Issue 08 2019

The Bishop’s School || May

THE

TOWER Issue 08 MMXIX

THE DETAILS SECTION

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TITLE GOES HERE

The Tower is printed by Streeter Printing Company in Mira Mesa, CA. For this issue’s layout, the Staff used Adobe InDesign, Adobe Illustrator, and Adobe Photoshop to Author arrange photographs and create graphics. We printed and distributed 400 copies of Issue 08 to the Bishop’s community. Typefaces include Eskapade on our cover, Cochin Italic for our headlines and covers, and Times New Roman for our body text. Issue 08 and previous issues of The Tower are available digitally on issuu.com/thebishopstower.

Philosophy

The Tower is a high school student-run publication at The Bishop’s School in La Jolla, CA. Writers and editors work together to enhance the Bishop’s community and stimulate meaningful conversation through the collection and distribution of news and other information. The Tower aims to educate The Bishop’s community about issues that pertain to the experience of young adults. Sections of The Tower include Academic, Sports, Arts, Culture, Local, Beyond, Opinion, and The Bell.

Policy

All materials featured in The Tower are student-done and/or from the Bishop’s community. All articles reflect The Tower’s philosophy and goal to deliver relevant content to the Bishop’s community. The Tower works with the administration by communicating about sensitive topics to ensure the safety of Bishop’s students and to confirm all topics are approached in an appropriate manner. The Tower does not engage in prior review of its issues, and maintains the right to publish anonymous quotes when the privacy of the individual is a concern.

Special 2018-19 Thanks

As this school year and chapter of The Tower draw to a close, the Staff would like thank members of the Bishop’s community for their support these last ten months. To Dr. Carol Barry and the school administration, for welcoming The Tower in all of its endeavors; to the Marketing and Communications Department for advising us with our new website, sharing stunning photographs, and encouraging our ideas; to Ms. Megan Broderick and Mr. David Thompson for kindly accepting our many, many interview requests and sharing with us your knowledge and wisdom; to Mr. Gary Hendrickson, for helping The Tower and its staff flourish, and for hours of listening; to Mr. Scott Remnsyder and Streeter Printing Company, for bringing our issues to life and printing them so beautifully; and last but not least, to Ms. Laine Remignanti, for guiding the magazine and website, and for constantly challenging us to make each issue better than the last -- we are so grateful to have you as our Faculty Advisor and teacher.

Issue 08 of The Tower is dedicated in loving memory to Mr. Jim Updegraff.

Editors-in-Chief Sara Michael Isabelle Kenagy Amy Carlyle Copy Editor Leah Parsons Sports Editor Alyssa Huynh

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Graphics Assistant Carly Phoon

Faculty Advisor Ms. Laine Remignanti Staff Writers Olivia Ralph Kendall Forte Carly Phoon Lucie Edwards Harper White Sophie Pilarski Alex Cotton Kyle Berlage Sariah Hossain Issue 08 • May 2019 • The Tower Alexandra Midler

The Bishop’s School 7607 La Jolla Boulevard La Jolla, CA 92037 Email thetower@bishops.com Website www.thebishopstower.com

Socials TBS The Tower @thebishopstower @thebishopstower

FROM THE EDITORS-IN-CHIEF

SM

On my drive home from school, there’s a spot in the distance where the rolling hills converge with the open blue sea, and for some reason, everytime I drive past it, I am reminded of the temporariness of nature.

Everything has a beginning, and everything has an end. There is something both terrifying and terrific about the passing of time because it means neither tragedy nor bliss can endure.

My time at Bishop’s has had its highs and its lows. There have been periods of pain, spent crying in the girls’ bathroom, and periods of pure elation, spent laughing with my friends in the library. There have also been mundane moments: taking math tests, waiting in the lunch line, stacking books in my locker. As my time at Bishop’s concludes, I realize that I was so focused on celebrating those moments of elation that I overlooked the ordinariness of my life here. When I lean in and look closer at these moments that I once thought were ordinary, they become extraordinary. The smile Mrs. Chrystal gives me after I turn in my math test, the conversations with Mrs. Delgadillo while I wait in the lunch line, the sweet Post-It note from Peer Support stuck on my locker; suddenly, these moments become magical. So don’t sit and wait for a miracle to happen; find the miraculousness of the mundane because time is forever fleeting.

