The December Issue

ST. JOHN’S SCHOOL STUDENT NEWSPAPER

SJSREVIEW.COM

2401 CLAREMONT LANE · HOUSTON, TX 77019

VOLUME 66 · ISSUE 4 · DECEMBER 5, 2014

FRIEND OR FOE? Examining the distinct contrast in identity between teacher and administrator

by Christian Maines

hen Stephen Popp was offered the position of Dean of Students in 2010, he knew that he would need to stock up on aspirin.

“Coach Mercado once told me when I was applying for the job, ‘Why don’t I just give you a hammer and let you bang yourself in the head with it,’” Popp said. “The perception is that the job is a walking headache.”

Although the position entails more than simply handing out detentions for dress code infrac-

Center Inferior or Superior Competitive atmosphere causes mixed emotions NEWS..................2 FEATURES...........3

CULTURE.............4 SPORTS.............5

ing perceptions while Division Head Eric Lombardi was on leave studying at Columbia University.

“I became the traffic cop that issued detentions for obvious transgressions,” Thompson said. “I was the person that teachers came to for perceived Honor Code infractions.”

Thompson’s role largely centered around discipline and the student handbook.

“I became the judge and the jury because we did not have SAC in the Middle School,” Thompson said. “I spent a lot of time that year looking at what was in the student handbook and working in the low-hanging fruit areas where Middle School students tend to make poor decisions, like the recess time.”

Part of Thompson’s role was to act as a deterrent to poor behavior.

“I knew that if I were sitting in the cafeteria, I was like the cardboard cop at the back of the store that was keeping people from stealing,” Thompson said. “A lot of what I did was try to be a visible presence.”

Since the position was temporary, Thompson did not attempt to drastically change the role.

“Because I was taking on a role that Dean Henry had been doing during the previous 10 years, my view of what students did and how I should function was very much defined by her,” Thompson said. “Dean Henry was very good at making sure students knew the consequences of their actions.”

Despite maintaining his status among students, Thompson witnessed a different role among his peers.

“The strangest thing was, in terms of my colleagues, it felt like I was a player on the team who had been asked to be the coach.”

Thompson faced challenges in his transition from teacher to interim dean, especially in his role with students.

“I was used to being in a classroom with 18 other human beings and sustaining that conversation throughout the year. My year as an administrator, when the bell would ring, it was as if the cockroaches scattered back into the walls,” Thompson said.

Popp softens his image as an authority figure by teaching an AP Government class,

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Nightcrawler Delving into the world of broadcast journalism

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In FoCUS............6 BEYOND............8

OPinions..........9 ODDS & enDS....11

SJS in the NCAA

Field hockey players shoot for collegiate glory sjsreview.com

“Those who have him as a teacher definitely get a very different perception than those who haven’t had him. As a teacher, he has the ability to make everyone genuinely excited about government and politics, and I think we all have a better appreciation for how hard he works in both his jobs,” senior Elizabeth Elrod said.

Ultimately, Popp appreciates his position due to the interactions with students.

“The most edifying aspect of the job is that I get to work with the students,” he said.

COLLINS YEATES

W

tions, it is often stigmatized for its focus on rules and disciplinary infractions.

“Contrary to popular belief, it’s not my life mission to combat Goldfish in the hallways,” Popp said. “I do it because I respect the place, and I respect the school.”

Popp’s disciplinary duties include promoting and facilitating discussion of the Honor Code and organizing dances and school assemblies.

“My charge is all non-academic areas of student life,” Popp said.

Popp became Dean of Students four years ago when Daniel Alig stepped down to become English Departmental Head.

At the time, Popp was a popular history teacher.

“My junior students had me as Mr. Popp and then knew me as Dean Popp. I think it took them some time to get used to that,” he said.

The new title gave Popp not only disciplinary responsibilities but also a different public image.

“I don’t think that anybody, in my time as a teacher here, ever rolled or tucked their shirt in when they walked by me in the hall,” Popp said. “Once I became dean that started happening almost automatically.”

Several challenges accompanied the transition from history teacher to administrator.

“Some of the conversations you have to have with people are tough,” Popp said.

“Perhaps the worst thing is that I feel like I’m combatting a perception more than anything else.”

Some of the minor infractions, such as uniform violations, can be solved without the need for detentions, but Popp wants to steer away from discipline.

“I try to talk about things other than untucked shirts so that uniform issues aren’t always the focus of the discussion,” Popp said.

The most recent point of discussion has been eating in the halls. Popp once discovered a lunch bag left in the hallway.

The food had been there so long it became infested with maggots.

“What I’ve been enthused by is the response to discussions like that of the maggots — students got it,” Popp said.

Director of Experiential Education Marty Thompson served as Dean of Students for the Middle School two years ago.

He also faced chang-

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NEWS

THE REVIEW I DECEMBER 5, 2014

SEASON OF GIVING

Food Bank project unifies volunteers of all ages

by Ashwini Bandi

Pop music blasted in the background as volunteers packaged hundreds of holiday meal boxes at the Houston Food Bank, Nov. 22.

The school-wide community service project incorporated all three divisions.

Almost 300 students, faculty, parents and alumni joined together to serve Houston’s hungry.

“This is really the first K-12 project.

Many have joined our team for the Race for the Cure, but this is different because we’ll all be physically doing something that directly helps Houstonians with food insecurities,” Community Service Coordinator Marci Bahr said.

Volunteers worked for as long as four hours at different stations to complete a variety of tasks, including sorting donations into bins, creating assembly lines to fill holiday boxes, preparing meals and bagging rice.

“This is my first time at the Houston Food Bank and it’s wonderful to be here.

I’m so impressed with everybody’s attitude and work ethic,” said Melissa Aytenfisu, Head of Middle School Community Service. “It’s almost like a party atmosphere, but no one was slacking off.”

Along with helping Houstonians in need, the event offered a chance for students from different grades to get to know each other.

“It really helped me bond with some

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Just Keep Serving Students kicked off their Thanksgiving break by showing their gratitude and giving back. Joining together to package holiday boxes at the Houston Food Bank, this K-12 project is the first all-school project coordinated by community service.

people in high school,” eight grade student Sophie Lazear said.

Junior community service officer Sarah Bland came up with the idea for an allschool project two months ago.

“I’ve worked with lower schoolers before, and I thought they might benefit from seeing the upper schoolers serve, so they learn to serve from a young age,” Bland said.

Bland and Bahr chose the Food Bank because it was one of the few organizations that allowed a range of ages to participate.

The Food Bank also provided the opportunity to directly serve the population.

“I was hoping to help people on the most basic level because I feel like I do a lot of community service projects that are helpful but don’t necessarily get back to

Advisories collect gifts for CPS kids

the people’s root needs,” Bland said.

Bahr wants the school to incorporate one or two all-school community service events every year.

“Our overarching goal was to find a project where everyone could use his or her sweat equity to help others,” Bahr said.

A-MAZE-ING GRACE

Juniors construct Fourth Ward church labyrinth

by Brooke Kushwaha

COLLINS YEATES

‘Tis the Season Michael Meaux, left, Olivia Barboza, middle, and Dani Yan, right, sort through gifts for the toy drive. Advisories gather together each year to sponsor holiday gifts for children in Child Protective Services. On Dec. 8, students will bring their gifts to Senior Country, where Student Affairs Council will organize them for transport.

by Sukul MIttal

Every year, students take on the mysterious role of Santa: they provide presents for hundreds of children whom they will never meet through the annual Toy Drive.

