WATCH Spring 2015

Volume V Issue II

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Mathew Key

Kole Burke

John Frye

Monica Nyland Will Limehouse Garis Grant

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Mr. Smith

Dr. Lehman

Cade Callen Logan Coleman

John Peters

Brett Cranny

Benjamin Joye

Derrick Main

William Chapman Judah Ellison

Alex Dodenhoff Andre Hebra

Nikki Bregman Cinnie Saunders

Kate Herrick

watch magazine would like to give special thanks to Five-Eighth Seams of West Ashley for their support of this issue. fiveeighthseams. com 843-225-3958

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Table Of Contents

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Phablets of the Future

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Feminism: An Evolving Movement

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Youth - Rebels with a Pattern

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The Modern Success: What To Do — and Not Do

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Porter to the Future?

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Chronicles of a Germaphobe

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The State of the Snack

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Athletes of the Off-Season

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School Start Times — For Better or Worse

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P-G Chapel — Leap of Faith?

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Porter-Gaud’s Washington Correspondant

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Fond Farewell - Dr. Horton

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Fond Farewell - Dr. Mac

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Memoirs of a Beardcat Boy

Matthew Key Kate Herrick Will Limehouse Alex Dodenhoff Cade Callen John Frye Nikki Bregman Brett Cranny Judah Ellison Brett Cranny David Lynch, Guest Contributor Jeb Hines, Guest Contributor Monica Nyland

Kole Burke

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Kris Kitchen: The Man behind the Mustache

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My Day as Gray: Walking in Student Shoes

Logan Coleman Mr. David Myer, Guest Contributor

Ye Who Enter Here...

Since David Letterman’s announced retirement from the Late Show, our own alumnus Stephen Colbert has been pegged as the replacement host.

I, Cinnie Saunders, however, have other plans.

Sure, Colbert’s contract may be signed, and his comedic chops more validated, but I always like a good underdog story—my own in particular. In a bid to land the job, I offer up these thoughts and on a subject we’re all aware of. I hope Letterman will be impressed.

TOP TEN

REASONS FOR P-G’s NEW GATES 1. P-G History Department’s desperate final attempt to keep Dr. Mac and Dr. Horton from retiring.

2. Cheaper than a moat.

3. Monsters, Inc. gave us back the wrong door.

4. Found in a consignment store off 5th Avenue after Vogue magazine’s editor-in-chief Ana Wintour classified hardware as “so last season.”

5. Unbeatable discount from Sky Mall magazine.

6. Gifted by the NEA to the P-G English Department for finding a word that rhymes with “orange.”

7. Defense system against Academic Magnet’s trebuchet team.

8. P-G Administration’s “totally fine” with Amazon’s delivery of gates (instead of the bouncy houses we ordered).

9. Mrs. Fox acquired enough gold in World of Warcraft to purchase the realistic prototype.

10. The actual Senior Prank.

JCinnie Saunders

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The Phablets of The Future

by Matthew Key

- Supersized Smartphones -

The emergence of an iPhone 6 Plus from a tight khaki pocket—usually following an awkward struggle—generally results in groans and sarcastic remarks about its unusual dimensions. “Wow,” an iPhone user is likely to hear, “I didn’t know you could fit the iPad in there?”

Or perhaps: “You probably should have just bought a laptop; that thing is obnoxious.”

Anyone who owns this seemingly massive piece of technology likely experiences these comments daily. These criticisms even surround the slightly dwarfed iPhone 6 and are surely not limited to Samsung’s newest production line and that of its competitors. (The Samsung Galaxy S5 rivals the iPhone 6 Plus in size: the iPhone’s screen is 5.6”; the Galaxy’s, 5.1.”)

And yet, despite the pitfalls surrounding the ownership of such a device, its popularity grows; and we wonder if perhaps one day the stigma of owning the iPhone 6 will be replaced by a possibly enlarged version of the iPhone 7.

While today everyone “harshes on” the size of the iPhone, perhaps these dimensions will be considered small when compared to the newest devices.

Anyone born in the 90’s most likely recalls the days of the legendary “candy-bar” cell phones. Today, they would hardly even be considered a cellular device, but they were once 6

treasured just like the modern iPhone. The delayed threebutton press just to type an “H” took almost 15 seconds!

(Now, most people type entire paragraphs in half that time.) Anyone with online access was considered a god; owners guarded these thick, square phones almost as safely as the sleek plastic marvels of today. The idea of a touchscreen was entirely unheard of at one point. Yet, within a matter of years, these very phones were obliterated from the technology stores. Blackberries emerged, only to be later eclipsed by all sorts of new phones. Will this soon be the fate of the newest phones of 2015?

Why, exactly, should anyone judge the smart phones of today? They are fast, accessible, and seemingly omniscient. Rather than criticizing their size, perhaps we should rejoice over their sophistication.

These exhortations last only for a short time and quickly are replaced with acceptance, and such a cycle occurs every time a piece of technology gets released.

Critics scavenge through its flaws and glitches, harping on them for weeks on end

Artwork by Leslie Wade

instead of noting the advances the device offers: quick reaction time and infinite availability of knowledge, among others. Nearly a century and a half ago, people survived without—dare it be said!—phones of any sort. Fast forward to today, and anyone can communicate with others who are thousands of miles away in merely a matter of seconds. Why should this brilliant invention be criticized so heavily?

It’s simple, of course. Naturally, everyone expects or hopes for their lives to flow uninterrupted, yet, as everyone knows, such perfection is rarely the case. Stress could be the answer—it has been said high school students have as much stress today as a mental patient in the 1950s—or perhaps it’s just frustration. A phone is a source of relaxation and relief, and those who turn to this option need it to run perfectly.

Nearly a century and a half ago , people survived without —dare it be said! — ph ones of any sort.

Fast forward to today, and an yone can communicate with others who are thousand s of miles away in merely a matter of seconds. Wh y should this brilliant invention be criticized so heavi ly?

Or maybe we can attribute such cultural criticism to the notion of “one-upmanship.” The emergence of a new phone in the longstanding iPhone narrative leaves each owner’s dated generation to be criticized further. To escape this criticism, we could spend a few hundred dollars on a new device, but it is often easier to find excuses for why the newest piece of technology is defective or—in our present situation—awkward. Finally, affluence itself may also figure in iPhone criticism. Although we often forget it, middle-class Americans already have so much. While elsewhere cars, AC, and computers are luxuries, most American households enjoy all of these liberties. A phone falls among these everyday possessions, which possibly acts as another reason for its prodding.

What about an iPhone 7?

The iPhone 8? Could there possibly be an iPhone 17 in the not-so-distant future? Ideally, the world has just begun to crack its technological potential. New tablets, touch-screen laptops, and even the fabled Google Glass are out there. The first iPhone came out in 2007; think how far the iPhone has grown in a short 8 years. There is no possible way the iPhone 6 is the tech pinnacle. It’s hard to even fathom what else the Apple team could do. While it doesn’t seem likely that the new phones next year will be insanely innovative, perhaps one day the iPhone will have a holographic screen, a projection capability, or maybe even a built-in teleportation device. The Phablets of the future, large or small, surely have no limits—yet.

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What is Feminism?

Notes on an Evolving Movement

by Kate Herrick When, in one of my classes, every individual (both male and female) disagreed with me when I asserted that women aren’t less rational than men, I figured perhaps we need an article on feminism. Many misconceptions about feminism exist, but one of the most absurd is that feminists are anti-men, pro-women. This is not even mildly the case.

When feminists try to explain exactly what feminism means, they often try to take the least radical approach, proclaiming, “Feminism is the belief in the equality of men and women.” Though accurate, such a definition is not all-inclusive. For

feminism to be all-inclusive, it has to include ALL women, not just the privileged. Some take this erroneous approach so as to lessen what feminism truly is, to make a complex idea so simple that it simply means “equality.” Yet, if it’s not directly mentioning oppressed groups of women, then it’s not supporting them. Silence surrounding oppression automatically supports the oppressor; neutrality is impossible in such a situation. And so some privileged white women are followers of the less inclusive form of feminism—called “white feminism”—because it carries their best interests at heart. They aren’t benefitting if they support WoC (a nifty acronym, meaning “women of color”), and, therefore, they don’t. That is why “intersectionality”—the inclusion of all different groups of oppressed people—is important so that we include all women: disabled women, transgender women, LGBT women, obese women, sick women, poverty-stricken women, and women of color.

Another tenet of feminism is the support of women of color (a term which would be unacceptable were it phrased “colored women” or “ethnic women,” but WoC is universally accepted as the most accurate term). The support of women of color is shown in movements like that in Ferguson, Missouri, and other movements that are anti-police brutality against people of color. Ferguson is especially important because several police officers in high-profile cases in recent years have killed

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innocent black men, women, and children. This movement calls for the apprehension of such police officers. The support of women of color is also seen in the support of diversity, which can mean representation in the media, ending black erasure, and ending mainstream beauty ideals that center on whiteness. Much of Hollywood and other media are predominantly white, and that needs to change if we’re even to reach equality. Black erasure, or fear of blackness, happens in the media when black individuals are “lightened” with Photoshop and when black voices and experiences are undermined. Finally, for WoC to achieve equality, we, as a society, must cease equating “white” with “beauty” because beauty is not determined by skin color. If feminism is to stand for anything, it must stand for oppressed women and people everywhere.

Similarly, if we aren’t supporting the rights of LGBT women, then we aren’t truly supporting the rights of all women, which is the true point of feminism. Supporting the rights of trans women is especially important now in the wake of the death of Leelah Alcorn, a transgender teenager with extremely conservative traditional parents who didn’t support her decision to transition and even took her to “conversion therapy,” a religious therapy often used to “cure” gay teens or convince transgender individuals that they need to remain the gender they were born. In Leelah’s case, the treatment proved ineffective

and damaging, and, soon after, she committed suicide. Even in her post on Facebook after her daughter’s death, Carla Alcorn continued to refer to Leelah as “Joshua,” her birth name, and used “him/his” pronouns—despite her knowledge that Leelah deemed herself a female. One way we can support Leelah even after her death is to advocate for Leelah’s Law, a bill to ban conversion therapy on teens. Finally, transmisogyny is also a crucial issue: offensive questions are often directed to transgender individuals, and, sadly, the slur “tranny” often goes unacknowledged as insensitive, hateful, and wrong.