Sara Michael (‘19)

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FROM THE EDITORS-IN-CHIEF

The time has come for me to say goodbye to this publication and this school. It is heartbreaking, and yet I feel prepared for what’s ahead of me. It’s an unusually calming feeling, and one that I will learn to be grateful for. We are always focused on what is ahead or behind us, but right now I’m stuck right in the middle of those two mindsets: reflecting, planning, and being happy where I am.

As I look back on my years at this marvelous institution I am most struck by the support I have had. There have been so many adults on this campus who have offered me guidance, flattery, or tough love over the years. I have learned something valuable from just about every adult I’ve interacted with at this school. My teachers have taught me the art of perseverance, and the best ones have inspired a passion within me for the subject material at hand. Who knew I would end up taking four years of Spanish and fall in love with the language or be completely fascinated by psychology to the point where I am trying to combine it in with my major? My time with adults on this campus has been so unique, and I can only hope that one day I can help a child as much as they have helped me.

That is why I chose to address parenting in this issue. With the recent college admissions scandal, we have seen how difficult proper parenting can be. I seriously feel for my parents as I’m sure they struggled quite a bit with raising me.

But through my own experience I have learned how instrumental adults can be in the shaping of a child’s future. I have seen firsthand how beneficial a mentor can be. I could not have gotten through high school without the support of my teachers and my advisor.

An adult model shows an impressionable young person how to handle the world, and, most importantly, what they can be in the world.

While the adults I describe in my article may have modeled to their children greed and dishonesty, the adults in my life have modeled integrity, resilience, and passion.

As I start to become some kind of adult, I extend the challenge to myself and my peers to be the positive kind of adult. Be a model for good because you never know who is looking up to and learning from you.

IK

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Isabelle Kenagy (‘20)

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FROM THE EDITORS-IN-CHIEF

AC

The end of the school year is a bit like the long wait until Winter Break and Christmas except instead of sugarplums, I have visions of Hamilton characters and Emmanuel Macron in my head. AP exams, anyone?

These final weeks mark the last few classes I will have until senior year, but also the process of writing my last editor letter of the year. Typically, the editors-in-chief share advice or a story or a lasting piece of wisdom they’ve attained throughout their Bishop’s careers, yet as I sit here writing my letter and studying my way through the end of junior year, I realize how unqualified I am to do that.

I’ve often thought back to final presidential speeches I’ve learned about in APUSH -George Washington’s farewell address, Ronald Reagan’s final speech, Richard Nixon’s resignation speech after the Watergate scandal, etc.

Now, I won’t warn you against foreign entanglements or partisanship, and as funny as I think Nixon’s message to “never be petty” is, that’s not quite the theme I’m going for either.

Instead, my advice is to have more fun. Our doctrine at Bishop’s is sleep, study, eat, repeat; while it is important to always prioritize academics, I believe it is equally important to prioritize your own happiness. Preparing for math tests might seem tiresome, but it can be viewed as lively evenings and free periods spent studying with my friends. Reviewing APUSH terms can be silently flipping over flashcards or Jeopardy in the library. Maybe changing your study habits isn’t the answer, but finding the sparkle in everything you do will make the most banal parts of life that much more bright.

And though I won’t be leaving The Tower this year, nor do I have the special senior wisdom to share that Sara and Isabelle do, I still hope this little reminder inspires you to keep fun at the top of your priorities list next year, both at Bishop’s and beyond.

Have a great summer!

Amy Carlyle (‘20)

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SPORTS

Spring Sports

Sophie Pilarski and Olivia Ralph

DEPARTING FACULTY Mr. Fayne, Mr. Goltsman, Mr. Hendrickson Kyle Berlage, Carly Phoon, and Isabelle Kenagy Mr. Rankin Leah Parsons

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COVER STORIES Cheater, Cheater, Pumpkin Eater The Culture of Academic Dishonesty at Bishop’s Harper White OPINION: The Parent Trap A Look Into a New Style of Parent Dubbed the “Snowplow Parent” Isabelle Kenagy OPINION: Don’t Judge a Book by its Cover The Selectivity of a College Doesn’t Really Matter. What Should?

Alexandra Midler

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OPINION

Under Pressure

How far are we willing to chase perfection?

Amy Carlyle

Language Lens

The importance of learning other languages

Leah Parsons In Memory of Mr. Updegraff Amy Carlyle and Alexandra Midler

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Honoring Dr. Barry Sara Michael

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BEYOND Class of 2019 College List Amy Carlyle

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(Comm)Unity Sarina Krishnan’s Devotion to Serving Refugees THE BELL Summer Vibes Playlist Top Ten

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SPORTS SPRING SPORTS

Olivia Ralph and Sophie Pilarski GIRLS’ LACROSSE

One of the highlights of the Girls’ Lacrosse season was their victorious win against Westview High School a few weeks ago by a single point.