“The Christmas drive is an awesome way for us to brighten the holidays of kids who otherwise might not get anything at all,” junior SAC representative Natasha Gonzalez said.

The Student Affairs Council (SAC) has been organizing the drive for over fifteen years.

“It’s really amazing how many children we can affect and really change their Christmas and make it awesome,” freshman SAC representative Grace Melcher said.

Advisories decide how many children from three different age groups they would like to sponsor.

SAC acts as the middleman between

the advisories and Be A Resource for the Child Protective Services kids (BEAR), the organization that sponsors the event.

“Many people know about the drive, but they do not know how much SAC does in the background and how involved we are in the process,” Melcher said.

After obtaining the age group numbers from SAC, the organization’s representative then specifies which children will receive the gifts.

SAC distributes cards which contain the wish list for each allotted kid to the advisories, which then buy the appropriate gifts.

“The logistics of moving and organizing the toys can be tough, especially if name slips aren’t on the toys,” junior SAC representative David Lu said.

After collecting the items from the advisories, SAC transports them to

the Child Protective Services (CPS) warehouse, where the children receive their presents.

“The BEAR location is definitely the closest thing to what I imagine Santa’s workshop would look like; pretty crazy before Christmas and absolutely packed with gifts. Ho Ho Ho!” Lu said.

Annually, BEAR supports over 8,000 children.

St. John’s has always been a part of a variety of community service projects with a high participation rate.

Last year, the Upper School volunteered around 45,000 hours.

“We have a history of community service at the school. Although not everyone at St John’s is comes from an affluent background, we are all fortunate to be at this amazing place,” SAC sponsor Erol Turk said.

The junior class traveled to the Fourth Ward to help construct a labyrinth in the place of a collapsed historic church, Nov. 15.

Students planted trees in the labyrinth’s perimeter and used salvaged bricks from the structure to landscape around it. The project leaders, juniors Francesca Farris and Amina Matin, worked on the labyrinth last year and over the summer. Their mothers, Shazma Matin and Lori Farris, helped as well.

“It’s so weird to see the entire grade working at a place where I used to just come and be alone,” Amina said. “It was very relaxing to work and garden here on the weekends, and the people are always so nice.”

The project took place in Freedmen’s Town, a historical district where former slaves had settled after emancipation. The location had previously been a prominent hub of black culture, but attempted redevelopment and poor city maintenance have threatened the district’s historical significance.

“Building this labyrinth made me more aware of the diversity of Houston in such close proximity. Right by the Fourth Ward, you’re in the River Oaks shopping center. Such different places are within five minutes of each other,” Farris said.

The labyrinth itself is meant to be a place of reflection. A labyrinth, unlike a maze, reaches the center by following one path instead of many dead ends.

“During the project, we learned about the significance of labyrinths and how they aren’t affiliated with any particular religion, because they appear in all religions,” Farris said. “They are associated more with a spiritual journey.”

At the end of the project, the entire junior class walked the labyrinth as a relaxation exercise.

“It’s a great neighborhood space for the community to share and engage in meditation,” Community Service Director Marci Bahr said.

FEATURES

SJSREVIEW.COM I DECEMBER 5, 2014

DANCING QUEENS

Guest choreographers add pizzazz to dance class

by Amy Liu

Students watching the dance concert in April may feel like they are walking through an art gallery. In fact, audiences can expect to see a human-sized frame in one of the dances.

Guest choreographers Joe Celej, Kiki Lucas and Terrill Mitchell, who know the SJS dance teachers through the Houston Metropolitan Dance Center, have each taught one piece to Terpsichore, Advanced and Intermediate dance classes. The SJS teachers asked them to base their choreography on different pieces of visual art, the theme for this year’s concert.

“This is something that we have wanted to do for a while, but we didn’t feel the timing was right until now,” dance teacher Heidi Arouty said. “When we informed the choreographers of our proposed theme, they were completely supportive and inspired by the concept.”

While the Advanced and Terpsichore classes have had guest choreographers in the past, another was added for Intermediate this year.

“It gives them an opportunity to learn new styles and work with professionals,” dance teacher Victoria Arizpe said.

“Sometimes, a new teacher can say something that really makes sense. Light bulbs go off, and everything clicks.

It helps you grow as a dancer.”

Guest teachers allow students to expand their versatility in different dance styles.

“Dance is multifaceted. Every time you go with a new choreogra-

pher, you’re learning. It’s their own creation: they explain what they want, and the dancers have to interpret that,” Arizpe said. “It’s like English: people want to read different authors and different perspectives.”

The choreographers had hour-long rehearsals of their pieces instead of teaching during regular class periods.

“We’re too pushed for time in our normal class periods,” Arizpe said. “You can have a moment of epiphany but lose it the next day and have to start over.”

Terrill Mitchell taught his contemporary piece “Renaissance Remastered,” during Kinkaid week.

“It was interesting to see how that made the students want to work for his respect and attention. I can recall a student remarking on how tough he was, but tough in a caring way,” Arouty said.

Lucas found inspiration from Mike Sagato’s contemporary artwork “Love Me Love Me Love Me.” She taught Advanced for 11 hours the first week of November.

“She has a very dominant, outgoing personality. This comes across in her choreography; it is more aggressive and active in movement, but has a gentle softness visually,” Arouty said.

Celej, who taught Terpsichore the week after Lucas, spent three hours on each class day and extra hours the following weekend. He tried to simulate the work of M.C. Escher, whose most popular works include optical illusions.

“Planning for me is listening to the music and formulating ideas and shapes,” Celej said. “The physical planning happens when I’m with them because I have to learn what works with their bodies.”

Celej’s piece relied on frequent lifts, body weight manipulation and group work, as well as music with a subtle but complex rhythm.

“It’s so mentally challenging because whatever you do affects everyone else on stage,” senior Isabelle Wallace-Green said. “Every single motion has to be in tune so the audience will get the full effect.”

Both choreographers and dancers had to learn to effectively communicate.

“When working with dancers you don’t know, it’s hard to anticipate what the experience is going to be like,” Celej said. “Having to be ready for any situation is what I stress over.”

Some of the pieces evoked specific backstories. Terrill hoped to portray a painting coming to life by having dancers move fluidly in and out of a large frame.

“We’re all characters in the painting and a lot of our motions are mimicking breathing,” sophomore Maddie McZeal said.

Lucas’ piece, which involved fabrics and curved movements, aligned with the artist’s portrayal of love and vulnerability.

“She originally didn’t have a meaning for the dance, but at the end it seems to be a celebration of womanhood,” senior Mia Saade said. “The fabric seemed a lot like bundled-up children.”

The open-mindedness of the dancers earned praise from the choreographers.

“Some dancers might have to learn a style they aren’t comfortable with, and instead of getting out of their comfort zone, they shut down and don’t want to try,” Arizpe said. “If you come to the studio with a closed mind, you won’t learn anything.”

One of Arizpe’s former students, Frances Manzo, will be teaching Terpsichore in January.

“We have a lot of work to do in polishing the moves,” Wallace-Green said. “The idea is that what you see isn’t what it always is.

While we’re dancing, there are so many intricate nuances, but when you spectate, it looks effortless.”

