposing. Sharing is most times impeded by fear and worries of misunderstanding … Still, even with the fear and potential discomfort, I encourage you to share what’s important to you, things that can help the community understand you and better support you. As we share and view ourselves with others, seeing our stories beside the stories of our peers, we can begin to appreciate the coexistence of each other and our cultures at Milton. The more we engage with one another, the better we understand ourselves. This schoolwide self-awareness will allow us to confidently act in our truest form. I envision Milton Academy as a place where every student, staff, and faculty member possesses such self-consciousness and self-control, qualities that come only through a united, intimate community. At this Milton, every experience is valid, as we walk with respect and dignity… By trying to be our best selves and practicing introspection through dialogue, we notice the potential in ourselves and in our community.” This new year, take steps to reach your potential. Share your story and listen to others. Before we know it, the 2018-19 school year will be over. So, make the most of it while you can. See you again at the ‘The Depot’!•
Opinion
When Great Minds Mingle
Image Courtesy of Google Images By TONY WANG '20
The Milton Academy Speech and Debate Team and the Robotics Team received numerous awards from two travel tournaments this past weekend. As a representative of Milton’s Speech and Debate team, I can safely state that travel tournaments are demanding, but I also fully acknowledge that success is a product of this intense dedication. The tournaments’ overall travel-experience has proven very fruitful, and Milton should create more travel opportunities for its teams so that students are able to pursue their passions on a broader, more enriching level. Two key advantages make a strong case for instilling a travel component for team competitions. Firstly, the prospect of traveling and the goal of succeeding at these esteemed tournament encourages an efficiency in teamwork. Indeed, the prerequisite expenses—in money, time, and energy—to attend the tournament serve as a powerful motivator; when such commitments are made, the team feels a degree of healthy pressure to perform and excel. Personally, I am well-acquainted with this line of thinking: why would we be traveling across states to a debate tournament if not to succeed there? The higher stakes of travel tournaments play the role of a healthy stimulus for the Milton team’s competitors. Before away tournaments, Debate kids spend hours in contemplation of key concepts, in-depth discussion of arguments, and mock debates. The same goes for robotics. Dima Zayaruzny ’21, a member of the Robotics Team who attended the recent tournament, stated that members of Robotics frequently hold Friday night meetings that may last up to 5 hours in order to perfect the design and operation of their robots. Some members work during their free periods as well. Their hard work and resilience are driven by their goal of excelling at the tournaments. The motivational aspect of travel tournments is critical for teams, but it does not tell the entire story. Milton should promote more travel competitions
because it also encourages interaction with a wealth of diverse strategies and perspectives. Though great minds allegedly think alike, different environments often inspire varying but equally valid approaches to the same problem. The December debate topic of “pharmaceutical price controls” provides an excellent example of this diversity. While teams from the local Massachusetts circuit made arguments regarding the long-term impacts of price controls, teams at an invitational tournament in Atlanta focused more on the short-term urgency, specifically the importance of saving lives now rather than deferring the problem of high drug prices to the future. We can, again, see the diverse environment travel-tournaments create in recent discussion of the January topic: federal debt and economic growth. Traveling outside our local circuit enabled us to discover and debate against innovative and well-constructed arguments. By the same token, Zayaruzny went on to highlight that robotics tournaments involve “lots of interaction between teams” and that “you see little details or changes to some parts that can result in major improvements to overall design.” In the same fashion as Debate, the Robotics Team draws inspiration from the multitude of ideas and approaches encountered at tournaments. Accumulating a wide range of experience has proven critical to a team’s success on more expansive state-level and national-level stages. Therefore, our administration should promote more travel tournaments and experiences since they motivate teams to work efficiently and because traveling provides opportunities for teams to witness a great variety of valuable and creative perspectives from which they can draw inspiration. This growth-oriented philosophy is not limited to forensics or robotics; it can be applied to MUN, the Math Team, and a wide range of other teams as well.•