The reason I think many students on our campus would not label themselves as feminists is because they perceive feminism to be a liberal idea, whereas the topic isn’t political whatsoever, but rather a civil rights issue. (My biggest objection to those denouncing feminism because it’s “man hating” is that they have taken a discussion about a women’s rights movement and turned it around and made even that about men.) In truth, feminism strives to achieve complete equality between all genders, and for that statement to be true, it must advocate for the rights of the LGBT community and women of color, amongst other groups of marginalized women.

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Rebels with a Pattern

Why youth revolt, and how it can be stopped

by Will Limehouse

“Put that phone away! I’m trying to watch the news,” his grandpa snaps and turns up the volume. Anthony reluctantly obeys but feels empty without his phone.

Luckily, he remembers that Grandma made cookies. He goes to get one, but Gramps yells at him again: “Go outside! All you kids want to do is take stuff and never give back.” Anthony is ready to take his Nike id Free Run 7.0 off and throw it at his grandpa, but he knows that this would only add fuel to the millennial-hating fire. Instead, he angrily retreats upstairs and put on his Beats by Dre. Moments like these, he feels like Tyler the Creator knows him better than anyone else.

Anthony logs into Facebook, knowing that no tweet could contain his rage. He begins to type out, “Why does my grandpa have to be such a tool all the time? He always calls me lazy and a good-for-nothing. What good was he doing when he was my age? Yelling about Lyndon B. Johnson? Singing along to The Archies in his room? Whatever it was, it probably wasn’t any more important than what I am doing now.” Right before he presses “post,” he remembers the massive amounts of senior citizens who now inhabit Facebook, one of them being his own grandfather.

He imagines the public outcry his post would cause and closes the Google Chrome window. He screams in a fit of rage because the social media once exclusive to his generation is slowly being colonized by the wrinkled masses.

Anthony is 15 years old, and he is a stereotypical millennial, someone born anywhere during the 1980s up to the earlier 2000s. Skeptics generally view millennials as possessing qualities of narcissism or entitlement, which Anthony displays often.

With stereotypical millennials making statements like that, no wonder members of other generations do not like us.

It seems human nature to believe you or your own people are above others— think of nationalism or sexism, for example. This mentality is especially prevalent from generation to generation, and resentment is not lessened by the fact that younger generations tend to rebel against older ones. Youth also tend to be quite foolish, and I’ve been told they think they know more than they actually do. These qualities make adults treat younger people like zoo animals (which angers the kids even more), making for a never-ending cycle of rebellion and suppression.

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Other generations had more than their fair share of rebellion but seem to have forgotten about their old ways when complaining about millennials. Complaints are understandable; after all, we are obsessed with things that didn’t even exist when they were our age. Older generations love to boast about the non-existence of cell phones, the Internet, and other technology in their youth, as if their tech deprivation made them better people. But bragging about how much harder one’s life was than the current generation is not exclusive to any particular group, either. I’m sure people will complain about the upcoming SAT changes, claiming that they had to take a “test that was less suited for them”—or something like that.

The same goes for elders having distaste for youth. (High school students’ distaste for middle school students seems a prime example of it.) This constant dislike also leads to the following dangerous mentality: How soon we may forget that we were once young...

“Well, it was done to me, so now I can do it to them,” which merely creates a tradition of prejudice towards younger folk.

Thinking back to one’s own younger days and whatever blunders occurred there could solve these problems of ageism. We all would like our mistakes forgiven, so perhaps it only makes sense to offer others forgiveness and to create a new pattern of tolerance rather than chauvinism.

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What Were They Doing, And Why Aren’t You? Sucess certainly does not come easy. And to be the best, hard work must be practiced from an early age.

By Alex Dodenhoff Actors, athletes, CEOs, geniuses, and accredited successful people have quite a few things in common: in addition to being in prime conditions and placement for their talent to shine, they also worked hard, harder than anyone else.

In addition, they worked for longer, a lot longer.

Author Malcolm Gladwell has speculated that the formula for becoming a professional requires a prodigious 10,000 hours doing one thing.

10,000 hours shooting hoops, 10,000 hours coding, 10,000 hours working at something that they might not even be making money for—successful people do it because a passion drives them forward. But you’re young; why do you need another talk about passion? It’s so broad at this age that it’s almost unanswerable. So we are 12

forced to think smaller, shorter, and closer to our own lives. We have to look at what successful people were doing at our point in life.

Here’s the truth: not all wildly successful people were doing what made them so

his countless hours spent learning more about computers would make him the most qualified teen in the nation to create an operating system to run on over 90 percent of all computers.

Bill Gates did what he loved, mastered what he loved; note, the operative word is “loved”—he was married to programming.

By attaching himself to coding and devoting more time than anyone else, he was inadvertently becoming a professional.

I encourage you to successful at the age of thirteen, be like Bill. If you’re a and many hadn’t given it any teenager and you’re not thought throughout high doing what you love to do school, college, or initial all the time, you’re doing adulthood. The reality is yourself a disservice. that these people were doing If you enjoy it and it’s something during their early productive towards some years that prepared them for goal, do it. A lot. Master what they would be doing it. Although you aren’t later. Bill Gates wasn’t running making bank from it now, Microsoft as a sophomore; he you may later. was hacking and programming.

So start now.

What he didn’t know was that

Pope Francis

Steve Jobs

Jay-Z

After a difficult life escaping the regime of Benito Mussolini in the Piedmont region of Italy, Jorge Mario Bergoglio settled down in Buenos Aires, Argentina, where he graduated from secondary school with a chemical technician’s diploma. Before becoming a Jesuit, Bergoglio worked as a bar bouncer, swept floors as a janitor, and even conducted chemical tests in a laboratory. After three years of study, he became a novice Jesuit.

Today he jokes that during this time he met a girl so pretty she made him want to stop his religious path. Currently, he serves as spiritual authority for over 1.2 billion Catholics.

Jobs had great success with Apple, but you may know only a little about his teenage years. The truth is, it took someone like Steve to fully seize the resources teeming around him in Silicon Valley. As a young man, he got a summer job at Hewlett Packard, eventually meeting an equally curious teenager, Steve Wozniak. Together, they used their expertise and put in countless hours fiddling with gizmos in a garage. The rest is history: he and Wozniak went on to found the most valuable electronics brand ever created: Apple, currently valued at $700 Billion.

Although Jay-Z’s early life has had little mass-media exposure, it was certainly a grueling one. Growing up with a single mom and two other siblings, he was forced to help make ends meet by resorting to desperate measures not unknown to Brooklyn, NY at the time: selling drugs. During this time he fell in love with music and frequently listened to his parents’ record collection, claiming that as long as he could “hear their soul out of the wax,” he was happy. He has since become a hip-hop icon whose work appears the world over.

A. Einstein After growing up in Munich, Germany, he found himself in two advanced schools out of his hometown and abroad in Southern Italy later in his teenage years. Twice he moved because he didn’t like the rigid style of his schooling, and once he moved to escape military service in the German army. Einstein was later accepted to a prestigious educational institution on his second attempt. He would go on, of course, to introduce the Theory of Relativity (kind of a big deal).

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e clock?

eding up th e p s t re g re c o nd D

Would Marty a

By Cade Callen In the mid- to late 80s, the time-traveling trilogy Back to the Future movies made a real splash. People in droves came out to see ever-relatable teen Marty McFly and his inventive elder, codger-friend Doc Brown and their tricked-out DeLorean (the 80’s signature sportscar) break the boundaries of time itself.

Next Fall (October 26th 2015, to be exact) marks the date that our favorite hyper-eighties time travelers—this time, from Back to the Future II, mind you—will have famously hit 88 miles per hour and then, a moment later, blast into our crazy world. That’s right, they’re back, to the..., er, have returned, er, will revisit… our present, but, you know, months from now (this is getting confusing!).

Sadly, though, they will quickly realize that where they’re going, they will still need roads—and a Facebook account to keep in touch with their “buddies” from high school, a smartphone with a data plan and dozens of time-consuming apps that will gradually dumb them down and hinder their social skills, and an attention span even shorter than that whittled down in the heyday of MTV. Seriously, is our world even remotely similar to what they envisioned? What wild expectations have we met? Which ones do we still need to meet? To anticipate this I decided to look into it myself….

Nike Self-Tying Shoes?

Remember Marty’s super sleek and stylish self-tying shoes? Well, no need to just remember them from the film. Yes, that’s right, Nike has taken the duty upon itself to produce the very first pair of self-tying sneakers. These shoes will be an update of the Nike MAGS containing a technology formally known as Power Laces. All you have to do is slip your foot into the shoe, press a button, and the shoelaces tighten up before your eyes! Hopefully, this will inspire companies to develop a market and demand for tech-innovation in the clothing industry. (Though it seems, we have a lot more ground to cover before we can get our hands on a size-adjustable waterproof jacket.)

But a Hoverboard?

Really, what made for cooler chase scenes than Marty Mcfly’s skateboard / hoverboard escapades? The good news is that, yes, there will be a “working hoverboard” available in later 2015… but at a cost of $10,000 and with a battery that lasts only about seven minutes. The company responsible for producing the board is called Aux Pax located in Los Gatos, California. The device operates on four disc-shaped “hover engines” that enable the board to levitate three quarters of an inch above the ground. The experience is described as feeling like “standing on a giant air hockey puck above the ground.” The company has stated that the product is set for release sometime in mid-October.

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Holographic Movies??