You Can Dance, You Can Jive Joe Celej, above, a dance teacher at the Houston Metropolitan Dance Center, instructs Terpsichore dancers Isabel Wallace-Green, left, and Christina McGee on a new piece.

JARED MARGOLIS

CULTURE

THE REVIEW I DECEMBER 5, 2014

‘Nightcrawler’ exposes disturbing trend in journalism

by Emily Chen

Painting a disturbing picture of the media’s cutthroat practices, “Nightcrawler” strips away the image of polished news anchors and scrolling headlines to reveal the dark and gritty side of the news industry.

Written and directed by Dan Gilroy, the film tells the story of Louis Bloom (Jake Gyllenhaal), a Los Angeles pickpocket embarking on a new career path. We follow Lou into the seedy world of nightcrawling, in which individuals seek out and film gruesome crime scenes, which they sell to the media outlets.

Lou stumbles upon the scene of a car crash one night and sees an amateur film crew shooting the scene, hoping to sell the footage to news channels. Inspired, he buys a camcorder and a police scanner and tracks down the most shocking, bloody crimes he can, determined to make a living, and possibly even a successful company, out of it.

High-speed scenes feature Lou as he races to get to the crime scene for the best shot. Gory images with the victim, lying in the wreckage, are adrenaline-filled and full of detail but always viewed through Lou’s camera lens. This movie isn’t about the victims or the tragedies. Lou, and therefore the audience, become a voyeur.

The film contrasts dark, siren-filled shots of bloody nighttime crime

scenes with the polished newsroom and smiling anchors the next morning. This juxtaposition highlights the harsh, pitiless nature of the media, perhaps best summed up by a rival film crew’s motto: “If it bleeds, it leads.”

When Lou tries to make a quick buck by selling stolen trinkets and scavenged wreckage to a junkyard owner, he is turned down, but he finds a job on his first try when he sells footage of a shooting to a local TV station. According to the movie, the media is, after all, full of thieves—stealing the worst bits of people’s lives and condensing them in order to drop tiny bombs into the public’s breakfast bowls for shock value.

The surprising part of this movie is that all of it is possible. The characters and the exact events depicted are not real, but how much do we know about the sources of our video footage? Today, so many people are involved in all the stages of production, for television or print, including third-party companies like Lou’s that neither the public nor the media companies know much about.

In another case, the producer at the news station where Lou works briefs him on what kind of footage he wants—white, middle class families experiencing tragedies at the hands of minorities. She evens goes so far as to omit key events in order to make the story more relatable to the public.

Playing to the public’s fears has always been a surefire way to sell news, from the yellow journalism of the 1890s to today’s eye-catching clickbait headlines. Our tendency is to trust the news, its purpose has changed from informing us to swaying our views and selling us cheap shocks.

In today’s world, no one knows the whole story. Writers, editors, executives, anchormen and third-party organizations are all involved in dishing out tragedies for general consumption. We, the viewers, are the last to know everything. “Nightcrawler” is a commentary on the source of our news as well as journalistic ethics.

The movie suggests that maybe the people telling us what to fear are the ones we should fear.

Lou is the worst kind of thief: smooth talking, self-educated and persuasive. Gyllenhaal’s superb acting allows us to watch in horror as Lou, becoming more and more successful, gradually reveals his proud, manipulative nature and sociopathic tendencies. The interactions between him and other characters all seem carefully calculated, although an edge of desperation leaves audience members shuddering.

With a combination of intense action and riveting characters, Gilroy’s directorial debut will leave you thoroughly shaken.

NIGHTCRAWLER SHORTLIST MPAA Rating: R for violence and language Rotten tomatoes: 95% Director: Dan Gilroy Main actors: Jake Gyllenhaal, Rene Russo, Bill Paxton Run time: 117 minutes

SPORTS

SJSREVIEW.COM I DECEMBER 5, 2014

by Michael VerMeulen

As the boys’ soccer team boarded their charter bus to Dallas, Nov. 14, head coach Ziad Allan tried a modern coaching tactic: he took away his players’ cell phones.

In order to get their phones back, players had to memorize soccer terms in Arabic.

“It seems that everywhere you go, people are on their cell phones,” Allan said. “People don’t connect anymore.

I wanted my team to communicate, so I made them.”

Since joining SJS two years ago after 16 years of coaching at Kinkaid, Allan has begun altering soccer culture at its core.

Senior Juan Philippe, who has played on varsity since ninth grade, says Ziad is changing the face of the soccer program.

“He has impacted everything from tactics to individual gameplay, to the way we introduce ourselves, to the way we treat each other as teammates.”

Allan’s coaching philosophy centers on unity between his players, which explains his opinion on cell phones.

Having their phones confiscated was “a little irritating at first, but eventually it was a lot of fun talking to everybody,” junior Joe Faraguna said. “We knew it wasn’t a punitive measure. It was so that we could get

to know everybody better.”

The Mavs’ style of play has also evolved since Ziad became head coach.

“We were more unorganized and just hoped that the ball would go in the goal,” Faraguna said. “Under Ziad, we play the ‘Tiki-Taka’ style that he learned from watching FC Barcelona. It involves lots of passing, sharing the ball and finding openings.”

Ziad’s style works to the team’s advantage when playing conference opponents.

“The North Zone consistently outputs incredibly athletic soccer players,” Philippe said. “We cannot beat them by trying to outmuscle or outrun them, so Ziad is training us to outsmart them by passing the ball around them quickly and efficiently.”

Ziad pushes his players to their limits to help them reach their full athletic potential.

“We do a lot of fitness, basically running until the point of exhaustion,” Faraguna said. “Ziad says that the last ten percent of fitness is where it counts. You have to push yourself further than you can go in order to improve.”

During the first week of the season, the team had more games than practices. The Mavs have started the season 3-4-1.

“My viewpoint is that I should

JARED MARGOLIS

No cell zone: Coach Ziad encourages team unity

just let them play,” Allan said. “Due to our schedule, there isn’t a lot of downtime. I want to figure out what our strengths and weaknesses are within gameplay, so the games basically function as practices.”

The time commitment can put stress on players.

“It’s a lot of work, especially when the homework load gets big,” Faraguna said. “Even though it’s great playing so much, I feel that we might be having a bit too many games. I hope that we can find the time to have

practices to work on the stuff that we struggled with in the games.”

Even with the amount of effort expected from the players, the coaches recognize that there is more in life than soccer.

“I make sure they have fun,” Allan said. “I never like to say negative things to my players. I know that they are working hard, so I try to allow them to enjoy the experience as much as possible.”

Except when it comes to letting them play on their cell phones.

Bend it like Ziad Julian Fenouil, left, Matthew Garnet, center, and Luc Ware, right, tussle during practice.

Although the schedule can be demanding, Coach Ziad Allan motivates his team through bonding and intricate plays.

JARED MARGOLIS

Gymnasts achieve balance between studies, fitness

Tumbling for joy Sophomore Reese Vogel backflips through the air on Skip Lee field. Although Vogel does not practice gymnastics any longer, she and other cheerleaders tumble.

by Inaara Malick

Anyone who has seen freshman Caroline Pacha walking in crutches down the hall should have seen her on the balance beam.

Pacha has been doing gymnastics since she was six and started competing competitively at eight.

She trains at Houston Gymnastics Center and is a Level 9 gymnast.

“My mom was a cheerleader in high school and likes to believe that I take after her,” Pacha said.