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Mental Health Stigma in Football By LEYDN MCEVOY '20 Football demands serious physical and mental toughness at every level. Because of the sport’s violence and difficulties, coaches and trainers continually monitor the physical well-being of athletes. The mental health of athletes, however, is often overlooked by many college programs and professional teams. College programs need to adopt more mental health oriented care for college athletes. Given the toughness of the sport, disregarding the mental health challenges presented to football players is relatively easy. Collegiate athletic programs do not adequately acknowledge the mental barriers for football players and other athletes. The little professional care available makes it difficult for athletes to receive the help they need. According to ESPN, fewer than 39 Division I schools have full-time licensed mental health practitioners available in the athletic departments, as of January 2016. Although some sports’ communities have begun to recognize the mental challenges presented to athletes, many students still lack adequate support. The most notable difficulty for college athletes is the adjustment process. Adjusting to a new environment is an underacknowledged aspect of a transition to a college team. Although college athletes experience anxiety and depression at slightly lower rates than their non-athlete counterparts, according to an American College Health Association survey, athletes were the students less likely to seek help. The unrecognized difficulties of new collegiate level athletes has fostered an environment that disregards the personal needs of each player. I think that the lack of resources for athletes is largely due to the widespread belief that all athletes must be tough. These traditionally masculine ideals and behaviors make it difficult for athletes to feel accepted. National Collegiate Athletic Association chief medical officer, Brian Hainline, argues that “the stereotype is that student-athletes are tough somehow or more put together than others.” More sports communities need to begin to recognize the mental strains of their athletes and embrace the change that is needed to benefit the performance of their teams. The emphasis of most teams on performance over the individual needs of each player can be detrimental to the well-being of athletes. Though the NCAA advocates for mental health services to athletes, policies for such services and care are not mandated. Helping athletes succeed requires a concerted effort that begins at the institutional level. Incorporating professional mental help could prove to be successful for both individual and team performance. Only then can athletes deal with their overlooked struggles and receive the help they need. •
Opinion
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Administrators: We need exams before break! By CHRISTIAN WESTPHAL '21
On Monday, November 26th, I woke up and felt proud of myself. It was the day before my return to Milton from Thanksgiving break, and I hadn’t touched any school work in the past week. Frankly, breaks should be treated in this manner: no one should be worrying about school and upcoming assignments or tests. Break serves as a time for a student to lounge around like a couch potato, and just enjoy time with friends and family. However, Milton, like many other private schools, decides to end their second semester with exams after our long, three week December break. This schedule needs to change because having exams before December break would greatly improve the well-being of students on campus. On December 28th, only a few weeks ago, I woke up and felt worried. I had not looked at any school work for past two weeks, and the idea of exams was beginning to pop up more frequently in my mind. So I
pulled out my binders and began reviewing, determined to prevent any loss of knowledge. In fact, I would estimate that the majority of the student body at one point pulled out some school materials. And why is that? Because the thought of not touching any school work for three weeks right before exams is unbearable: failure seems inevitable when your brain feels like mush. Then there’s the fact that Milton prides itself on preparing you as best as possible for college. Don’t get me wrong— it does. But wouldn’t students be more prepared if they grew familiar with the regular schedules of colleges? In college, exams and final semester projects are all due before winter break. This system allows the students to go home, spend time with family, and feel relieved of stress. If this argument doesn’t make sense, then just consider the logical question: why have exams after a vacation!? They puts every student at a disadvantage, since having no school for three weeks makes forget-