Recall Marty’s scare from the sidewalk-breaching shark outside the marquee advertising Jaws 19? What about watching a hologram of the late Tupac Shakur (R.I.P.) shouting “Coachella 2012!” in front of thousands of people during Snoop Dogg’s set at the California music festival? The better question at hand, though, is how long will it take before Hollywood starts consistently incorporating realistic-looking holograms in entertainment like those shown in Back to the Future II? Well, whenever that may be, it certainly won’t be in 2015. However, Toronto based tech-company Rose and Thistle is hard at work experimenting with new technologies to help drive holographic entertainment forward. They have already created short skits using holographic technology, but face issues regarding quality and the realism of the imagery. The ambitious tech-company, however, predicts that holograms will be utilized more in entertainment in the forth-coming years.

Sometimes, however, we take our modern conveniences for granted. Marty McFly didn’t have the luxury of 3-D printers, simple and immediate means of communications like cell phones, and instant stream sites. We may allow ourselves to overlook that we are truly in the midst of a technological renaissance when we forget that the world for us is at the touch of a screen. Maybe Doc & Marty can look past our blankets with sleeves and fascination with “hashtags” and gaze in amazement at how far we’ve come and how much more there is to achieve.

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Chronicles of A Germophobe A Tale of Disease and Disorder at Porter-Gaud

By John Frye I’m not exactly sure what turned me into a neat freak, but I know the end result. Every waking second, there’s something gross I’m bound to see, but I guess I’m safe now. Yep, safe at Porter-Gaud, the school of faith, honor, knowledge, and DISEASE! Now, I can already hear the sighs, the spewage of phlegmatic breath against my cherished page.

Nobody wants to listen to a public health announcement, especially in a magazine that’s supposed to be hip and in-the-now like Sperrys and camouflage jackets that whisper, “Ha, you can’t see me! I’m blending in with the walls! Like a ninja!” But I’m here to tell you that public health is hip, and it is in the now.

Okay, so it’s not “hip,” but statistically speaking, illness is always current in schools. Average students in the US miss anywhere from six to ten days a year from common nastiness. Schools are like Rhinovirus heaven. In every crowded hall and in every keyboard, germs wait, dastardly twirling their moustaches.

But we’ve got plenty of space and oodles of resources at our school; we’re safe from the microscopic fiends, right? Wrong! You see, my fellow germophobes at the CDC had an epiphany. Research indicates that as income goes up, vaccine rates go down. You got all these suburban crunchy parents infecting their children because they genuinely think it’s good for them.

People, I hate to be “that guy,” but affluence—i.e refurbishing your baaaaath—does not shun away polio and measles. And getting your children sick with them doesn’t help either.

And you wonder why I always keep sterilized gloves on me. Posh and affluent? More like diseased and horrifying. I’m sorry, but you can call me slightly disturbed to find out people are spreading ungodly plagues not out of ignorance, but a genuine belief that diseases are these magical, trustworthy beings. Like unicorns. Unless My Little Pony flat-out lied, unicorns are not pulsating amoeboids carrying about doom and pestilence. This might be shocking for people living in a castle: DISEASES KILL PEOPLE. At this point, I hope you can put two and two together. Crunchy moms / dads / other adherents of the circle of Woo + schools = nastiness. And for some reason, this problem—this giant, in-your-face problem—gets ignored. What’s up with that?! Maybe I am crazy, but my eyes twitch at every blatant disregard of public health. It makes me sick!

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Attending School May be Dangerous for Your Health.

I’ll be strolling down the halls, enjoying the birds in the sky when---Blarghehackkkkkkkk! Somebody harks up a blob of lung goo in my general direction. And while I crawl in desperate search for an emergency Purell station, the culprit laughs, turning back to his friends. “Ha, ha, ha,” he cackles, “I’ll spread my germs to everyone! Come to me, germs; I want your power! Germs, germs, GERMS!” I’ve been told that’s apparently not what other people talk about when they cough, but I’m not blind to what grossness goes on. Coughing’s just the start. It’s either that or watching taco flesh dribble down someone’s mouth, or dodging the spit on the ground, or nose picking. And the hand washing…don’t even get me started on the hand washing. I swear, a part of my soul withers away whenever this happens.

The toilet will flush, the door will eeeeeek! open like some kind of horror movie. Instead of a chainsaw wielding psycho, I find something infinitely worse: a disheveled disease magnet walking right past the sink. His hands—his hands that have been to places hopeless and mortifying—smear all over the door, all over the textbooks, and on my pencils and pens!

Yuck!

Yeah, that’s every day through the eyes of a germophobe. Again, you can call me crazy all you want, but disgusting behavior isn’t just an eyesore.

Those microscopic demons hurt all of us. Outside of school, diseases costs America over 576 billion dollars annually—dollars that could have fed, clothed, and educated thousands of underprivileged children that suburban Woo circles deem as the cause of sickness.

Still, people ignore that we become immune to bacteria, not constantly mutating viruses. And on top of that, eating, drinking, and going outside in general exposes you to enough non-debilitating germs to build natural immunity. You know what doesn’t?

Purposely coughing on people! If poor hygiene really is such a wonderful thing, why do people die from it by the millions?

A little bit of cleanliness never hurts, even if a germophobe world is a blessing and a curse. You’re rarely sick, always have a clean room, but years of soap and water turn your hands to alligator skin. And noticing every awful detail going on around you doesn’t do much for your sanity. Look, you don’t need to be as paranoid as I am to make the world a little better. Just wash your hands with soap and water, cover your cough, use tissues, clean up after yourself.

I mean, that’s just common courtesy. Last I checked, that was one of the values of our school. And that common courtesy entails all the nice little things that make me smile: you know, not coughing on people.

And washing your hands…did I mention washing your hands? Please, that one’s important. Take care of your health and mind the health of others; you’d be surprised how much of a difference it makes.

Billions of dollars and countless lives are a bit more expensive than soap.

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By Nikki Bregman

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Let’s Protect Our Net Nutrition

I’m hungry most of the time. And it’s not surprising, considering that I am not a part of the 36% of high schoolers, according to Kellogg’s, who eat breakfast. For some, eating in the morning takes too much planning or effort.

For others, the early hours are a mad dash out the door. That’s probably why food is one of Porter-Gaud’s most precious commodities and why our snack machines are making bank. For most, the time before lunch is a lethargic haze of hunger, and candy and chips do little to help. So why do we keep buying them?

When it comes to junk food, our snack machines are stuffed with the worst offenders. Gummy worms, potato chips, and Cheetos rank, among the unhealthiest of snack foods, and, worst of all, they aren’t even filling. There’s nothing wrong with providing choices, and, as high school students, we should be capable of making our own decisions on what to eat. But even the healthier choices, which often boast low calorie counts (in part because of meager portion sizes), aren’t filling and don’t provide significant amounts of protein or complex carbohydrates. The truth is, the snacks offered by the vending machines don’t serve their intended purpose—to tide us over until the next meal—but instead function as unfilling treats that leave us with empty stomachs and higher cholesterol levels.

During exam time, parents often volunteer to bring in bagels, fruit, and other substantive snacks. They know, as we do, that students have clearer minds and perform better when they are well fed. In a Tufts University study, college students performed much better on tasks that required deep focus

after eating high-calorie foods like fruit yogurt than after drinking a diet soda.

High caloric content, however, isn’t the most important aspect of a snack.

With over-processed products like those found in the vending machines, Action for Healthy Kids discovered, up to two-thirds of the calories will come from added sugars. Those empty calories aren’t filling and don’t provide the nutrition necessary to propel students through the school day. Why, we must ask ourselves, are exams alone worthy of adequate snacks? Is not everyday performance just as important as the last cram-session of the semester?

Students should be encouraged to succeed and thrive every day of the school year, and we perform our best on full stomachs. If everyday learning is as important as we are told—if everyday effort, the slow road, counts as much as a the one big exam—then our priorities should show it.

In a school allegedly focused on student health and wellness, the failure to make nutritious snacks easily available is a major oversight. As they say, “we’ve gotta’ eat.” A balanced breakfast is all well and good, but it is usually impractical in the morning race to beat the bell. So why not give the students the choices they deserve? Let’s stock the vending machines with fruit, nuts, yogurt and other healthy options.

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A Storm Subsided

What are Cyclone athletes doing in their down time?

Gettys Moore ’16 (Soccer): How long have you played your sport, and what position do you play?

I have been playing soccer for about 13 years now, and I play goalie.

How much preparation do you do in the off-season (pre-season workouts, club version of your sport, etc.)?

For the fall, I play club so that keeps me busy practicing three and four days a week and traveling out of the state every weekend for games. However, when that ends in December, I immediately start preparing for school soccer. I work out some knocks and bruises from the club season, and then I get in the weight room to work out and do some running exercises to increase my stamina. I also get some time with a goalie coach, where I improve my explosive strength, my reaction time, my quickness, and my technique.

Do you look forward to your sport’s season each year?

I do enjoy playing club soccer, but I look forward every year to playing school soccer. It is intense and makes you work hard, but it is more laid back and more fun than club soccer. You get to be with your friends as well as get to represent your school in a way that you enjoy.

For me, it’s the best time of the school year.

Any notable differences during the off-season (diet changes, activity changes, etc.)?

There really isn’t an off-season for me and soccer, but the time during December and the beginning of January I would say that I am in the weight room more and doing more running so that I can be fully prepared for the season to come.

Do you play any other sports in the off-season? Do those provide the same level of intensity as your primary sport?

Nope. Soccer is my only sport: club in the fall and school in the spring.

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Sissy Freshley ’16 (Volleyball):

How long have you played your sport, and what position do you play?

I have played volleyball since 6th grade, and I have always been a hitter. But I also play back row / defense.

How much preparation do you do in the off-season (pre-season workouts, club version of your sport, etc.)?

In the spring I have to complete 30 workouts with Coach Wilson, and over the summer I have to complete 20 workouts with him as well.