Pacha began gymnastics recreationally with her school friends.

“I stuck with gymnastics despite having to make sacrifices and stop playing other sports because of I loved gymnastics and the gym atmosphere,” Pacha said.

Pacha practices six days a week, four hours each day.

“I usually spend my weekends catching up on sleep, as I don’t get much during the weekdays,” Pacha said.

The balance between school and gymnastics is difficult, but Pacha tries to make it work by using the time that she has efficiently and not falling behind.

“I try to make time for my friends on Saturdays, my one day off,” Pacha said.

There are four events in women’s gym-

nastics: vault, balance beam, floor exercise and Pacha’s favorite, uneven bars.

“My least favorite would definitely be the beam. It is very unforgiving,” Pacha said.

Gymnastics is more than a sport for Pacha.

“I really love the time I get to spend with my teammates and coaches, and the lifelong friendships that come from practicing together every day,” she said.

Injuries are common inconveniences for serious gymnasts.

“I am currently suffering from stress fractures in both of my shins,” Pacha said, “I am out for six weeks, which is not ideal this close to competition season, but not devastating.”

Some cheerleaders are former gymnasts.

Both senior Sarah Hansen and sophomore Emma Robinson participated in gymnastics for seven years.

“I loved it until I joined a Level 4 competition team and it got way too intense,” Hansen said, “I had gymnastics five days a week and they began to regulate my diet. I wasn’t happy with all of the requirements because I just wanted to have fun.”

Hansen plans to continue tumbling every once in a while but will not try to learn many new stunts, claiming she is too

tall and too old.

Robinson plans to continue learning new skills through tumbling.

“My favorite part about tumbling is using all of your body and defying gravity,” Robinson said.

Junior Eva Robins and sophomore Reese Vogel were also gymnasts before becoming cheerleaders.

Robins enjoys tumbling because it keeps her from having to learn as many dance routines.

Robins competed on a trampoline and power tumbling team. Power tumbling is a form of gymnastics that focuses more on trampoline acrobatics.

Robins reached Level 5 and won 12th place at Nationals in power tumbling. She quit the next year.

“It was taking up too much of my time, and I was about to enter high school at St. John’s,” Robins said. “It was too much stress.”

Robins continues to work towards new skills. She focuses on being healthy and staying in shape.

Vogel does not plan to continue tumbling, in part because she does not intend to cheer any longer.

“I got to Level 7 then quit because the time commitment was too big, and I

wanted to focus on other sports” like field hockey and lacrosse, Vogel said.

Senior Kate Bomar and junior Ellie Trent are not gymnasts, but they both practice tumbling.

Unlike gymnastics, tumbling has floor exercise, trampoline, double mini trampoline and synchronized trampoline, but most cheerleaders only practice floor.

“I did a couple of recreational classes but did not want to advance because I had friends whose lives were run by their gymnastics schedules,” Bomar said.

Bomar started tumbling freshman year to improve as a cheerleader.

She currently hopes to pass on the skills she has learned to other recreational tumblers through her job coaching at the Houston Gymnastics Academy.

“I’m focused on helping my students improve instead of myself,” Bomar said.

Trent took a few gymnastic classes when she was in Lower School, but did not start tumbling until freshman year. She plans to continue tumbling.

“My favorite part about tumbling is when you finally get a new skill and realize how all the different drills you practice come together.” Trent said.

IN FO

THE REVIEW I DECEMBER 5, 2014

Competition creates diverse reactions Story by Rebecca Chen, Gabe Malek and Megan Routbort Additional reporting by Brooke Kushwaha, Cara Maines, Irene Vazquez and Chris Zimmerman

Niche hotbed Scholar-athletes maintain A averages and run track at Ivy League schools. All-state musicians garner recognition in national science competitions.

Yet the culture of achievement creates a strange dichotomy between feelings of

best coeducational Texas St. John’s

inferiority and superiority on campus.

Even though some people try to ignore the high level of competition that fuels students, the unspoken rivalry between classmates influences how we view ourselves and our peers. For some students, this feel-

O

ing of having to outdo everyone else leads to stress and a sense of inferiority. Others embrace this competition to elevate themselves to a perceived status of superiority.

We examine this schism by interviewing students and adults in the community.

utgoing and overachieving are usually laudatory descriptions. Yet the prevalence of these qualities can create a sense of subordination for those who are less involved.

“There are some people with 98 averages, excelling at all these sports, doing all these national competitions like Siemens or Eco Marathon, and I look at myself, and I wonder what I’m doing with my life. I haven’t done a thing. My life is without purpose,” senior Jerald Barbe said. “I’m just stuck at home trying to get by, trying to get A’s. It’s even worse when it’s younger people doing better in even harder classes.

It knocks you down a few notches.”

The competitive admissions process to SJS ensures that a driven group of students will enter the school. The requirements for high school students includes three recommendations, test results from both the OLSAT and ISEE, an interview and writing samples.

“The selectivity of our admission brings kids that are talented, so when they come into an environment, they are already used to performing at high levels,” Headmaster Mark Desjardins said. “There is already a built-in competitiveness because the students are now in a culture with many other smart and talented people, so sometimes kids see their peers as competitors.”

Coming to SJS from a less competitive middle school can sometimes be shocking.

“I definitely noticed that the atmosphere here was much more competitive,” said junior Nancy Cheng, who attended First Colony Middle School. “It was like a wake-up call – most of the time I feel like it’s healthy motivation, but sometimes the pressure can be a little overwhelming.”

The competitive atmosphere can also highlight the school’s strengths.

“I came from a school [St. Mark’s] where I was at the top and came into SJS and felt that everyone was smarter than me, so it was definitely a change,” senior Monica Dayao said. “I think it’s something a lot of students struggle with, especially at first, but you get over it and realize everybody’s smart, which is what’s great about SJS.” German exchange student Anna Szinyei suggests that American culture can also lead to greater stress.

“People are more competitive and everyone is good in school, so if you want to be outstanding, you have to work even harder,” she said. “In Germany, a lot of people don’t care about grades; it is easier to achieve the same goals without the stress of competition against others.”

Inferiority complexes arise as students compare themselves to their peers in almost every aspect of their lives.

“I always compare myself to other people. Sometimes it makes me cynical because everyone’s competing,” junior Michael Huang said. “I’m jealous all the time.”

Students also hold themselves to extremely high standards.

“We all want to do well so we all put ourselves down a lot,” said a senior who asked to remain anonymous.

Some students argue that feelings of inferiority are not created by the school but by the students themselves.

“The environment only affects people who are competitive in the first place,” Huang said.

The school also avoids pitting students directly against each other by electing not to provide a class rank.

Students may still feel that an unspoken hierarchy is in place.

“I like how there’s never a definitive ranking, but I think that there definitely are things that make people feel superior or inferior, junior Claire Gorman said.

“You can tell if people are taking harder classes than you are or doing more extracurriculars.”

Frustration at feeling inferior to one’s peers can erupt, especially when students consider their ranking among teenagers nationally.

“I feel like an idiot compared to some of the people in my classes,” Barbe said.

“I know if I went to basically any public school, I’d be top 10 percent, near the top of my class. Not the top, but pretty far up there. And here, I’m mid-50th percentile at best.”

As students graduate to top universities, they further confront competition to merely feel adequate.

“College is more challenging than SJS by a stupidly large margin,” said Ryan Beckner (‘13), a sophomore at the University of Chicago.