ting material incredibly easy (and no, I’m not complaining about having a long break!). Some may argue that moving exams to before December break will transfer the stress to Thanksgiving break. However, our brains retain much more information after only a week of break, compared to three. In addition, the timing would be perfect if exams were taken in the week before December break. Beginning the day we come back, we would review for a week and a half, followed by the 4 day week in which we would take the exams. Also, in December, it is less likely for there to be snow days than in late January. And of course, everyone would be extremely happy during the Holiday assembly because they would know that the hardest part of the year was already over. Knowing that a relaxing break, WITHOUT the pressure of impending exams, lies in the near future, each student would exit the ACC with a smile on their face. •
Welcome back Malia!!! <3 bye Andrew </3
Notes on Change and Progress
Opinion
By MARGOT BECKER '20 When new years roll around, people traditionally make resolutions: I’m going to eat better, I’m going to exercise more, I’m going to watch less TV and read more books. By January 10th most of us have probably forgotten our resolutions altogether, started ordering food three nights a week, stopped going to the gym, and binged an entire show on Netflix. There is, however, one resolution we all should make this year, and it's one we can’t afford to break. In a time of social and political gridlock, fear of change has caused members of society to weigh resentment for moving forward. This new year, we must resolve ourselves to keep pushing forward, to stand for the morally right and to eschew the morally wrong. We must stand for progress over regression, and in these trying times, we must stand for the right to stand. Our time is going to be one of change. A century ago, we had just finished a war fought with swords and on horseback. Today, our wars are fought from conference rooms using flying robots. Fifty years ago we landed men on the moon for the first time in human history, while today we are preparing to send Astronauts to Mars. The pace of change in the world is increasing at an almost dizzying rate. Cracks in our progression, though, are starting to appear. Global warming is threatening the planet and our entire species with an increasingly present cost; political instability threatens massive swaths of the world, including the United States; and human rights are facing threat even in highly developed nations. Each of these cracks is a symbol of resistance to change, each is a symbol of fear. But change is not something to be feared—it is the natural order of the world. Humans have always adapted to survive, but now, in a time of relative comfort for those of us with so much privilege, we seem so ready to oppose it and to drag our feet at the idea of new horizons. We are scared to break all that we have created for ourselves in the world, but humanity cannot maintain itself in such a fearful way. We are innovators by nature, discoverers of the unknown, and creators of our own destiny. As we begin the new year, we must embrace the spirit of change and progress. Throw out your new year's resolution to go to the gym more. Join me in resolving to embrace change, embrace new perspectives, and embrace the natural discomfort that accompanies all uncharted experiences. Push fear off by the wayside, and embrace the bright and ever changing future. •
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Why Exams Are Important
By TAPTI SEN '21 With exams on the horizon, everybody’s stress levels are a little higher than usual, even without considering the sports, extracurriculars, and other activities everyone is juggling. With all this impending pressure,I’m not surprised that I’ve heard many people argue that we shouldn’t have exams. Though I am tempted to agree with them, I think that midterms are important for students to go through, especially high school students. In Bangladesh, from fourth grade onwards, we had two exams every year, once in the winter and once in the summer. These exams were worth 50% of our grade, which seems like a lot compared to Milton’s 20%. Not surprisingly, we dreaded exam season every year. However, looking back on it, I think this was an important experience to go through. We learned how to create study schedules and plan study groups. These exams taught us how to study. Having taken many exams in my life, I’ve learned to focus on my own work and not be distracted by noises around me, such as people’s sniffling and finger tapping. No matter how hard you study for an exam, you can never quite study how to take an exam. Exams are stressful, but honestly, that stress is something that we’ll have to go through again and again in our lives. At some point, we’ll need to take exams, whether it’s standardized tests or in college. It’ll be much less stressful