Along with this win, the lady laxers have remained undefeated in the Coastal League, beating many of Bishop’s rival teams including Francis Parker, Santa Fe Christian and La Jolla Country Day. Senior captain Rachel Waite (‘19) highlighted the camaraderie of the team: “This year’s team is the most tight-knit yet. We’re all very supportive and positive in practice and in games. All the skills on the team are spread throughout, which balances us as well.”

BOYS’ LACROSSE

The Boys’ Lacrosse team hit a rough patch this season with 13 losses, although they still have two victories under their belt: against CCA and Carlsbad. Gabe Quade (‘21), member of the varsity team said, “Although our season is not going the greatest this year, this team still is my family and that will never change.” Senior Captain and Brown Lacrosse commit Oscar Hetz (‘19) shares, “We have certainly learned to be patient with each other and trust in each other. I think the adversity we have faced has taught us all a lot about what being a team means.”

GIRLS’ SOFTBALL

Girls’ Softball has had a strong season and is currently placed second in their division. When talking about the team dynamic, University of Georgia Softball commit Shelby Maier (‘19), captain of the softball team along with Alex Rose Molinar (‘20), stated, “The team dynamic this season is more like a family. We are able to have fun with each other and at the same time always have each other’s backs. I wasn’t sure how well we were all going to click, but we have become quite close as a team, and we play better because of that.” The team recently beat their rival, La Jolla High School, 22-10.

BOYS’ AND GIRLS’ TRACK AND FIELD On April 11, the Bishop’s Track and Field team had their first league scoring meet of the season with five wins, one second-place finish and four third-place titles. Team captains Hannah Young (‘19) and Maxwell Brown (‘19) pushed the team to this success. In past years, the co-ed team was composed mainly of boys, but; Hannah Young shares: “This year I have an entire girls team that is not only consistent but a team that is good enough to be competitive and win at the meets.”

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Issue 08 • May 2019 • The Tower

SPORTS BOYS’ TENNIS: For the first time in four years, the Boys’ Tennis team won the Coastal League Title. Matthew Mu (‘19), senior captain who will be attending Brown University in the fall for tennis, led the team to victory against rivals La Jolla Country Day. He shares that, “Since I have been on the team we have either been co-champs with [La Jolla] Country Day or just didn’t win it at all. So becoming the Coastal League champs was a huge moment for our team.” The team has most recently destroyed Cathedral Catholic when winning eight singles and doubles.

BOYS’ BASEBALL: After their move up to Division 2 this year, the baseball team has had a solid season. They are currently ranked fourth in the division and are composed primarily of sophomores and freshmen. One of the highlights of their season was the Knight’s first win in over twelve years against the Santa Fe Christain Eagles. Senior captain Jared Littlefield (‘19) elaborates on the gravity of this win: “We beat them this year 3-2. It was huge because they have been our rivals since my freshman year when our team got in a fight with them.

After beating them, some members on their team were crying and it just made us all so hyped.”

BOYS’ AND GIRLS’ SWIM AND DIVE Boys’ and Girls’ swimming and diving team is dominating their competition and is currently undefeated in the Western League.

When looking back at the season, boy’s captain Pierce Dietze who will be continuing his swimming career at Harvard University in the fall (‘19) said, “Our most memorable win would for sure be against Cathedral. We always struggle against them due to their sheer depth of swimmers, but this year we were able to overcome the odds and solidify our spot as league champions.” Kira Johnson (‘19), captain of the girl’s team shares that “[The team] spends a lot of time together, whether it’s during practices and meets, or for an occasional team dinner. I have truly enjoyed getting to know such a wonderful group of girls.”

BOYS’ GOLF: Boys’ Golf has had a remarkable season and is currently placed sixth for playoff seeding. Recently, the team made the lowest team score as they shot a 217. Ryan Hollingshead (‘21) said, “We are such good teammates. We take it seriously, but not too seriously so we can have fun in the process.”

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Departing Faculty

By Kyle Berlage, Carly Phoon, and Isabelle Kenagy

Mr. Fayne English teacher Mr. Rickey Fayne is set to leave Bishop’s at the end of the 2018-19 school year to get his Masters Degree in Fine Arts at the University of Texas at Austin. His time at Bishop’s has been short, coming here to teach at the beginning of the 2017-18 school year.