Even though teachers and parents try to help students remain relaxed, internalized pressures come to a boil.

“SJS is supportive and helps people build self-confidence, but sometimes it’s hard to value yourself when you compare yourself to so many people doing so many things,” Claire Gorman said. “It can be scary and intimidating.”

INFERIORITY

OCUS

SJSREVIEW.COM I DECEMBER 5, 2014

SUPERIORITY

W

hile students struggle with feelings of inferiority compared to their talented peers at SJS, when contrasting themselves to students from other schools, the polar opposite issue arises.

“When people at other schools complain about how much work they have to do, I inwardly scoff. I realize that it’s bigoted, but I do it,” Barbe said.

Obsession with elite colleges and the journey towards academic excellence also contribute to feelings of superiority.

“We start making jokes about going to HCC or UH, and we forget that it can be insensitive to people who work very hard to get into those schools and are proud of going there,” Dayao said.

Students must find the balance between the reality and the myth of one’s intelligence.

“It’s not entirely wrong to think that we’re smarter than the average American because we were accepted into this school based on our academic performance, but we definitely sometimes have too much of a big head about it,” Dara said.

According to College Board, for the Class of 2013, average scores on the SAT were a 497 in Critical Reading, 513 in Mathematics and 487 in Writing. For St. John’s, the mid-50th percentile of the Class of 2015 taking the SAT scored between 790-680 for Critical Reading, 790-700 for Math, and 790-690 for Writing.

“People don’t like to talk about SAT or ACT scores,” Barbe said. “Some people do really well. And when you do really well you want to tell everyone, but you know you can’t. We don’t like people that talk about it.”

“We all get good grades and get into top colleges but forget that the majority of people don’t have those types of opportunities,” Dayao said.

Even at SJS, individuals get comfortable being deemed one of the top of their class.

“Everyone at SJS is a genius, but there are still super geniuses that can make normal students feel inferior even though they are extremely smart,” an anonymous junior said.

This superiority complex may result from different interpretations of accomplishments.

“SJS does a good job of making everyone work hard for the success they achieve, but some may take that success and get a bigger head while others may just feel proud of themselves for achieving what they got,” the same anonymous junior said.

Some think that highly valuing one’s performances may result in a bigger issue within the school community.

“We put such an emphasis on achievement that it’s easier to develop a complex, especially when self-worth is determined by achievement.” junior Isabelle Draper said.

Students often consider their workload to be considerably heavier than that at other institutions and derive feelings of superiority from that sentiment as well.

“I think I have it harder here,” Barbe said.

I’m insanely intelligent.

No matter what I do, I will be the best. I deserve to be #1.

Photos by Jared Margolis | Design by Jessica Lee

FINDING THE BALANCE Even though the competition can be overwhelming at times, student organizations and teachers help to make the atmosphere less stressful.

“I really like the environment because even though it’s competitive, people are always willing to help each other out,” Gorman said.

The school has also made efforts within recent years to mitigate the competitive atmosphere.

“Building the Great Hall was so important to me because that’s where, outside of Senior Country, kids can go and just relax without that competition,” Desjardins said. “Having that area was really important to me in a place where sense of self and community are integral.”

Students can also feel less stress due to their social atmosphere.

“Your attitude can depend on the people you hang out with,” junior Daniel Shebib said. “Having the right friends helps block the competitive environment the school tries to promote.”

Students may fail to recognize that students at other schools experience similarly stressful atmospheres.

“Superiority and inferiority complexes exist as much at SJS as they do at any other high school,” junior Kyra Link said, “but since we place more value on academics than a lot of other schools, the complexes have more to do with intelligence and skill.”

Some students assert that we neglect acknowledging students’ talents outside of the classroom.

“The drive to do well academically makes people competitive, but we have a great pool of varying talents beyond just intelligence that should be equally valued,” junior Hunter Hasley said.

Desjardins hopes that SJS gives students the opportunity to demonstrate their talents and excel in other areas outside the classroom.

Other students point out that competitiveness helps to prepare us for life after college.

“I’m proud to be part of SJS, and I don’t know why. Maybe it’s just because people are always competing. I like competitive people because at least they have the drive to do something,” Huang said.

BEYOND

THE REVIEW I DECEMBER 5, 2014

Magnificent 7 continue their field hockey careers While most field hockey players put away their shin guards and sticks after SPC, a dedicated few pack them in with their mini-fridges and throw pillows as they head off to college.

Carson Peacock (‘14) played 10 games with the Middlebury Panthers this season, including the NCAA Regional Final against Ursinus University, 5-1.

“Everyone was just so incredibly excited and pumped during the game that everyone went out and played amazingly,” Peacock said. “It was the best experience ever seeing that all our hard work was paying off and we were going to the Final Four.”

Middlebury lost to the College of New Jersey in the national semifinals, 2-0.

Peacock began playing field hockey in seventh grade and honed her skills throughout her early career.

“Carson worked hard in-season and off-season to improve her skills and speed,” SJS Coach Craig Chambers said. “She is small in stature (Middlebury lists her generously as 5-feet) but never had a problem with size as she is a relentless defender and competitor.”

The hard work in high school allowed Peacock to make varsity her sophomore year.

“She seemed genuinely happy to be at practice, in games, and with her teammates,” SJS assisstant coach Gordon Center said.

Celia Lewis (‘14), a midfielder for Tufts University, was nominated as New England Small College Athletic Conference Freshman of the Year.

“Celia wanted to play hockey in college, and she had articulated that dream starting back in middle school,” Center said. “I don’t know how firm the idea was in her brain, but she was already talking about it then.”

While five of her freshman teammates made varsity her sophomore year, Lewis was not named to the team until her senior year.

“Even though Celia was a junior on

COURTESY PHOTO

by Irene Vazquez

Stick with it Middlebury freshman Carson Peacock, left, tries to score against a menacing St. Lawrence defender. The five-foot-tall Peacock attempted two shots on goal this season for Panthers who lost in the NCAA Division III semifinals. The team finished 19-2.

a JV program with ninth graders, she didn’t bad-mouth the program. She became the inspiring leader on JV for those girls,” Center said. “She worked hard, she spoke to college coaches, and worked at finding a college program that was a good match for her.”

Sam Night (‘13) is a sophomore at the University of North Carolina.

Since she was redshirted her freshman year, Night still has four more years of college eligibility.

“Sam was a planner, and she liked to read an inspirational message to the team before games,” Center said.

“Sam encouraged her teammates to rise to their highest level of play, and this is the standard she held herself to in everything she did.”

While in high school, Peacock, Lewis and Night all played across the

nation on the U19 Texas Pride.

“It was a great experience to play with [Celia and Carson] as a freshman because I was able to learn from their field hockey and leadership skills,” sophomore Reese Vogel said.

Sarah Urdahl (‘12) was a four-year varsity player and appeared in 17 games her first season at Duke. In 2012, she was named to the National Field Hockey Coaches’ Association Academic All-American Team.

“I love seeing our girls play, but more than that, I love seeing them grow-up and become the people they are,” Center said. “I’ve been at this long enough to know see former players with their own children, and I am hopeful that I can hang around long enough to see their daughters play.”