The summer workouts are about an hour longer than the spring workouts. From November to May I play club volleyball with a local club.

Do you look forward to your sport’s season each year?

I do look forward to my sport’s season! Because we have to do so much in the off-season, I’m excited to see all of the hard work pay off.

Any notable differences during the off-season (diet changes, activity changes, etc.)?

Nothing for me really changes because I’m still playing volleyball with my club team.

Do you play any other sports in the off-season? Do those provide the same level of intensity as your primary sport?

I play basketball as a winter sport. We do not have to do much in the off-season with basketball, so it’s not as intense as volleyball. However, in both sports we are reaching for the same goal: a state title!

Garris Grant’16 (Track) How long have you played your sport, and what position do you play?

I have played basketball since I was six, where I started by playing in the Rec. League at James Island Recreational Center. In middle school, I hit my growth spurt before everyone. Because I was taller and larger, I played all positions. When I got to high school, basketball became more about fundamentals, so I was put in the position that I fit best in, which was as a post player.

How much preparation do you do in the off-season (pre-season workouts, club version of your sport, etc.)?

I played club in 8th and 9th grade and I haven’t played since. I got really into basketball again in 10th grade. Since I wasn’t playing travel ball, during the summer I trained probably two-three times a week for a few weeks.

Do you look forward to your sport’s season each year?

Yes, because I see how much fun other teams are having, which makes me miss my own team.

Any notable differences during the off-season (diet changes, activity changes, etc.)?

I gain a few pounds. Honestly, I eat a lot in general, but when I am involved in little physical activity my diet is a lot more noticeable on the outside. Also, my grades tend to be better in the off-season.

Do you play any other sports in the off-season? Do those provide the same level of intensity as your primary sport?

I participate in track and field during the off-season. My level of intensity stays the same. I’m pretty committed.

Allen Walters ’16 (Football)

How long have you played your sport, and what position do you play?

I have been playing football since I was six years old. I play running back and linebacker.

How much preparation do you do in the off-season (pre-season workouts, club version of your sport, etc.)?

I put in lots of preparation during the off-season. When I wasn’t injured, I worked out after school a couple days a week, and during the summer, I attend workouts with the team. After injuring my knee, I rehabbed four days week for six months after my first and second surgeries. After my third surgery, I rehabbed an additional eight months—about six days a week—to try to play a little in my junior year, which I did accomplish, and I returned for the final three games off the season. This year, as I enter my senior season, I am working out every day after school, and I’m trying to get a workout in over the weekend.

Do you look forward to your sport's season each year?

Ever since I was little I looked to forward to my favorite time of the year, the fall, the time where I get to play, watch, and enjoy football.

Any notable differences during the off-season (diet changes, activity changes, etc.)?

Preparation this year for my senior season has been very different than any other pre-season. I have been working out harder and more intensely than before. I have changed my diet by cutting out certain foods and eating healthier.

Do you play any other sports in the off-season? Do those provide the same level of intensity as your primary sport?

Because of my knee injuries in my sophomore year, I haven’t been able to play any other sports; however, before I was injured, I played baseball, and during my senior year I intend to play three sports. I love sports in general and am very competitive and always put forth lots of effort and intensity in everything I do.

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For When the Bell Tolls Schools consider start times, for better or worse.

by Judah Ellison Ben Franklin once said, “Early to bed and early to rise makes a man healthy, wealthy, and wise.” Waking up before sunrise allows you to get ready for the day and tackle whatever comes your way, right? Wrong. According to recent studies, early rising makes a man unhealthy, unwealthy, and unwise. It turns out that waking up early for school generally results in sleep deprivation and myriad other health risks.

While schools start early to take advantage of the day, teenagers’ bodies don’t even begin to wake up until 8:00 AM. Though your body fully awakens by the end of first period, it must endure the rest of the day battling sleep deprivation. As a result, high school students tend to work less efficiently and aren’t as alert throughout the day. Despite having the majority of the afternoon to do extracurricular activities and homework, less time would be needed to do everything if our bodies got more rest in the morning. The solution: hop on to the Start School Later movement.

As the name implies, the movement has one goal: start school later. The nationwide movement, supported by schools in 43 states, is advocating for legislation that delays school start times at national, state, and local levels. Dorchester County has already delayed high school starting times from 7:25 to 8:55 AM. So what would happen if we hopped onto this movement? For starters, school would start at around 9:00 AM, just like it does on the Wednesday block schedule.

So far, so good! Next, school would end at around 4:15 PM, pushing back all afterschool activities and meetings. Therefore, sports practices would be ending as it would be getting dark, but in addition, sports games, meets, and tournaments would end closer to 9:00 PM. As a result, late nights of homework would, inevitably, be present, disbanding the idea of getting more sleep with the new schedule. Is it a late start or late end? While Porter-Gaud is far from changing its schedule, it is worth wondering: Would we want to make this change? To answer this question, I brought in familiar faces from different places on campus to share their opinions.

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Would you rather start school later and end later or keep the current early schedule?

Mr. Brad Gilman, US Principal

I would love to be able to do that, but the challenge is that we couldn’t do it alone. Now, for the teenage sleep cycle, that would be fine, but it would impact athletic schedules and anything that’s happening in its traditional slot now after school. So the point is that, if we were to do that, then it’s going to mean that there are serious implications in terms of the students having to leave class earlier than normal or miss more class because they have athletic contests somewhere.

While I agree with it philosophically and theoretically, it would be hard to do without other schools doing it.

Although I am a morning person and certainly prefer to start school earlier, almost everything that I have read about adolescents and about high school students is that their natural body clocks don’t start until later, and therefore, their concentration—the fact that they normally don’t eat breakfast if they have to be at school early—all of those things contribute to the fact they are not as productive when school starts earlier in the morning. The difficulty that I see in most environments is how that affects athletic practices after school. I can see the positives of it, for sure.

Do I think it would work in our system? I think it would be a challenge, but I certainly see the benefits.

Sra. Holly Hyde, US Spanish Teacher

Well, I do choir and tennis, and those last until 5:30, and I get home around 6:00. So definitely by delaying the time that school ends, I would get home a lot later and stay up a lot later for homework, but getting up later in the morning is nice and more refreshing. There are pros and cons about it. It really depends on the person. Personally, I think it would be pretty good to start school late.

Zack Lutz, P-G Sophomore 23

Leap of Faith?

Should Porter-Gaud consider more alternatives to Chapel?

by Brett Cranny Since our school’s founding in 1867 as Porter Military Academy, religion has had a strong influence on student life. From required weekly Chapel for all lower-school students, to Chapel or Jewish Life for middle- and upper-school students, to required courses in Old and New Testament, Porter-Gaud does not attempt to keep its religious identity a secret; it is at the core of the school’s mission statement that guides all decisions at the school. We are an Episcopal school, and one, since the 1970s, that has included Jewish Life as an important addition to the campus life to accommodate its many Jewish students.

However, in an increasingly diverse world, Porter-Gaud has taken leaps and bounds to attempt to bring in students from diverse backgrounds, students from countries all around the world and from different religious backgrounds. With such an emphasis on making our school as diverse and accepting as possible—a true host campus for a Global Union— how does Porter-Gaud’s strong focus on increasing diversity intersect or conflict with its identity as an Episcopal school?

First, what does it mean to be an Episcopal school? According to the National Association of Episcopal Schools, “Episcopal schools are created to be communities that honor, celebrate, and worship God as the center of life… Regardless of school size or the constellation of students served, Episcopal schools are worshipping communities that gather regularly for prayer, reflection, and celebration. Indeed, Chapel is at the heart of each school’s Episcopal identity.” Many Episcopal schools do not separate students by faith; Chapel is meant to represent an emphasis on what we share, not on how we differ.

However, Porter-Gaud is also an independent school, one separated from the chief functions of the church, and we are more open to different forms of worship than a parish day school would be, for example. The National Association of Episcopal Schools builds upon this, relating that “Episcopal schools have been established, however, not solely as communities for Christians but as diverse ministries of educational and human formation for people of all faiths and backgrounds.”

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In terms of tolerance, Porter-Gaud differs from many other religiously-affiliated institutions; Catholic schools, for instance, generally require all students to attend Catholic mass regardless of their personal religious affiliation. Porter-Gaud’s stance has much to do with Charleston’s strong Jewish community, as many Jewish families in the area have traditionally chosen Porter-Gaud for education. Because of this, in the 1970s, the Hebrew Chapel Committee, which worked with then-Chaplain Furlow, established a Jewish time of worship during some Chapel services, while others were joint services attended by all students. This practice has continued, in some form or another, since it began, varying dependent upon the views of the school’s Head Chaplain and the administration.

This tradition brings about the question: if the student body reflected a larger percentage of religious minorities, would the school offer a Muslim life or a Buddhist life, or another form of worship at Porter-Gaud? At present, there are no current plans for any new forms of service to take place during Chapel time. In Episcopal schools, different types of religious practices are usually accommodated outside of Chapel time because of the central role Chapel plays in defining community in Episcopal school life. This does not mean that it could never happen in the future, nor does it mean that Porter-Gaud does not appreciate its diverse students.

For example, a world religions class was proposed and approved for our curriculum—a class that would allow students a time to learn more about their own religion, and time to learn more about other religions and widen their own views of the world. This class is awaiting implementation based on scheduling issues.

Chapel represents more than just a time of worship. It is a time for students to come together and reflect on their lives, a time to take a break from the rush and worries of school, and a time to teach acceptance in an environment that can be more comfortable and less rigorous than a classroom atmosphere. Ultimately, Porter-Gaud allows and welcomes many different forms of religious views and beliefs; it does not attempt to indoctrinate students into any certain religion but takes steps to accommodate those students. Chapel is a time of togetherness that many students can share, and it allows a greater sense of community. As the National Association of Episcopal Schools emphasizes: “Episcopal schools are called to fulfill two simultaneous commitments: to provide students an authentic experience of Christian worship that is unapologetically and identifiably Anglican; and to welcome, affirm, and support the spiritual development of students of all faiths or no faith at all.”