He has taught the Asian-American Literature and African-American Literature English electives to juniors and seniors, and English I to the freshman class. He says that his favorite part of teaching at Bishop’s has been teaching the African-American and Asian-American Literature classes. He said, “I feel that we had consistently really good conversations in those classes.”

While working on his MFA, Mr. Fayne also hopes to release his fiction book that he has been planning. “I’ve been working on my fiction for maybe three or four years, and I just decided it was time to send it out and see what people thought about it,” he said. He also commented on the setting and framework for his upcoming book, saying, “It’s set in my hometown; it goes back three or four generations and it’s just people contemplating what it means to have the particular lineage and be in that particular space. I’m still working out the details.”

Above all that, he would like to dedicate his book to his mother and his advisor in undergraduate school. We thank Mr. Fayne for being a great English teacher and he will be missed by the Bishop’s community.

Mr. Goltsman Orchestra and Jazz Band Teacher Mr. Vladimir Goltsman is leaving Bishop’s after teaching musical performance to students for 13 years. He plans to focus on teaching students oneon-one in his private studio, and entertains the possibility of being available to teach Bishop’s students as a substitute, if needed. He says, “I’d definitely like to refresh my performance capabilities in concert and chamber music.”

Mr. Goltsman’s last concert with Bishop’s was the Jazz Concert on Wednesday, May 1. After the concert, there was a gathering in the courtyard where a video played of current students and alumni thanked him for his contribution to their music knowledge and passion and their performance skills.

Mr. Goltsman expresses gratitude to the Bishop’s faculty and staff for making his experience memorable. Additionally, he credits his students for sparking his personal growth in the music realm and the technological realm. When he arrived at Bishop’s in 2006, he played clarinet, saxaphone, and piano.

During his time teaching countless students, he has added flute, violin, guitar, bass guitar, and drums to his own impressive instrument resume.

Mr. Goltsman related this mutual learning as the best part of his Bishop’s experience. “Teacher teaches student. But sometimes student teaches teacher.” Bishop’s thanks Mr. Goltsman for his significant influence in the orchestra and jazz band program.

Mr. Hendrickson

Gary Hendrickson, English teacher and Chair of the English Department, will be retiring this year after a long and impactful teaching career at Bishop’s.

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Issue 08 • May 2019 • The Tower

CULTURE

RETIRING FACULTY: MR. JOHN RANKIN Leah Parsons

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few facts that define the year 1972: the band ABBA was formed, Dwayne “The Rock” Johnson was born, a gallon of gas was 55 cents, and Richard Nixon was president. Also, Science Department Chair and chemistry teacher Mr. John Rankin began his teaching career. The end of the 2019 school year marks Mr. Rankin’s retirement, bringing to a close 47 years dedicated to high school classrooms, the latter eight of which he spent at Bishop’s.

My experience as a student in Mr. Rankin’s chemistry class occurred during his 45th year. One day when I walked into class, he began by showing us a short clip of a mountain biker gracefully riding his way through a green landscape, complete with calming music. Mr. Rankin was captivated by the beauty and elegance of the shot, something that he wanted us to be part of as well.

This brief event encompasses an enduring quality that Mr. Rankin brought to Bishop’s: an appreciation for the small delights in life and the desire to share them with the people around him. Another aspect where this characteristic manifests is in his love for the ocean. “I know I’m going to miss the blue water view from our chemistry classroom, and I’ll miss silly things like hearing the ocean,” he said.

This trait is also apparent through his teaching. Science teacher Dr. Pamela Reynolds said, “He’s really great at engaging everybody where they’re at. I think that he is just happy to share his excitement about science, and he brought a lot of collective knowledge [to Bishop’s] from years of teaching.”

To gain these insights, over the years Mr. Rankin taught his way

through various cornerstones of the scientific world, including chemistry, biology, physics and anatomy. He’s had experience teaching at high schools in

Fun fact: Mr. Rankin’s favorite Bishop’s lunch is the turkey burger.

Hawaii and Washington in addition to multiple California schools.

He found out about his passion for teaching early on, in his junior year of college. “I had an education observations class [at Pacific Lutheran University] where I went to a middle school and I sat in this lady’s biology class and started helping the kids with their lab.

I just thought, ‘This is so cool. It would be great to do this,’” he explained in his usual nonchalant manner.

In addition to the clarity of knowing exactly what he wanted to do in life, another aspect of Mr. Rankin’s long tenure was his patience and willingness to work alongside every stu-

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dent. “He would spend so much time just making sure we all individually understood the material; that was definitely the only reason I managed to learn stoichiometry,” said Abby Mack (‘19) of her time in his chemistry class.