MAVS PLAYING NCAA FIELD HOCKEY Paige Albert (‘14) Davidson College (Division I) Abby Avery (‘14) Washington and Lee University (Division III) Catherine Dawson (‘12) Stanford (Division I) Celia Lewis (‘14) Tufts University (Division III) Sam Night (‘13) University of North Carolina (Division I) Carson Peacock (‘14) Middlebury College (Division III) Sarah Urdahl (‘12) Duke (Division I)

Catching up with former Musical Leads

Carolyn Brooks (‘13)

Camilla Manca (’14)

Justin Bernard (’14)

I’m a sophomore at Northwestern University where I’m studying biology and global health, with an unofficial minor in trying not to freeze.

Unfortunately, I haven’t been as active in theater at Northwestern as I was at St. John’s. The Northwestern theater department is incredibly professional and renowned, and since I was never planning on pursuing theater as my career, it hasn’t been as easy me to delve into the theater scene here as as I would have liked.

I’ve gotten really involved in an organization that teaches health classes to teens in Chicago public high schools, and though I’m not performing any more, I’m constantly using the skills I gained on stage to engage students in the classroom. I really miss musicals though, and I hope to get back on stage at some point before I graduate.

I go to Trinity University, and I’m thinking about majoring in education. I plan on doing the Master of Arts in Teaching program for my fifth year at Trinity and hopefully start teaching elementary school after that.

I’m in the chamber choir and also a member of the Acabellas, Trinity’s all-female acapella group.

Trinity does a musical every other year, so I’ll be trying out next year.

I’m so glad I had the SJS experience because I feel like I can handle the heavy workload of college. My time management skills are a hundred percent better than when I started at SJS, and that really comes in handy at college because there are a million things going on at once.

Theater has been, and will continue to be, an important part of my life. In my first semester of college, I have been in two shows — one with the Rice Players and one with the Rice Theater Department.

At first, I wasn’t sure that I would have time to do shows and do well in school, but as it turns out, as everyone had been telling me, St. John’s prepared me for college.

Balancing work and rehearsals was actually similar to what I did in high school, so I wasn’t overwhelmed at all.

I’m currently planning on majoring in mechanical engineering and theater, so I will keep doing as many shows as I can. College is an incredible place to find out about yourself and what you love to do. Having already done two very different shows, I have already affirmed that theater is an integral part of who I am.

OPINIONS

SJSREVIEW.COM I DECEMBER 5, 2014

Synthesis anxiety nothing to lose sleep over

by Oliver Ruhl

As an underclassman, two words evoked more fear for me than any looming test or quiz: synthesis paper.

A culture of instilling worry in students over synthesis papers quickly became apparent after I first brought up English finals around upperclassmen. The negative culture created around these papers, one of dread and fear, is fueled by an extremely vocal minority.

The greatest source of this irrational dread is certainly Facebook. The night before synthesis papers are due, a flurry of posts flood students’ walls.

Pictures of empty Red Bull cans and Starbucks cups accompany captions such as, “Just got a thesis!” or “Time for another all-nighter.” These posts create the illusion that every single student starts his or her synthesis paper the night before it is due, something that is far from reality.

In fact, a majority of students start work on their papers far before the final night. Whether compiling quotes, creating outlines or actually writing a first draft, a lot more preparation is often put into the infamous

paper than what is depicted on social media.

This pernicious culture may stem from an odd belief some SJS students seem to have: that the smartest people get the least sleep. The question that seems to be asked after every paper is turned in is “How late did you stay up?”. Perhaps due to a fear of looking like I didn’t work hard enough, in the past I have told people that I stayed up just a little later than I actually did. A fear exists that your peers will judge you for not staying up until the break of dawn, when perhaps you worked just as hard or harder, starting a few days earlier.

The negative synthesis culture is not only fueled online, but also inadvertently promoted within the school itself.

The practice of displaying the times students turn in their synthesis papers is a representation of the synthesis culture that has become prevalentThese posts inadvertently celebritize those who pull all-nighters and turn their papers in mere minutes before they are due. When we look at the list of names and times, our eyes are immediately drawn to the 7 a.m.

timeslot, and we laugh about how close those people cut it.

Unfortunately, this further cements the idea that a lot of people start the night before and pull all-nighters. By drawing attention to the few who actually stay up all night, we create the illusion that it is common throughout the entire community and drum up fear for those who have not written their first synthesis paper.

This year, a new policy was instituted that synthesis papers must be turned in by 10 p.m. Hopefully, we are one step closer to wearing away the negative synthesis culture By eliminating the ability to stay up all night entirely, students will begin their papers earlier, and the end result will be both better papers and more well-rested students. This change rewards students who are accustomed to beginning their papers earlier and encourages those prone to procrastination to start earlier than the night before they are due.

Hopefully this change will serve to spread the time spent on the paper over the preceding weeks rather than just pushing the all-nighter one day earlier.

zzz zzz

zzz

zzz

Synth Struggle Students seem prouder to finish last rather than first in regards to turning in their synthesis papers. This tendency can negatively impact students’ well-being.

ASHWINI BANDI AND MATTHEW NEAL

Homework over break: Thanks but no thanks

synthesis paper

TIFFANY YUE

by Alexander Kim

Of all the crimes teachers can commit, the worst is not allowing a student to use the restroom during a test.

The second worst is assigning homework over holiday breaks. Every Thanksgiving includes the usual turkey, relatives and schoolwork, while Christmas reveals the usual dose of presents, carols and projects.

Students use breaks to catch up on sleep and social activities, but many teachers hand out long-term projects or optional homework. Students can choose not to do these extra-credit opportunities, but many of them, wishing to get ahead, complete the assignments anyway.

While holidays grant students a rest from school, the mental demands follow them home in the form of these projects and school work. During the break, students must cope with the stresses of school without actually being at school. They still have to worry about deadlines and grades, just in a

different environment.

Many students finish their work during the early days of the break, but those who travel may struggle to find time to do their work. Even students able to complete their work find that the pressure of having to complete their assignment can diminish the joy of vacation. The responsibilities of school work dampen the pleasures of a trip.

The SJS mission statement says that the school helps “development of individual, spiritual, ethical, intellectual, social and physical growth.”

SJS may help with one’s intellectual development, but it leaves little time for much else. Holidays elicit cheers of happiness and joy, but homework undermines the value of these breaks, gradually reducing their value to just a prolonged weekend.

Some teachers assign homework to kids of every grade level for nearly every holiday break. During Thanksgiving, the freshmen have a history project that they could work on.

Students could choose to turn in

their projects either the Friday before Thanksgiving or the Monday after, but most of the freshmen opted to finish their projects over the break when they had more time.

The sophomores have a Macbeth monologue and essay.

The juniors have the most work of all grade levels; their holiday includes an impending synthesis paper and a Spanish project.

Seniors not only have their synthesis papers but also college applications to complete.

The majority of teachers try not to assign any homework over breaks, opting to pile on work the week before the holidays. Teachers attempt to reach a quota before the holidays begin, but many fail to reach their goal, so they either assign homework over the holiday or cram information and homework into the days leading up to the break.

During my week before Thanksgiving, I had a test on Tuesday, two vocabulary quizzes on Wednesday and a lab practical on Thursday. Even

though it would be nice to have a relaxing last week leading up to a break, the sudden onslaught of work is preferable to the stress induced by having a project to complete over Thanksgiving or Christmas.