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PORTER-GAUD’S WASHINGTON CORRESPONDENT Junior David Lynch reports from our nation’s capitol on what he’s learned from The School for Ethics and Global Leadership Encroaching upon the stillness of the air, it seemed like a prison. A trio of grey buildings stood, each aligned next to the other, surrounded by a tall metal fence with menacing spikes. The sun was not shining, nor was the wind blowing. Its only companions were the grey clouds and the drips of rain falling onto my shoulders. In front of me, a rusted plaque read: “Welcome to Russia.”

Here at The School for Ethics and Global Leadership, the faculty provides students with the best possible opportunities for higher learning. A French class includes meetings with Francophone ambassadors, a government class to live debates on Capitol Hill. This week, the study in United States History was World War II. Luckily enough, our school was invited to an event at the Russian Embassy pertaining to Russia’s role in the war and a screening of a Russian war film. My knowledge from previous classes sufficed for a test or an essay, but when I passed the “iron gate” into the embassy, I questioned the depth of that knowledge. My checkered Southern Tide shirt contrasted with the tuxedos of D.C. officials, standing as a mere reminder that I was out of my comfort zone—the chess boards of Shady Acres were no longer a walk away.

I entered into a dazzling hall with colossal chandeliers drooping from the ceiling. Around me, murals of Russia celebrated the nation’s history through legends of slaying dragons and conquering enemies.

Russian officials were dressed in military uniform, standing stiff and immobile around the corridor. I walked further.

In the adjacent room, more chandeliers hung from the ceiling as war music played and anti-Nazi propaganda rested before my eyes (per the theme of the evening). The dinner was described as “a typical Russian soldier’s meal.” When I asked what exactly that was, the attendant remained silent and scooped a bowl up for me. I speculated it to be rice and beans, but, in the end, chose not to eat it. Across the room was a drink stand, more American than a bowl of unknown Russian cuisine.

“One Coke, please,” I asked the attendant.

“We have not that,” he responded. Then, he handed me a glass of lemonade. Surprisingly, it was pretty good (if not quite up to Chik-Fil-A’s standard). As I toured around the room, each conversation I heard was different than the next. One couple was discussing Serbian foreign policy, while the next was laughing in a language I couldn’t place. A multitude of cultures from around the world packed themselves into a banquet hall, dancing up the walls, around the room, and into my ears. I saw a few of my friends standing around a table, so I joined them. They were in a heated discussion with a few unknown faces about the American military in World War II. “Well, American military involvement now rests in our ability to provide both economic and political support for a third-world country—this was not the case in World War Two; after all, we fought for the 26

sheer purpose of defending democracy, not human lives,” a woman said to us.

“Hi, sorry to disrupt this,” I awkwardly interjected. “My name is David Lynch, I’m here as a student at the School for Ethics and Global Leadership.” My friends chuckled; evidently, this was not the time to introduce myself.

“Nice to meet you, David. My name is Sarah Brooks, I work at the United States State Department in the International Labor Organization specializing in International Affairs.”

My friend Brenda nudged me. “So, David, what do you think about U.S. military involvement in World War Two?” “Well, um, I’m not necessarily a military expert—but I think it was important. We had to rid the world of evils. Had we not intervened, I don’t think Britain could have defeated the Nazis.”

“But what about the Russians?” Ms. Brooks added. “You can’t possibly say the Nazis crumbled because of the United States.”

“Yeah, they helped out too, but it was really the United States who helped in getting Russia involved.

Look at the relationship between FDR and Stalin. They hated each other, sure, but at Tehran they seemed to negotiate quite well.”

“I understand your point, but the Russians joined when Hitler broke the Molotov-Ribbentrop Pact.

So, technically, you’re wrong via assumption.”

I smiled at Ms. Brooks and acknowledged her point. Many began filing into the screening room in anticipation to see the film, so I, seeing the opportunity for an early exit, quickly followed suit.

To put it lightly, I got schooled. Before this encounter, to me, knowing about Russian intervention in World War Two was only necessary in preparing for an essay or a test. That is what we are taught—we are taught “this will be on your test” and “this will not be on your test”. So, then, what happens when the test disappears? When life becomes the test?

This is the idea behind the School for Ethics and Global Leadership. Rather than feeling the pressure of looming AP exams and myriads other facts, we learn how to critically apply ourselves to create positive change in the world. Never is the phrase “colleges like this better” muttered; nor is constant pressure about tests and quizzes an issue. It’s education utopia—to an extent. So when I went to the Russian embassy, I released myself from the fear of failure, and instead saw it as an opportunity to grow as a student.

Washington D.C. has many opportunities for education in places you would not expect. The lack of sweet tea only underlines the unfamiliarity of my situation—but David speaks to Ben Schrader, Asst. US Attorney for DC strangeness is not necessarily bad.

Strangeness provides me with opportunities. At the Russian Embassy, strangeness allowed me to grow academically and admit that I can be wrong. Perhaps we all need a release from failure: failure, in essence, is a part of learning.

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Ol’ Horton: Boy, We Will Miss You

by Jeb Hines, Guest Contributor A toothy grin, a slap on the back, and a firm handshake—these greet you when you enter Dr. Tom Horton’s classroom. The room itself has a vibrancy all its own that only strengthens the whirlwind of Dr. Horton’s personality. And before you entered that room and sat at the hallowed Harkness table, you may have heard the booming laughter and baritone singing of the seasoned scholar as it broke through the humdrum of the S&T Building’s second floor. The student who attends Porter-Gaud will hear hilarious stories about him, and the student who sits at that table and takes his class will be edified and entertained for quite a class period.

But a Horton class is not a period-to-period type of course. “Ol’ Horton Boy,” as Dr. Horton calls himself, has a way of being a part of daily life at Porter-Gaud that is fairly unique for high school teacher.

There is a “Horton Experience” to be looked forward to when arriving at school at first period and when leaving at day’s end. The Horton Experience before you enter the classroom meets you in the hallways, at sports games, school functions, and lunchrooms. Sometimes you’ll come across Horton Boy when you least expect it. All of us hear him when he’s cheering for the Cyclones on Friday mornings, but only a select few can say they’ve had one of those most interesting conversations about football or semi-formal in the men’s bathroom while Dr. Horton brushes his teeth. Practicing dental hygiene or not, Dr. Horton takes personal interest in each student’s extracurricular endeavors. Though he wasn’t my teacher junior year, I remember how he stopped me in the hallway just about every day in the fall to ask: “You must be a football player! How much do you weigh? How tall are you?” When I answered, he’d yell: “Hot dog!! Y’all gone give ’em hell tonight!” I would then have to explain to the teacher of whatever class I was going to that I was five minutes late due to a press conference with Ol’ Horton Boy himself.

Indeed, he’s quite the fan of any PG sports team. He makes up his own cheers for football and volleyball games, and he’s always clapping and chanting: “Here we go, Porter-Gaud, here we go” up and down the hallways. During volleyball season he’d always be sure to add a “here we go, Porter girls, here we go” into the mix. He’s been a true and vocal fan for 29 years, and that’s always made him a standout among the crowds at PG. You can see him anywhere—in the lunch line, outside the faculty work room—and strike up a conversation about anything, and you’ll always have a great time talking to the iconic and enigmatic Dr. Horton.

Overheard Horton-isms “What goes around comes around.”

“What’ch ya say, what’ch ya say, Porter-Gaud?!”

“Put on your academic scuba-gear: we diving deep into religion.”

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Continued on page 30

“That’s Gold” - A Tribute To Dr. Mac

by Monica Nyland Mr. Daigle’s sixth grade Foundational Latin class—the reason I cannot drink coffee; Mrs. Mazursky showing us Hotel Rwanda no fewer than ten times; Coach Clark’s familiar rumbling as we monopolized the couch outside his office. Having had some famous teachers in middle school, I thought high school would pale in comparison; I’d already had all the legends. But Dr. Charles McArver radically changed the way I, and many others, experienced “history” at Porter Gaud. For Dr. Mac is, inherently, history himself.

When Ms. Mazursky, my eighth grade advisor, told me I had qualified for the “honors” section of World History for my freshman year, I was ecstatic.

“Dr. Mac will love you,” she said vaguely, stacking papers and pushing me towards the door.

“Wait, Dr. Mac?” Normally articulate, at least for a fourteen-year-old, I stumbled over the question incredulously, following her out of the classroom. She shooed me away, though, and I was left with my thoughts. “Would he yell at me?” “Would I fail the class?” “How much reading was required?”

Consequently, my summer was colored by anxiously awaiting his class. When the fateful day in late August rolled around, I pulled my polo over my head reluctantly and slung my backpack over my shoulder. When the time came, I dawdled into his room, 105, and was struck with awe.

An intimidating library spanned the perimeter, lining the floor to ceiling in antiquated books and files. Maps and paintings covered the walls, and his desk stretched fifteen feet across the front of the room. Strange words covered the board, names and boxes, stacks of papers folded “hotdog style.” I couldn’t grasp what any of it meant. I felt as if I had been pushed into a time capsule taking me back to what Einstein’s or Mozart’s workspace would have resembled.

I sat down in the second row—my strategic move to let him to know I was interested and studious, but not intrepid enough to take a front-row seat mere inches from his formidable desk. When he first spoke, I felt a small rush of relief. Unlike Coach Salley in his booming baritone, Dr. Mac had a softer tone. His reputation, paired with his diction, made it impossible to lose focus on a single word that tumbled from his mouth.