But, even after a career full of patience comes the time to think about changing things up a bit. “I promised myself that I wouldn’t still be teaching when I was 70, and I’m turning 70 this summer so I’m keeping my promise. I think that everybody comes to a point in time where it becomes pretty clear that maybe you need to move on to something else,” Mr. Rankin reflected.

For Mr. Rankin, moving on means beginning an entirely new chapter in his life. He and his wife plan to move to a house they built in the town of Signal Mountain, Tennessee, where they’ll live surrounded by their daughters and extended family. They’ll also split their time between a home in the mountains of Washington, only about two miles from where he grew up hiking and fishing.

As Mr. Rankin said, “[Bishop’s has] been a wonderful place to finish my career. I have small classes, those classes are filled with capable and interested kids, and they work hard, so I couldn’t ask for anything better.”

It’s hard to sum up in a single article a career that lasted almost half a century. But, perhaps Dr. Reynolds’s simple words say it best: “He’s a good standard for kindness.”

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COVER STORY CHEATER, CHEATER, PUMPKIN EATER

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Harper White

icture it. You arrive at your class- Since the majority of cheating demically honest. “Most people, includroom on a test day. Maybe it was habits are developed in high school as ing myself, copy homework more than because your sports practice ran the survey says, that inevitably brings they cheat on assessments,” said one late and you didn’t have anonymous student. time to study. Maybe However, copying it was because you just homework is a form couldn’t understand the of cheating, according material, no matter how to the Student Handmuch you tried. Or maybook. It categorizes be you just didn’t even cheating as a form of bother to study in the academic dishonesty. first place. All thoughts Within the category of academic integrity of cheating fall othleave your head, if they er things including were even there in the inappropriate collabfirst place. You can just oration or collusion cheat.

- copying someone’s

Cheating has homework, for exambeen, and likely always ple - and plagiarism. will be, an issue that aca According demic communities face. to respondents to a A 2015 survey conductrecent Tower sured by Dr. Donald Mcvey, Math is the subCabe for the Internationject where the most al Center for Academic cheating occurs. Out Integrity (ICAI) showed of the 118 students that around 68 percent of who responded to the 71,300 college students survey, 14.9 percent surveyed admitted to stated they personally cheating. The survey also had cheated in it. A looked at around 70,000 further 59.5 percent high school students, reported that they 95 percent of which adhad heard of other mitted to some form of students cheating in cheating too. Moreover, math. This pattern of it seems that this tenden- Cheating is defined in the Bishop’s Student Handbook as one form of academic students personally cy to cheat in later life is dishonesty. In a recent survey from The Tower, only nine percent of students re- not cheating but witactually developed in the ported never having heard of another student participate in some form of cheating nessing or knowing at Bishop’s. four years of high school: of other students doa survey done by the Ad ing so was a recurring Council and Educational one on the survey.

Testing Service showed between 75 per- the lens of focus down onto our own 66.1 percent of students said they had cent and 98 percent of the students who high school. However, the lines be- never cheated during their time at Bishadmitted to cheating in college devel- tween what is cheating and what isn’t op’s, yet only 9 percent said they had oped that habit when they were in high can become confusing, leading students never heard of anyone else cheating. school. to think that what they are doing is aca- So if this many students are

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Issue 08 • May 2019 • The Tower

CULTURE cheating, the question then becomes: why? One of the reasons cited for students cheating is pressure to perform well academically. “[Bishop’s] is a high-pressure environment,” said Associate Director of College Counseling Mr. Ben Lah. “And there’s a lot of competition and pressure to do well.” Jasmine Dabbas (‘21) agreed with this. “In my experience, a lot of people feel pressure from themselves or their parents to be competitive and take hard classes,” she said. “It leads to a lot of stress and lack of time to do everything which puts people in the position where they feel like they need to cheat to keep up their ‘smart kid image.’”

While academic and parental pressure play a role in pressuring students to cheat, there is also simply the fact that students cheat simply because they can get away with it. It can seem like an easy alternative to doing the work - if you are successful, you can get a good grade on an assignment without putting in a concentrated effort. “My justification for [cheating] is if a teacher doesn’t pay enough attention or teach me the material well enough for me to not cheat, why would I waste time studying for something I don’t care much about if I can find an easier way?” one anonymous student explained. Senior Benjamin Midler explained these two perspectives. “Bishops’ culture is a highly-strung one that fosters a fear of failure, and penalizes fallibility” he explained. “But it’s also plausible that there are those amongst the student population who lack the integrity necessary to respect the rules, and lack the discipline necessary to succeed in their own right.”