Rather than having a difficult last week of school, teachers should progressively assign more homework during the middle of the school year and lighten the workload when nearing the holidays. The students can relax and loosen up, while teachers do not have to grade assignments over the break. The blitz of work on the last week and the homework during the break can all be avoided through careful planning and good timing.

Students can use break to sit back and enjoy the company of their loved ones, and teachers can spend less time grading and checking. Thanksgiving can then be used as an opportunity for all members of the community to recharge their batteries for the final sprint towards winter break.

Thanksgiving Feast During Thanksgiving Break, students not only feast on turkey but also have a full menu of homework assignments.

OPINIONS

THE REVIEW I DECEMBER 5, 2014

STAFF EDITORIAL

8 ways we can make a difference before 2025

Regardless of where we travel during winter break, most of us will greet 2015 in similar ways: with noisemakers, sparkling apple cider, and Dick Clark’s Rockin’ New Year’s Eve. But in addition to the revelry, we’ll inevitably sit down on January 1 and ponder what to put on our list of New Years Resolutions.

But The Review wants to do one better.

Rather than list what we can improve upon for the next year, the Editorial Board has come up with feasible goals we can strive towards in the next decade. By the year 2025, the current second graders will be graduating seniors. The current seniors will practically be 30.

But our advanced age is not what matters. As Malala Yousafzai has proven by winning this year’s Nobel Peace Prize, even a 17-year-old can make a drastic difference. So why not get started now? Here are our proposed goals to strive towards in the next ten years. We encourage you to make your own list of objectives.

1. Make medical advances The panic over Ebola caused some question as to why developed countries did not proactively create a vaccine over this obviously deadly disease. Greater focus on preventative, not curative, medical treatments will lead to a healthier global populace.

2. Decrease paper consumption With the growing importance of technology in classrooms, the use of paper is becoming increasingly unnecessary. By transitioning further to digital media for communication, we can save untold numbers of trees.

3. Attain total marriage equality Currently, same-sex marriages are recognized by the federal government and granted by 34 states, but not Texas. If we lobby to strike down regional bans, we should be able to usher in a era of greater open-mindedness.

4. Reach Mars President Obama recently challenged America to send humans to Mars by 2030.

With the launch of the Orion spacecraft set for this week, it’s possible that we’ll reach the red planet before then if we divert more funding and researchers towards this mission.

5. Toughen emission-reduction policies With big business growing more central to the global economy, tightening regulations on carbon emissions is a challenging but necessary objective. We can help clean up the air by making technological advancements within the current oil and gas industry as well as investing more in renewable energy including solar, wind and hydraulic power.

6. Prevent a second Cold War As tensions over Crimea between Russia and Ukraine rise, we’re in danger of re-entering a period of diplomatic misunderstanding and mutual distrust reminiscent of the Cold War’s paranoia-filled milieu.

Opening communication between Russia and the United Nations will help lessen the possibility of a rekindling of the disagreements that made the 1950s a fear-fueled

decade.

7. Revitalize American business through foreign collaboration The United States is not the world’s only superpower. We must stop acting like our companies are the ones that matter most.

Other nations are hotbeds of technological development, and in order to take full advantage of the best resources available, we need to foster international cooperation and support.

8. End rape culture across America A recent “Rolling Stone” article illuminated dark truths that we didn’t necessarily want to confront. The story of a freshman’s gang-rape at a University of Virginia frat party showed us that nobody is safe from aggressors or protected by administrators.

If we want to ensure our own well-being, as well as those of our peers, we need to open discussions about sexual assault and stop ignoring — or blaming — the victims.

From the editor

Follow your own path MARISA MURILLO

Dear Readers, I’m continually impressed by the accomplishments of the SJS community. Take a look around at your peers — they participate in theater productions seen by hundreds of Houstonians, excel at sports to the point that colleges court them, and devote time that could be spent sleeping to instead serving those in need. Not to mention alumni, who are consistently making national headlines.

The Review exists in part to tell your stories, and the fact that we have enough material to put out eight issues is testament to our high-achieving nature.

I say this not to inflate egos, which in some cases are swollen enough already (as our centerspread suggests). We know that we tend to err on the side of overachievement rather than underachievement. Rather, I confess this admiration to suggest that our own expectations may inflict more damage than we realize.

We have already been told that we have a tendency to put too much on our plates. In my case, at least, I think that is because I am never full. I can devour a Freebirds burrito and then inhale Amy’s ice cream just as I come home from swim practice to study for a biology quiz,

write a draft of an English paper and attempt a college essay. The bellyache and accompanying food baby that appear soon after gobbling down hundreds of calories is analogous to the two-hour nap or “The Vampire Diaries” binge that I need — nay, deserve — after a full day.

I keep myself busy and goal-oriented because I know my life would devolve into porcine lassitude if I didn’t do so.

Even over break, I set objectives for myself to meet, such as finishing all the seasons of “Bones” available on Netflix — perhaps not what my parents had in mind when they suggested I have a little direction for my spare time, but you get the point.

Yet there is a time when the focus on accomplishing goals can wreck one’s life. We think we need to complete a checklist over high school to be successful in college: get good grades, participate in extracurriculars, try a sport.

We end up not pursuing our true passions but instead following what we think is an appropriate itinerary for our lives. Graduate college. Attend law, business, or medical school. Finish in four years with a position lined up by graduation.

Just because we complete these tasks does not ensure we

have a fulfilling future. I’m sure we’ve all heard that college graduates are struggling to find work; I’m sure we’ve also assumed that those dire numbers won’t apply to us. I wish I could say I hate to burst your bubble, but let’s be real, popping bubbles is a fun pastime that kids of all ages can enjoy.

Instead of sticking to a regimen, follow your own passions and your own path. So what if people doubt you?

So what if your peers look at you askance with skepticism in their eyes? So what if your parents bemoan the money spent on your education because your chosen profession does not align with their dreams?

Be creative. Be adventurous. Be willing to take risks.

Ultimately you are the only one to blame or praise for the way your life turns out.

Sincerely,

Rebecca Chen

The Review · St. John’s School · 2401 Claremont, Houston, TX 77019 · review.sjs@gmail.com · 713-850-0222 sjsreview.com · Facebook SJS Review · Twitter @SJS_Review · Instagram @_thereview Member of the Columbia Scholastic Press Association–Silver Crown 2014, Gold Medalist 2012 & 2013 · National Scholastic Press Association–4th Place Best of Show (2014), First Class 2012 & 2013 Editors-in-Chief Rebecca Chen, Megan Routbort Deputy Editor Iris Cronin Senior Design Editor Jessica Lee Online Editor Cara Maines Assignment Editors Brooke Kushwaha, Oliver Ruhl, Megan Shen Design Editors Matthew Neal, Tiffany Yue, Christopher Zimmerman Photography Editor Jared Margolis Video Editor Emma Gobillot Copy Editors Gabe Malek, Matthew Neal, Irene Vazquez Asst. Online Editor Amy Liu Social Media Editor Inaara Malick Business Manager Gabe Malek

Asst. Business Manager Lucy Elkins Staff Grace Amandes, Suman Atluri, Ashwini Bandi, Anna Cauthorn, Shehzad Charania, Emily Chen, Lin Guo, Alexander Kim, Sophia Li, Christian Maines, Sukul Mittal, Sadde Mohamed, Marisa Murillo, Emily Ragauss, Michael VerMeulen, Max Westmark, Dani Yan, Collins Yeates, Austin Zhang, Olivia Zhang Advisers David Nathan, Shelley Stein (‘88)

Mission Statement The Review strives to report on issues with honor, to recognize the assiduous efforts of all, and to serve as an engine of discourse within the St. John’s community.