overall if we’ve already had the experience of taking an exam, rather than going in completely blind. Milton’s project-based system in place of final exams has its own benefits, but I also think that there are separate benefits to having final exams. Final exams set the tone for the year, in a way. They’re a good way to review all the material you’ve learned over the year and a sign of how much you’ve actually understood. It’s like a clean slate. You’ve understood all the mistakes you’ve made over the semester, and the exam is the way of proving to your teacher that you really do know all the material thoroughly. It is very unlikely that a student who has gotten A’s all year will fail the exams, but if someone is teetering on the edge of another grade, the final exams can help save their grade. One argument against having exams is that the tests don’t truly help you review anything because it’s often just pure memorization. You just forget all the material you learn after exams are over. On the other hand, I think that knowing how to memorize something is a relatively useful skill to have. After all, we memorize things all the time; we just don’t realize it because it becomes ingrained into our brain. In the end, the pros of exams outweigh the cons. Exams are beneficial to students today. •
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A&E
Mongolian Rock By CALVIN CHEONG '20 A man stands alone in a vast desert, seemingly oblivious to the heat. His hair is braided into tails which sprout from his head and fall to rest on his jacket—a garment which seems to be a peculiar, but not unfashionable, mixture of traditional apparel and a rock-and-roll leather jacket. He wields a two-stringed instrument and an accompanying bow which resembles a cello, except that he plays with a vigorous manner more fitting in today’s heavy metal concerts. This bizarre scene is one of many that are featured in the music video of a band called The HU, playing their very first song, Yuve Yuve Yu. The band plays an obscure genre that often goes by “Mongolian Rock,” though other names for it include “Mongolian Folk Rock” and “Mongolian Heavy Metal.” The genre’s just as interesting as it sounds. If you’ve ever listened to Mongolian throat singing, you’ll know that it is one of the most curious and otherworldly things that humans could have come up
with. Also known as Tuvan singing, this ancient art allows its practitioners to sing in several pitches at once, as if two people are creating a harmony instead of one. As you might guess, it requires a lot of practice and talent to learn and master. The HU and other Mongolian Folk Rock singers incorporate this talent—or some version of it—into their songs and lay it over the more modern bass and drums that come with typical rock. But that’s not all. Mongolian Rock takes it one step further, implementing folk instruments—such as the morin khuur, the aman khuur, the tovshuur, and the tsuur—that can be seen in the music videos of The HU. The end result is a rhythmic composition that has the intense beat of a rock song and a unique cultural element. Strings are plucked and vibrated with a melodious energy complement overlapping voices crying out hearty and rejuvenating lyrics: “If the lions come, we’ll fight until the end!” (From The HU - “Wolf Totem”) When I first listened to The HU, I was
intrigued by the unusual combination of modern and archaic music, all the while feeling the urge to tap—no, stomp—my foot along with the beat. The hybrid of music styles, however strange, seemed so fitting that I wondered why I’d never heard anything like it before (except for maybe Viking Metal). Indeed, only recently has the genre of Mongolian Rock become more popular, with The HU releasing two music videos in September and November of 2018. Yuve Yuve Yu quickly accumulated views and now stands at around 5.7 million views. In fact, the Mongolian band has earned over a hundred thousand subscribers in the few months since its conception—a doubtlessly impressive feat. To conclude, if you want to listen to something you’ve never heard before, I would put Mongolian Rock at the top of the list. It’s both familiar enough that you can tune into it and unique enough to hold your attention.•