I’ll never forget the first time Dr. Mac spoke to me, directly. He held his roster up to his glasses, peered over it and said my name like it was a question. I froze for a moment, then raised my hand, realizing I was probably embarrassing myself. Thinking I had done something wrong, I waited to be sentenced. Dr. McArver smirked at me, and asked if I was “Luke-Luke’s sister.” I nodded slowly, hoping for the best; my brother, Luke, a senior at the time, was a scholarly character for whom Dr. Mac had quite an affinity. He laughed privately, muttering unintelligible

Overheard Mac-isms "Come along! Gotta move, gotta move, gotta move" "I want to get to the Civil War by Christmas" "It’s all about the money, and if they say it's not, it’s about the money."

Continued on page 31

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Sit in a Dr. Horton class if you want to laugh and learn with one of the best. The Horton Experience is magnified tenfold when the door is neatly shut (DON’T SLAM IT!!!) and Horton Boy has taken his seat at the head of the Harkness table. Take out a pen and paper to record the facts, but don’t forget to listen in for the entertaining and edifying anecdotes that accompany them. On the walls, in the “puppypoop brown” AP Euro textbook (as Dr. Horton calls it), and through his lectures, history comes to life in a Dr. Horton classroom. When it’s a particular favorite subject of his, be prepared for some great stories and some real passion. There was quite a bit of fist clenching and table pounding on the day Dr. Horton started his Napoleon lectures, and plenty of drama over Otto Von Bismarck’s unification of Germany.

There are some stories that Dr. Horton just loves to tell. When the subject of Napoleon’s right hand man, Field Marshal Ney, came up, Dr. Horton had a field day. When asked about a story that he really liked, he’d lean back in his chair, close his eyes, give his class rings a few twists, and allow information to fill

Dr. Horton walks with fellow teacher Ed Bowers in the mid 80’s the room. As the story would progress, Dr. Horton would get excited and smack his hands on the table when Field Marshal Ney escaped the Battle of Waterloo or when Henry V’s long bowmen cut down the French cavalry at Agincourt. A lover of the great stories in history, Dr. Horton could give both sides of any tale, fact and fiction, truth and conspiracy. The man loved a good conspiracy. And somewhere in the backwaters of history, there’s always a tie to Charleston or a skeleton in the closet that Dr. Horton considers with a gleam in his eye. Was Elizabeth I a man in a frock coat? Did Stalin kill Lenin when they were alone in that drawing room? Did Field Marshal Ney escape the Battle of Waterloo, sail to Charleston, travel to Davidson College, and become a board member? We’ll never really know, but ask Horton Boy, and you’ll get an earful of information arguing for both sides. And yet, in addition to the old wives’ tales and shady stories, Dr. Horton is a truly great historian with a sponge-like historical memory.

The Horton Experience spans many generations. He may have taught your older brothers, cousins, or even your parents, and, in fact, Dr. Horton incorporates many of his old favorite students in his narratives.

One particular girl generally gets the most airplay. Anna Shafranskya seems almost legendary. The Continued on page 32 30

things to himself—something I would soon come to realize he did constantly. Then—dread. This situation was worse than doing something wrong. I was now “Luke-Luke’s baby sister.” My thoughts raced and tripped over themselves as I realized I couldn’t become the younger sibling that fell short. And while ethical teachers, especially Dr. Mac, never compare siblings, I wanted to be so great in my own way that he would forget I was related to Luke. I was in his class now, and I was prepared to shine.

As time wore on, I quickly learned the ways of the class. I learned how to read my assorted texts, parallels, and sources; how to annotate; how to ace the daily “pop” quiz (or “focus writes”); I even earned my own nickname: Nique, which was the shortened form of Monique, and “suited me well,” he said. After an initial struggle, my grades began to rise and so did my rapport with Dr. Mac. Even when I didn’t have the answer to a question, I always had a quick remark to take its place and make him smile. That year, Dr. Mac invited me to join YIG, which has been a real highlight of my high school career. The rest of freshman year was a blur—adjusting to high school is distracting.

Dr. Mac does some class preparation at his desk I didn’t really have time to develop my opinions like I did sophomore and junior year. By the time the May rolled around with the promise of my World History exam, I had studied for a total of thirty hours for his final. I knew over 500 terms backwards and forwards, and though I botched the maps (I still get flack for this), I got an 85 (which I still brag about).

I am now a second semester junior taking AP U.S. History with Dr. McArver. However much I acquired from him my freshman year, I have gained even more this year. Having Dr. Mac again has been a gift. Though it has been tough—monotonous and copious amounts of reading, another year of daily “focus writes,” heated debates, notable court cases, parallel readings, demanding essays, and tests (or, as Dr. Mac calls them, “dumpster fires”) given seemingly every other minute, I have gotten more out of this course than any other class at P-G. Writing is my passion. I feel there is no greater an escape or a purer form of expression, and it is Dr. Mac who has enabled my writing’s growth this year. His tests are entirely essay-based, and he has singlehandedly improved my craft tenfold by teaching me how to sharply fuse historical background with my own thoughts. He has allowed me to meld my strong opinions into my words, whether they are on an individual or an event, and this personal liberty. has been an Continued on page 33 31

daughter of an international businessman—more like arms dealer—who brought his new wife over from Russia (and sent her daughter to Porter-Gaud), Anna could put out a cigarette with her bare foot and was quite the force to be reckoned with. She studied alongside many great athletes, scholars, politicians, and criminals. And when Dr. Horton lectured on the Soviet Union, she apparently had quite a few interesting things to say.

Whether they graduated before or after Anna, any and all of Dr. Horton’s students would be proud to say they studied under Horton Boy—and glad to have had the Horton Experience. While he spent a career helping students to explore the great legends of history, he, truly, is a treasured legend.

----------------------------------------------------------------------------------------------‘The burning image in my mind of Dr. Horton, twenty-three years later, is of him hanging from the rafters in his old classroom (pre-new fancy PG renovation) while his booming voice delivered the stories of American History in the most captivating of ways. He inspired me to become a history major at UGA, and was one of a group of motivational teachers that gave me the confidence to pursue law school. Thank you to Dr. Horton and PG!” -- Chilton Grace Simmons (’93) “Dr. Horton impressed upon me the approach to thinking and writing critically. He emphasized the importance of reading and analyzing primary source documentation as the foundation to formulating a strong thesis which still serves me tday”. -- Erik Clark ’97 “Dr. Horton was my home school teacher for all four years of high school. I never needed to drink coffee in high school because I had Dr. Horton to wake me up. His energy was infectious. Every morning I was awakened by the sounds of his Citadel class ring smacking against a school desk. Dr. Horton was a great storyteller. As my AP European History professor, he was always able to bring the past alive with his animated recreations of history.”

-- Brandon Cole ’07 “Dr. Horton is both an icon and enigma of our school whose mind is a library of Porter-Gaud and Charleston history” -- Christian Naylor ’15 “He’s a legendary storyteller who will always have an impact on anyone who was lucky enough to learn from him.”

-- Larkin Dobson ’15 “It only took him a week to memorize my family tree. Only a certain kind of teacher can--and would--give us a complete depiction of the first Thanksgiving dinner, rather than simply answer the question that had arisen.”

-- Cole Sanford ’15 “Dr. Horton once said of those of us who deeply love the history of Porter-Gaud, ‘we can hear the walls talk.’ He has always heard the walls talk. He loves the spirit of Dr. Porter’s and Dr. Grimball’s school with both his head and his heart. Not only has he kept the formal history and archives, he has also maintained personal contact with the living representatives of that history. Just this morning, he dropped me a note to tell me about a conversation he had last night with ‘Maje’ Ted Richardson. Whenever I read quotes from Dr. Porter, I imagine his voice sounding like Tom’s.”

--Larry Salley ’87, Athletic Director, Former History Faculty

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academic emancipation. I am so grateful for this opportunity, and, as the year has progressed, a class I used to dread (simply for the sheer amount of material, not the teaching) has become a highlight. Dr. Mac truly brightens my day.

(He is probably shaking his head at that statement.)

Looking back, I think that freshman Monica fell victim to the largest misconception about Dr. Charles McArver: that he is the hardest teacher at P-G, thriving off of students’ tears and failing averages. About three months into his class as a freshman, I had an epiphany. He handed back a test with a long handwritten note on the front. At the top was an A, the first I had made, and the note (still buried in a drawer in my room) said he was proud of me, because he knew I had the ability to make the grades. It was then I realized that Dr. Mac actually wanted me to do well.

I paused to do the calculation… He had never yelled at me. He always greeted me with a good morning. I had a nickname. And now this… Wait, did he care about me? My fifteen-year-old brain was whirling with the possibility.

If there ever lingered any question, my past months with him have confirmed it: Dr. Mac not only wants success for his students, but he truly likes them. His class is hard. Even the smartest kids at Porter-Gaud have complained about his courses. But Dr. Mac pushes his students that extra mile (or five) so that the exam we take in May is a cake-walk, and we get to college and breeze through history courses, truly enjoying them. Every Friday when I leave his class, he makes sure to remind me not to get run over or cause any international scandals. His comments on essays and tests as I approach my exam have further proved my findings. Dr. Mac touches the mind of every student who crosses the threshold of Room 105, no matter how much they complain about the workload.

I am sure I speak for every past and present student of Dr. Charles McArver when I say a strong and sincere thank you. Porter-Gaud will never have another Dr. Mac. A true enigma, scholar, and good-to-the-core human being, he is an irreplaceable asset who has greatly altered the history department of this school and who, as all great teachers do, will continue to impact people who have been lucky enough to have him. Finishing my time at PG next year without him will be strange. I will still look for him at YIG, I will accidentally sign my papers “Nique,” and that room, 105, will never truly belong to anyone else.

----------------------------------------------------------------------------------------------“I am so thankful for Dr. Mac. He encouraged me relentlessly to run for honor council, and he would not let my fear of delivering a speech to the student body stand in my way. He said, ‘PJ, I was in The Sound of Music. You can make a speech. The effort is worth the cause.’ I will always appreciate him for believing in me.”