Publication Info The Review is published eight times a school year. We distribute 1,000 copies each issue, most of which are given for free to the Upper School community of 583 students and 80 faculty.

Policies The Review provides a forum for student writing and opinion. The opinions and staff editorials contained herein do not necessarily reflect the opinions of the Headmaster or the Board of Trustees of St. John’s School. Staff editorials represent the opinion of the entire

editorial board unless otherwise noted. Writers and photographers are credited with a byline.

Corrections, when necessary, can be found on the editorial pages. Running an advertisement does not imply endorsement by the school.

Submission Guidelines Letters to the editor and guest columnists are encouraged but are subject to editing for reasons of clarity, space, accuracy and good taste. On occasion, we will publish letters anonymously, provided the editor knows the author’s identity. The Review reserves the right not to print letters received. Either email letters and guest columns to review. sjs@gmail.com; give them to David Nathan in the Review Room (Q-210); or mail letters to The Review, 2401 Claremont, Houston, TX 77019.

ODDS & ENDS

SJSREVIEW.COM I DECEMBER 5, 2014

word Word for Soundbites around campus

Monitoring Robin Granberry in AB Calculus Megan Routbort: I’m about to start my creative nonfiction portfolio.

Mary Harvey: Is that when you just lie a little bit?

Sixty Seconds

with Jennifer Melcher and Julia Moody

Learning the ethics of memoir writing Sarah Bland: Sorry I’m late, my car wouldn’t start. It kept saying “Welcome,” but it wasn’t welcoming me to anything!

Examining Southern hospitality

!

Snarknado

By Brooke Kushwaha

Blast from the Past

NAME GRADE STATE OF MIND HATE TO LOVE LOVE TO HATE HAPPINESS MISERY SPORTS TEAM OLYMPIC SPORT FAV SPOT ON CAMPUS DREAM DATE RELATIONSHIP STATUS COMFORT FOOD GUILTY PLEASURE PLACE TO LIVE I WISH TREASURED POSSESSION THE BEST THING SPIRIT ANIMAL HERO SUPERPOWER GAME DOPPELGANGER I AM I’D RATHER BE FOLLOW US?

Jennifer Kuhl supports the theory that hindsight is 20-20

I should have seen the signs much earlier in my life.

They were so obvious, at least to everyone else.

In 2011, I dug up my junior and senior high school yearbooks to take a walk down memory lane in preparation for my 20th high school reunion. It wasn’t until I read the inscriptions in the 1990 and 1991 yearbooks that I realized that where I am today was so predictable.

“Thanks for tutoring me in Calculus!” wrote one friend.

“I would never have survived AP Bio without your help!” wrote another. My yearbooks were filled with signatures from folks with whom I probably wouldn’t have hung out if it weren’t for the fact that I was helping them study for some of the toughest classes in high school. I was destined to be a teacher, only I didn’t see the writing on the wall until many years later.

While you may not be surprised to learn that I was a math-science nerd in high school, you may be surprised to find out that I never once considered entering the field of education. I imagined that my passion for math and science would lead me down a path to become a genetic engineer or biochemist.

COURTESY PHOTO

JARED MARGOLIS

Paul Quillen Robin! Return to your flock!

Jennafo Julia 11.5 11.5 Zoned out Moody Sonic Coach Fabre Chocolate together Kara’s jokes Going to bed at 8 Mr. Soliman’s wardrobe Kleinstub’s wrath Children Mavericks cross country Mavericks cross country Steeplechase Track Senior Country Outside the door of Senior Country Douglas Moody Max Melcher Julia is NOT single Single Cookies ‘n’ cream ice cream Pasta Text-stalking Julia The Rice Box Our cottage in North Carolina Our cottage in North Carolina I could flare my nostrils Jenny were in my grade My left shoe Foam roller Coach Campbell’s high-fives Hazelnut coffee Bear cub Giraffe Coach Halligan Margaret Trautner Cheering for XC Sleeping with my eyes open Foosball Webkinz Grace and Claire Melcher Noel Higgason Probably sweating Hungry Sipping an ICEE Able to wink Okay Sure

In 1990-1991, when I was applying to college, I didn’t have the Internet at my fingertips, so I couldn’t just Google “What is a genetic engineer?” or “Why become a biochemist?” I wasn’t exactly sure of the qualifications for either profession, but they both sounded cool. Everyone was impressed when I told them that these were my career options, so I figured I must be onto something.

What I should have realized in high school was that my passion for math and science stemmed from my ability to break down the information into explainable chunks. I enjoyed learning about science and explaining the concepts to others so they too could appreciate the subject matter.

Everyone else realized my talents in high school. My cello teacher even set me up to teach private lessons to middle school students. It wasn’t until 1998, after I had graduated college and had been working as a research assistant for two years, that I finally realized that science teaching was my destiny.

This is my 15th year in science education, and while it took me a little while to see the signs, I’m so glad I finally did.

REARVIEW

Although lethargic days filled with gingerbread cookies and hot chocolate will soon be upon us, the final push of school before exams is one that every student dreads.

During this hectic final flurry of productivity, it’s easy to get caught up in insular preoccupations. Yet amidst finishing synthesis papers and cramming for science exams, students find ways to give back.

Each Thursday during ninth period, students gather in Mr. Turk’s room to assemble sandwiches for the homeless. Seniors Joanna Franco and Alexandra Baskin spread both peanut butter and their love for the community (4).

For students who have environmental passions like sophomore Arisa Sadeghpour, ECOS offers weekly recycling services. The club entreats people to think more about that water bottle they just threw in the trash. ECOS proves that serving the community includes serving every facet: not just people, but the plants and animals with whom we share our ecosystem (1).

Students volunteer at Berry Elementary during the summer and throughout the year (3).

The ongoing project focuses on remodeling and maintaining a school for underprivileged children while also providing a Saturday tutoring program.

The program gives challenged students a leg up in their studies and a chance for companionship.

Even though we look forward to leaving our studies behind on Saturday morning, students like junior Alex Ainbinder gladly go back to the books to give learning opportunities to these children.

Senior Benjamin Casillas prepares hygiene kits as a part of the PACKS project (2). Mr. Turk’s room is quite the hub of community-service activity. Every Thursday, this project, led by sophomore Inaara Malick and senior Raina Zhang, assembles kits for the homeless. While many programs that assist the homeless provide food and clothing, they usually forget to consider hygiene.

Proper hygiene is essential for job interviews and one’s self-esteem, and it’s easy to donate extra soap and shampoo. Students pack toiletries into single-serving portions to pass out at homeless shelters.

These programs truly add heft to our claim of selfless service and help spread holiday cheer to every corner of our community.

Although the distractions of winter break may cloud our goodwill, we should take advantage of our many resources to give back to the less fortunate. This season, remember to give just as much as you receive.

Serving the comMUNITY

1.

2.

“We are all compelled to give back, no matter our circumstances in life because we all have the ability to improve our environment in some shape or form.”

Marion Gibson Community Service Officer

3.

4.

Photos by Emily Ragauss (1) Sophia Li (2,4) and Austin Zhang (3) | Story by Brooke Kushwaha and Megan Routbort