Mei Mei Restaurant: A Review By GRACE LI '20 Establishing itself as a restaurant that serves “creative Chinese-American food,” Mei Mei—right off the green line—is part of the neighborhood. Hosting events with other organizations such as the Allandale Farm, Mei Mei branches out beyond the physical storefront. Those collaborations feature a unique menu, capitalizing on the in-season produce that is available while also featuring Mei Mei classics. Mei Mei is a family owned restaurant; many of the dishes capture aspects of the owners’ lives. For example, Irene Li—one of the owners and also a graduate of Milton Academy—created a sandwich that was an homage to Beatnik. Containing roasted beet salad, creamy dill ricotta cheese, and greens, the sandwich comes prepared on a freshly fried scallion pancake. If you want a healthier version, you can get rid of the scallion pancake, deconstructing the sandwich into a salad. For me, the Beetnik satisfies all of my cravings. The hot and crunchy pancake creates contrast with the creamy ricotta. The saltiness of the pancake complements the subtle sweetness of the beets, which I’m not a huge fan of, and work nicely with the other flavors of the dish. The beets aren’t at the foreground of the dish,
but without them, the sandwich would be underwhelming. The greens add an essential bitterness that cuts through the decadence of the pancake. This fried scallion pancake is a staple breakfast food for many Chinese people. I grew up eating scallion pancakes on the weekends. There’s something distinctive about the aroma of the scallions with the sounds of the sizzling oil that transports me back to Image of Beetnik Google Images my childhood. In Courtesy a way, the is an example of how many of the dishes are a fusion of culture, flavor, and texture. Like the sandwich, the small portions of food play off of the different flavor and texture combinations. When I brought my mom to this restaurant, we split a Beetnik and multiple small plates: Black Bean and Broccoli, the Magical Kale Salad, Ma La Cucumbers, and the Lemongrass Pork Dumplings. The vinaigrette of the Magical Kale Salad acts as a palate cleanser after eating the Lemongrass Pork Dumplings. The fried exterior of the dumpling, like the scallion pancake, is a guilty pleasure that the kale salad makes up for (one would hope that the kale cancels out the unhealthiness of the entire meal). On the saltier side, the dumplings come with a soy aioli that cuts some of the saltiness with creaminess. The Black Bean and Broccoli pairs
together a creamy black bean spread with roasted broccoli. Relatively light in flavor,The Black Bean and Broccoli can balance out the dishes with more kick, such as the Ma La Cucumbers. The Ma La Cucumbers are indicative of a side dish eaten with rice or congee, adding flavor and depth to the relatively bland foods. But here, the Ma La Cucumbers create another dimension to the food without having to compensate for the other foods. In this way, all the dishes are bold enough to stand alone as their own entity, but also flexible enough to work with other flavor profiles. But beyond the flavors, the dishes are comfort food for me. They infuse signature aspects of Chinese cuisine with American produce. The successful combination of the two cuisines with the fresh produce creates a medley of experiences. For me, as a Chinese American, there is something affirming in Mei Mei’s coalescence of these different elements from life through food. Food can build a community. Through visiting their storefront or participating in one of their events, the food placed at the center of the table brings the people who eat it to the forefront. The focus on the community is what I love about Mei Mei. •
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James Harden: The Case
By ANTOINE WILEY '20 Things didn’t look too good for the Rockets at the start of the season. The team that last year held a stunning, league-best 65-17 record found itself 2nd to last in the Western Conference standings before star point guard Chris Paul suffered a Grade 2 left hamstring strain. The Rockets have more than bounced back from their early season woes, largely thanks to the efforts of one man: James Harden. Harden is averaging a jaw-dropping 33.7 points per game on 44% from the field and 39% from three. If “The Beard” maintains this average for the rest of the season, it will be the highest scoring individual season since the 05’-06’ season when Kobe averaged 35.4 points a game. In the month of December, he dropped a 50 point triple-double and closed the month averaging 37 points per game. In addition to leading the league in scoring, Harden also has the highest Real Plus Minus (RPM) in the league at 7.74. In their last 11 games, the Houston Rockets scored 1274 points of which James Harden scored 452 and assisted 249, so he had an incredible 55% direct involvement in all points scored. Harden even managed to up his defensive game and now ranks in the top 5 for steals in the league with 2 steals per game. “The Beard” also became the first player in NBA history to produce at least 35 points and 5 assists in 10 consecutive games. These incredible numbers are behind the Rockets’ change in