-- Preston Johnson, ‘16 “He said concerning some of our papers one time, ‘You could drive a Mack truck through some of these without hitting a single proper noun.’ Dr. Mac made sure that we actually knew the facts in his class and made it impossible to get by with generalizations and a tenuous grip of the subject. For that I am grateful.” -- John Bozeman ’14 “I unequivocally loved Dr. Mac’s history class. Everyday I never ceased to learn something new. With his witty humor and daily achievements of a piece of candy or the long sought after crown, history was truly fun, and I eagerly awaited it each and every day. However in his class, the greatest joy was rather helping other peers and seeing them succeed, as encouraged by the class’ atmosphere. I feel blessed to have had truly a legend for at least one year.” -- Anne Marie Thompson ’18 “Dr. Mac has been my homeroom teacher all four years. Freshman year, I begged him to give me a nickname, so he eventually gave in and asked what hand I wrote with. I told him I was right-handed and from then on he has called me ‘Lefty.’ As my homeroom goes off to college, I think I can say that we will all miss seeing Dr. Mac every morning and hearing his classic morning phrases like ‘watch your backs out there, Brewmeister may be lurking in the halls,’ or ‘candy?’ with hand motions. The other day in homeroom he said, ‘I’m really gonna miss you, Lefty.’ Well Dr. Mac, I’m really gonna miss you too.” -- Ana Olbrych ’15 33

Memoirs of a Beardcat Boy When the line between Sweet Shop and Sweatshop BLURS

by Kole Burke “It’s 10 o’clock—time to lock the door,” James yells at me as I saunter, doing my best “10 o’clock dance,” to the front entrance of Beardcat’s Sweet Shop, the gelato shop where I spent my entire Junior summer and the beginning of my Senior year. I flip the lock 90 degrees to the left.

For the first time since 3 o’clock earlier that day, I do not have to worry about annoying kids barging in and asking to sample every flavor. I do not have to worry about “Waffle Cone Guy” demanding that we reheat the waffle iron and make him a fresh cone, even though we stopped making cones an hour and a half ago. Finally, I am at peace.

That is, until I see the recognizable face of a New Jersey mother plastered to our front door. Through seemingly randomly strung together hand motions, she seems to be asking, “Can we please come inside? We promise we’ll be quick and tip well!” What I fail to realize in that moment is that this was not just any New Jersey family down for the summer. This is the party of 12 that has just chewed out our upstairs manager at The Obstinate Daughter—the high-end restaurant attached to Beardcat’s—and thinks tipping above 10% should be punishable by law. I consider pretending I don’t see her and disappearing into the kitchen, leaving our lovable James Niklas to deal with them. However, Good Guy Kole rears his ugly head and lets them in. We put the scoopers back in the case, make waffle cones, sort through hundreds of shirts because Susan “just has to have a shirt for her Obstinate Daughter.” It ends up being a 70 dollar check. Susan’s father, an older New Jerseyan wearing a Hawaiian shirt and cargo shorts, gives me a wink as he puts a dollar in the tip jar, as if this less than 2% tip is going to make the last 30 minutes of gelato-tinged hell worth it.

I walk back into the prep room to vent to the kitchen staff, hoping that talking behind the aforementioned customers’ backs will take my mind off the late night that I have ahead. This is when Andrew, one of the Kitchen Guys known by his blazing red pony tail and biting passive-aggressive humor, tells me, “Listen, there are three rules of working in the service industry:

Rule #1: People are dumb.

Rule #2: People don’t know what they want.

Rule #3: People don’t know spit about food.” (As was typical in the prep room, Andrew didn’t say “spit.”)

While some would say my friend from the kitchen was exaggerating, he had a point, and in the ensuing months I’ve created my own “Rules/tips for working a summer job.”

1. Plan ahead.

If you know that you have plans on July 4th, request time off. The closer it gets to major holidays or events, the more people will begin to request time off. Maybe you’re just a nice person and want to take one for the team.

Maybe you’re looking for some extra summer cash. But, in reality, few businesses offer holiday pay for summer jobs, and the only compensation you’ll be getting is brownie points from your boss, who likely won’t remember you in two months. No one wants to be that guy or girl stuck at work while everyone else is celebrating at the beach. And, believe me, those Hootie snapchats are much less appealing when you’ve been stuck in a gelato shop for six hours.

2. Know when to quit.

There will come a time when the wonderful dream-land called summer must come to an end, and you are faced with a choice—to keep your summer job or to quit. For some, this is an easy decision, but life without cash in your pocket might be scary. We all fall into routines, and it’s very difficult to change “the norm.”

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When it comes to quitting a summer job, only you know the right time. Maybe the bossman is very accommodating, letting student workers choose their hours and be home with time to spare. For me, this was not the case. After six of our nine workers chose to quit and focus on school, I was left in the rubble. The first week of school, I ended up working a 40-hour week.

In a moment of desperation, I took to Google to ask the internet: “How do I balance working part time and going to school?” To which the internet responded, courtesy of bigfuture.collegeboard.org, “Use your time efficiently.”

The following day, I gave my two-weeks notice.

3. Don’t Panic There will come a time—perhaps a week, perhaps a couple months in—that you begin to absolutely despise, from the bottom of your heart, people. Summer jobs, especially jobs in the service industry, will change your outlook on the world. This is a good thing at first. Having a job as a high schooler gives a unique perspective that sitting in a classroom simply can’t. But as you go to work, hour after hour, day after day, annoying customer after annoying customer, something will change. You will begin to see the negative in every person you encounter on the job, rather than the positive. There will be times when you hate your boss, your co-workers, and every single person who walks in the door wherever you work. Don’t panic. This is a natural human reaction. It too shall pass.

When I was working a job while also beginning my senior year, I was tired, I was angry, I was overworked— but I would not trade that experience for anything. Should you experience high-school employment, several things may happen. You may be poorly compensated. You may be forced to taste-test maple bacon gelato. You may be tortured by the Susans of the world. But the tips you earn may take you further than you think.

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The Man behind the Mustache Kristopher Kitchen, Commander + Comrade

by Logan Coleman As he approaches the podium, his stance epitomizes the term “confident.” It’s immediately apparent that he commands the attention of every set of ears in the room. As he adjusts the mic to meet his tall presence, the entire audience seems to fall silent in anticipation for his coming words—it’s clear that they don’t want to miss a single one. He begins and it’s almost as if the room morphs into a large world conference, the listeners aware of a grand, even global, potential. What is so wild about this response, though, is the fact that he is addressing us with material for an elite school club only relevant to a mere fraction of audience members—and yet he still produces such an effect.

Undoubtedly we’re all familiar with this presence, Kristopher Kitchen, the proud standing member of our academic community who addressed us many Mondays about the next big happening with Model United Nations club. As his approaching the mic became a more regular occurrence, it also became one of our—the entire student body’s—favorite moments of the week, as Kris’s strong and admiral (er, admirable) presence garnered both chuckles and rapt attention. What most people didn’t see each Monday, though, was the true extent of the great human being who stood before them—occasionally appropriately placed in his full-blown, dictatorial attire. I have known Kris for 12 years and have come to know and love just about every aspect of his personality that he’s revealed to me.

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Those in the senior class are a bit more familiar with Kris than the majority of the student body.

Likewise, we know that Kris is anything but a dictator—at least for now. We have had the pleasure of sitting through classes with him, for which I am incredibly grateful. Those who have had a class with Kris have experienced the awe-striking input he gives on a regular basis. To tell the truth, Kris carries every class I’ve been in. Even not in his world-leader garb, he is still a sight to behold while sitting in a desk spewing out perfectly coherent analyses on whatever topics. His commentary usually results in a number of widened eyes and jaw drops from students and teachers alike. It’s hard to put into words the way Kris can deliver an answer. He speaks eloquently, yes, but, as Dr. Lehman so correctly put it for me once: “When Kris speaks up in class to give his opinion, it’s as if, in the best sense, the record stops playing: everyone wants to hear what he has to say, as we all know we’ll learn something. That’s a testament to his knowledge, sure; but it’s also a testament to what everyone thinks about him. It’s as if he’s another teacher in the room, and students don’t want to miss what he’s giving them. In fact, I often actually find myself saying aloud, ‘Thank you, Kris, and I wish I’d been that eloquent as I explained the text to you.’ (As a teacher, I find these moments totally embarrassing in a truly lovely way.)” Sure, all of us at Porter-Gaud are capable students; when we’re asked to close read something or to analyze an event in history, we can come up with some solid material on a test or in an essay. However, articulating our thoughts and our greater understanding to the rest of the class on the spot is another challenge altogether. Most of us continually trip over our words.

We stumble, get embarrassed, apologize, and then typically throw our hands up in the air in defeat altogether. Kris doesn’t do that. Ever.

In having so many classes together, we’ve become quite good friends. We’re sort of a cynical, intellectual duo if I’m being honest. We especially bonded this year in our English class. We sat together on the opposite side of the room from the other students and throughout the class often shared a side dialogue, usually an extension of the topic at hand. We bounced ideas off each other; we were always partners for group activities; we constantly cracked jokes under our breath. In fact, half of why I loved my English class so much was because I got to have such quality time with Kris. When he spewed out beautifully poetic insight about whatever we were covering in class, I was always listening attentively. However, to be honest, I was often a bit less interested in what Kris had to say about Stephen Dedalus’s psyche and more interested in the way Kris’s own mind works. I constantly want to pick his brain. I yearn to understand his thought process. I wonder about every thought that passes through his head. I know I’ll never truly be able to understand the way his gears turn, but a girl can dream.

Outside of the classroom, I see Kris far less often than I’d like. It’s probably one of my biggest regrets from high school, not ever asking Kris to go get a cup of coffee. I want to hear his life story, his opinions about the world, everything that’s in his head, and to hear myself apologize: I’m really sorry that I never actually got around to baking him that birthday cake I promised him junior year.

If anyone ever deserved a big birthday surprise in school, it is Kris Kitchen.

Ultimately, I’ve come to see him as one of the most respectful, insightful, and wonderful individuals on this campus. In fact, I’d consider him one of the most interesting people I’ve ever met.

I cannot wait to see where Kris ends up in the years to come. He brims with potential, and I could honestly see him becoming one of the next world leaders—as if that weren’t obvious—if he so chose to pursue such a path. I think those who know Kris all expect great things from him—no pressure to Kris if he’s reading this—and intend to keep an eye on him and his career path. Who knows? Maybe he’ll be the benevolent dictator of this or another country someday.

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MY DAY AS GRAY: walking a student schedule

In the effort to foster a closer campus community, several P-G teachers volunteered to walk in a student’s shoes throughout the rotating schedule of one school day. Math Teacher David Myer accepted such a challenge, following the courseload of Sophomore Gray Eubanks.

This is his journey.

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Mr. David Myer, Guest Contributor E – Honors Spanish III: I am slightly relieved my first class had a substitute.

With Sra. Hyde helping chaperone the Senior trip to Disney, I don’t have to worry about my paltry Spanish skills being tested. We have an assignment left for us where we have to apply for a job in Spanish using the Spain version of Monster.com, leave a message on Sra. Hyde’s phone, and write her a follow-up email as if she were the interviewer. I half-heartedly search for a job in “mátematicas” but come up empty. Thinking about what I would say in my message, I realize just how much Spanish I have forgotten since college.

I also wish I could have had this interesting of an assignment when I was in high-school Spanish.

F – Public Speaking: As someone who has to speak publicly on a regular basis, I went into this class assuming I would know exactly what was happening. Once Mrs. Stock started describing all of the theory behind persuasive speeches, however, I realized I knew next to nothing. During the last ten minutes of class, the students gave impromptu persuasive speeches about why they deserved a bonus point. I decided not to blow them all out of the water and remained silent.

G – Honors English II: During this class I was awarded a nickname by Mr. Moore: “DoppelGray.” We have a Wordly Wise quiz first thing, and I am nervous about letting the rest of the class down by not getting 100%. If the entire class gets a 100%, they will be rewarded, and this is their last chance having not earned one all year. Throwing out false bravado, I challenge Gray to a race once we receive our quizzes. He beats me by a full minute, but we both manage to make a 100%. I exhale knowing I did not let the class down, even though they would later fail to all make 100’s. After the quiz, we start a lecture about the 20th century and the end of Romanticism. It is hard to switch gears, but Mr. Moore is extremely engaging and holds my attention throughout. His thesis centers on the 20th century being the worst in history, and I am inclined to agree after his opening slide has side-by-side pictures of a mushroom cloud and the trenches during WWI. 39

Community: Honor Council speeches and elections are held. I stand in the back awkwardly and attempt to blend into the wall. I have no voting power and don’t want to sway anyone with my response to the speeches. I feel like an interloper.

A – Free: I sit in the library during our shared free period. It is loud and I wonder where anyone goes to get some quiet work done.

Lunch: Where to sit? Although I know I should probably sit with the students for authenticity, the thought of it is too weird, so I retreat to the faculty tables. It is nice to talk to peers for the first time all day.

B – Honors Algebra II: Another substitute. Mrs. Schenkel leaves a worksheet on trigonometry. I feel like the BMOC as I help everyone while being peppered with questions. I wonder if this is what it would have felt like if I had played a sport in high school.

C – Honors Chemistry: Mrs. Adelson informs us that we will be working with our lab groups and studying the reaction rates of magnesium dissolved in various acidity levels and temperatures of hydrochloric acid. I worry I will have to work by myself, but Gray and Haley Belcher welcome me into their group, and I manage not to burn anyone or make a mess.

We gather some pretty interesting data (counterintuitively, cooling the acid seems to speed up the dissolving process while heating it does the opposite) and the class period flies by.

D – World History II: Last period finally comes, and I am starting to drag; three classes after lunch is tough even for me. As if sensing this, Mr. McCabe breaks up the period into small pieces of different types of activities. This holds my interest level and makes me accountable for my own learning. He swiftly chastises me for not having my laptop out when everyone else does and punishes me later by making me answer the first question posed by the in-class reading assignment. I bring honor to my people by answering correctly. During the last 15 minutes, we get to fill out a map and color different alliances, and I curse my lack of colored pencils, which everyone else seems to have.

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After school: As I trudge back to my room, exhausted, I realize that for most of our students this time marks the start of their second day: practice for fine arts or athletics. All I want to do is head home and curl up on the couch, until I realize I still need to give extra help, grade those quizzes from today, lesson plan for tomorrow…

No matter whether you are a teacher or student, you really can’t leave your responsibilities at school.

The watch would like to extend a hearty appreciation to Mr. Myer for his time, effort and general support of this issue.

David Emmanuel Myer Boston, MA March 15, 1986 Grade Entered: 19

Diesel, D$, Mr. Myer

Extracurricular activities: Extra help, improv, cooking Can be found: Room 413, James Island dog park, Folly, Theatre 99 Favorite sayings: “Good talk”, “Any questions?”, “Please”, “Yeahyeahyeah” Likes most: My wife, my dogs, math, the summer, Friday lunches Fondest Memory of P-G: 100% AP Calc pass rate last year Favorite Books: The Complete Hitchhiker’s Guide to the Galaxy, Good Omens, Kitchen Confidential, One Hundred Years of Solitude Predictions for the future: Mrs. Schenkel will become the head football recruiter at FSU and help to run off a string of undefeated seasons. Mrs. Stock will host her own variety show on ABC, and I will be her quick-witted sidekick. Mrs. Fox and Mr. Lipka will join forces to write a series of best-selling fantasy novels that turn into a world-wide phenomenon when they become an insanely popular TV series. Mrs. Bellebaum will have 12 more kids and open up a gluten-free bakery to kick-start her own lifestyle brand. Dr. Lehman will write a book called “Who knew? Jews Like You Can’t Imagine” and go on a country-wide JCC tour promoting it. Mr. Moore will retire and open up a Heart of Darkness-themed beach bar on Folly called “Kurtz’s Compound” where people will whisper about his “unsound methods” of bar management. All of my former and current students will wake up one morning and realize I was right all along that math is awesome.

“Do not worry about your difficulties in mathematics.

I can assure that mine are still greater.”

– Albert Einstein 41

The COLLEGE List A LOOK AT WHERE THE CLASS OF 2015 IS HEADED Emily Ball Southern Methodist University Travis Barnett UNC: Chapel Hill Grayson Barnwell Clemson University Clemson University Cannon Barr Savanna Barrineau University of South Carolina Clemson University Elle Blakeney Bard College Flora Boatwright New York University: Abu Dhabi Ryan Brown United States Naval Academy Kole Burke University of Georgia Dawes Caldwell University of the South Sarah Carlton Clemson University Brady Chapman University of New Orleans Parker Chavis University of South Carolina Katie Chick Robert Cochrane UNC: Chapel Hill Colorado College Logan Coleman Clemson University Brett Cranny University of Alabama Honors College Darby Davenport Southern Methodist University Larkin Dobson Emma Donaldson Furman University Adriannah Drolapas Wofford College Benjamin Edwards University of Pittsburgh University of the South Reese Evans Hayes Fair University of Colorado: Colorado Springs Clemson University Abbie Farrell Madeleine Fennell Southern Methodist University University of South Carolina Amy Ferira University of Georgia Jordan Fishman Harrison Frickman Tufts University Trinity College Will Friedman Wofford College Jack Gilchrist College of Charleston Reid Gilchrist Citadel University Bo Harrell Thomas Hartsock Clemson University Clemson University Wyatt Hay Hampden Sydney College Mikell Hay College of Charleston Jake Hentz Clemson University Jeb Hines University of South Carolina Claire Hughes Brevard College Jeremy Hunt 42 George William Jilich College of Charleston

Kris Johnson Brevard College Reid Kaplan United States Naval Academy Briona King Davidson College Kristopher Kitchen St. Andrews University Mary Margaret Lawton University of South Carolina Mackey Leventis University of South Carolina Austin Logan Purdue University Emily Mason Clemson University Sophie-Earl McCraw Clemson University Helen McCullough Clemson University Chelsea McKelvey Furman University Robert Morrow College of Charleston Christian Naylor College of Charleston Ana Olbrych University of South Carolina Molly Phillips UNC: Chapel Hill CJ Pinkney Stokes Penn State University: Harrisburg Paige Politelli University of Mississippi Wellsin Price Rollins College Moe Rama Wake Forest University Tanner Renken Wofford College Trey Richardson Newberry College Parker Rink UNC: Chapel Hill Grace Robards University of Virginia Curtis Rogers Georgia Southern University Alex Romano Savannah College of Art and Design Marla Sagatelian University of Miami Jacob Salley Boyce College, Southern Baptist Theological Seminary Cole Sanford Wofford College Joy Sasnett Clemson University A.J. Sessions Rhodes College Catherine Sherer University of South Carolina: Honors Brewster Sloan George Washington University Ali Spulgis College of Charleston Jared Stenger University of Central Florida Joseph StoppelbeinUniversity of South Carolina University of Tennessee Chattanooga Henry Sutin Yorrick Sutton Clemson University Russell Tyler University of South Carolina Daniel Vincent Wofford College UNC: Chapel Hill Julia Whitten Linda Zhang George Washington University

The watch would like to give special thanks to those who helped out with this issue: Mrs. Jeannie Gleaton, Mr. David Myer, Mr. Wesley Moore, Mr. Brad Gilman, Father Brian McGreevy, Mr. DuBose Egleston, Dr. Tom Horton, Dr. Chuck McCarver, Mr. Brink Norton, Mr. Hugh Knight, Mrs. Ragan Wood, Mrs. Colleen Jones, Max Harley, Haley Belcher, Cole Sanford, David Lynch, Leslie Wade, Paul Qualey, and Kris Kitchen.

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watch Porter-Gaud School 300 Albermarle Rd. Charleston, SC 29407

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