Sports for
MVP
fortune; the Rockets have won 8 of their last 10 games, including victories over the Celtics, Thunder, and Warriors with four of their five AllStars playing. In the game against the Warriors, Harden dropped a 44 point triple-double and hit the game-tying three to send it into overtime; Harden closed out the game with the game-winning three in overtime. However, Harden also leads the league in minutes per game, and as the season drags on, this long playing time may exact a toll on his body. The Rockets have a severe depth problem on their roster, which has been worsened by a spate of injuries. Rockets’ Head Coach Mike D’Antoni stated, "We've got everybody a couple of rungs up. We've got rookies playing as the sixth or seventh man. They should be ninth, tenth men. They would be OK every once in a while, but when you rely on them, it's tough." Hopefully, Harden will be able to catch some relief with the return of Chris Paul, who’s out due to a strained groin, and Eric Gordon, who’s out with a knee injury that’s likely to keep him sidelined for at least another week. With this impressive combination of statistical excellence and team success (the Rockets have gone from 15th in the West to 5th in a matter of weeks), Harden is likely to pick up his 2nd MVP award should he maintain his historic production on the offensive end.•
Interview with a Varsity Athlete By GIANNI GALLAGHER '21 Alexa Pil ‘21 decided to try out for varsity sports because she was always involved in sports while growing up. When she joined high school, she decided that she wanted the opportunity to play sports at a more competitive level. These days, Alexa plays on the soccer team and the hockey team, and she runs track in the spring. Her favorite part of being involved with varsity sports teams on campus is that she has a lot of fun and has the chance to meet kids she wouldn’t normally meet; being on a team with upperclassmen allows for more opportunities for friendships across the upperclassmen/underclassmen divide. Alexa, for example, says she has been able to make upperclassmen friends that she would not know if not for sports. Off the field, she and her teammates have a lot of fun and are always there to support each other. Alexa notes that these relationships become even stronger on the field. “That’s when you can really recognize the deep-rooted comradery,” she says. The relationships that form aren’t only between students. At Milton, Alexa’s track coach, Coach Carbone, has had a huge impact on her. Coach Carbone encouraged Alexa to attempt the 300m hurdles—something she would never have tried on her own. At first, Alexa struggled with timing, but thanks to Coach Carbone’s dedication to her and the other hurdlers, Alexa was confident enough to conquer the 300m hurdles at both the ISLs and at states. If it wasn’t for him, Alexa would have never pursued the 300m hurdles: an event she now loves! Despite how impactful her time on the track team is, Alexa says that the hockey team has taught her the most. She considers hockey to be her main sport and says that after the pressure and hard-work are over, she always feels a reward. The hockey team taught Alexa that putting in effort and focus can have a tremendous effect on future performance—a simple lesson, but one she appreciates learning. On the ice, Alexa is always trying her best to improve. For a lot of student athletes, the balance of work and athletics is difficult. However, Alexa thinks that she does better in school because of this balance. If she had more time, Alexa says, she would goof off more and have less time for homework. The lack of free time motivates her to be efficient with the time she has and get all of her homework done. Alexa is an example of a confident and successful student athlete, and her experience shows how impactful sports can be on a person’s high school experience. She loves all the teams she’s a part of, and she has learned a tremendous amount from all of them. Even without those lessons, her athletics would still be a fun part of her extra-curricular life and a great way to meet new people.•
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Sports
Australian Open Preview
By GEORGE ROSE '21 It’s the dead of winter here, which means that for tennis fans, things are about to heat up. The Australian Open, one of the year’s four “Grand Slams” in tennis (in addition to the French and U.S. Opens, and Wimbledon), starts January 14 in Melbourne, Australia. The Australian Open comes as the first big tournament in the 2019 season, one which promises to be a season of change in the world of tennis. Even for those who don’t follow tennis, names like Roger Federer, Serena Williams, Rafael Nadal, and Novak Djokovic are household names. Men’s tennis has lacked parity in recent years, with all grand slams being won by the same 5 players since Croatian Marin Cilic broke the stranglehold to win the 2014 U.S. Open. The women’s tour, while slightly more balanced in skill-level, will likely see new players break through as well. As writer Stephen Tignor points out in Tennis Magazine, “Thirty is the new 20 in men’s tennis.” All seven active grand slam winners on the men’s side are 30 or older. On the women’s side, Williams, age 37, has largely dominated the game over the past two decades, with her only career-lasting competition being her sister Venus. On the men’s side, Federer (37), Nadal (32), and Djokovic (31), the “Big Three” of this tournament, have robbed a whole generation of players of slam titles. Women’s Preview Although Serena Williams, now a mother, comes into the tournament as
the favorite, doubts exist about the longevity of her career. Few players, male or female, have played into their late 30’s, even with meticulous care of their bodies. Here are a couple lesser known players to watch in this year’s Australian Open: Aryna Sabalenka, a 20 year old Belarusian, has the best shot to become the newest grand-slam winner on the women’s side; World #2 Angelique Kerber of Germany looks to be in fine form; world #4 Caroline Wozniacki of Denmark will try to defend her title form a year ago; lastly, Naomi Osaka, the insurgent Japanese phenom who beat Serena in that unfortunate U.S. Open final last summer, looks to win her second slam in a row. Men’s Preview In the men’s side of the Australian Open, look for Kei Nishikori and Kevin Anderson, two veterans who put together 2018 seasons, battling it out in the 2nd week of this slam. As for the young guns, here are five players to watch: two 22-year-old, 6’6” Russians, Karen Khachanov and Daniil Medvedev, could make it well past the 3rd round-- both had major breakthroughs at the end of last season and now at #11 and #16 in the world respectively pose two of the biggest threats to the Big Three; another 22 year old, #12 Borna Coric, enjoyed much success on hard courts last season; Stefanos Tsitsipas, who at 20 years old is already the greatest Greek player of all time, surged to #15 in the rankings and is the player most ready for the big stage under 21; Lastly, 19 year old Alex De Minaur of
Australia, arguably the fastest player in the world, looks to go deep in his home slam. But most poised to break through and win a slam is world #4 Alexander Zverev, a 6’6” German only 21 years old. Zverev has had success at almost every level-he won the tour finals in November, the biggest non-slam event of the season-but he has made it past the round of 16 in a grand-slam only once. Zverev comes into the Australian Open as the non-Big Three player with the best chance to win the tournament. Even with all these members of the so called “NextGen” quickly climbing the rankings, Novak Djokovic remains the favorite heading into the Australian Open. Federer, 37, having shown near impeccable form in a warm up tournament, follows him closely. Federer would be the oldest man ever to win a grand slam if he were to win this month. And who follows Federer despite injury concerns? Well, Rafael Nadal of course. If any of these young upstarts really has what it takes to win this year’s Australian Open, he will have to take the tournament from Federer, Nadal, and Djokovic, because none of the three greatest tennis players of all time will give it to him.•
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How to Stay Warm During the Winter: 1. Listen to your cousin’s ukulele cover of Mo Bamba because his stepmom said it was “fire.” 2. Cuddle up with boo in a nice, secluded place like the Stu couches. 3. Get concussed. Join the girls varsity basketball team and huddle on the bench with the rest of their injured players. 4. Burn your enemy’s college acceptance letters. Maybe make smores. 5. Break a sweat avoiding alums who are really just here to visit Ms. Baker. 6. Get a toasty mono fever from “sharing a water bottle” with the tallest boy on the soccer team ;) 7. Heat up your iced coffee so that it’s hot. Congratulations! You’ve made a new drink. 8. Lose your backpack and send out an all school email. Get roasted. 9. Play fortnite during chem class. So hot. 10. Boycott sustainability board and wait for global warming to give you a killer tan. 11. Sit on Dan Shlackman’s (‘19) shoulders to be closer to the sun. 12. Smuggle a carbonated beverage into King Theater morning assembly and try to hide it from Dar. Start sweating. 13. Meditate. Temperature is irrelevant when your third eye is open and you’ve ascended your physical form and you can see through time. 14. Pronounce the ‘L’ in “almond.” Burn in hell. Printed On 50% Recycled Paper