Cheating, especially doing so frequently and on important assignments, can be risky. Students could face

a number of repercussions: a meeting with the Disciplinary Committee, a with the Dean of Students, having to redo or receive a failing grade on the assignment, a permanent mark on their record or their parents being notified, to name a few. Students also run the risk of developing cheating as a habit, which can be detrimental. “It’s like if you got into the habit of walking at practice when the coaches weren’t looking when you were supposed to be running,” explained math teacher Mrs. Jennifer Seymour. “If you keep doing this, you’re not going to get any faster, and it’s the same case for schoolwork.”

Mr. Lah furthered this danger of developing the habit of cheating.

“There are people who have cheated and then there are those who are cheaters,” he said. “And I think with developing this as a habit comes the danger of going from the person who has cheated to, you know, this identity as a cheater.”

At the moment, only 9.2 perce nt of the survey respondents admitted to cheating on half or more of all academic assignments. While this seems like a small amount, only 29.8 percent of students admitted to cheating in the first place. This means that 30.9 percent of students are coming close to this serial cheater described by Mr. Lah. This then prompts the question: what can be done to stop cheating?

The solution to the issue of cheating is not crystal clear. One of the main problems seems to be that students are aware of frequent instances of cheating, and yet instances go unreported and thus unpunished. According to the recent Tower survey, only 8.3 percent of students reported incidents of cheating they were aware of, even though 90 percent of respondents said they had heard of instances of cheating

Issue 08 • May 2019 • The Tower

in the first place. Dean of Students Mr. Michael Beamer cited this as a point of challenge. “I believe that the onus for eliminating academic dishonesty at Bishop’s falls on every community member,” he said in response to the question of what can be done to stop cheating at Bishop’s. “Students, teachers, administrators, coaches, upstanders, advisors, teammates, classmates, and parents all play a role in setting the tone and the example for what kind of community we want to be.”

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COVER STORY THE PARENT TRAP Isabelle Kenagy

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othing can break the bond between parent and child, built on unconditional love and confidence in the abilities and potential of your child. Oh wait… except college admissions.

In light of the recent college admissions scandal, dubbed “Operation Varsity Blues,” a new type of parent has been introduced by various news outlets. The snowplow parent, a term recently coined by the New York Times, is one who clears all obstacles and difficulties in order to make their child’s life as comfortable and successful as possible, no matter the consequences. Often, however, this parenting strategy can backfire resulting in long term difficulties for the children at hand.

Full House star Lori Laughlin and influencer daughters Olivia and Isabella were among the most high profile people involved in the chilling FBI investigation.

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Traditional Views on Parenting According to psychology educator Dr. David Myers, parenting has typically been grouped into four categories: authoritarian, authoritative, permissive indulgent, and permissive negligent.

Authoritarian parents are defined as those who make themselves the ultimate authority. They expect obedience without question and have high expectations. Punishment is a key characteristic of this parenting style. Unfortunately, this practice often results in children with confidence issues and typically leads to worse performance in the classroom due to a lack of intrinsic motivation.

Authoritative parents also establish themselves as the main authority figure but are most likely to be lenient when they deem it appropriate. They try, more than authoritarian parents, to establish a warm bond with their children. Psychologists generally recognize this as the most favorable parenting level that often produces stable and confident children. As Doug Armstrong (‘19) said, “I think my mom would fall under this style, and I’m pretty grateful for it. It is frustrating sometimes that she is the one in charge, but I think it probably helped me in the long run.”

Finally, permissive parents, split into two categories, are the least strict. Permissive indulgent parents have limited rules and expect their kids to govern themselves. They rarely resort to punishment. Permissive negligent parents are just that: negligent.

While these parenting categories still stand in the realm of psychology, social trends have developed labels for new types such as the tiger mom, helicopter parent, free range parent, and most recently the snow plow parent.

Issue 08 • May 2019 • The Tower

OPINION The snowplow parent is one who clears all obstacles and difficulties in order to make their child’s life as comfortable and successful as possible, no matter the consequences.

The Problem

Unfortunately snowplow parenting delivers the opposite of what it aims to do. While the goal is to help children arrive at a high level of success, most are left drastically unprepared for life. Here at Bishop’s, some observe a possible haven for the snow plow parent. As Timmy Kelly (‘20) said, “I think the college preparatory environment of our school has a lot of positives and negatives with one of the negatives being that some people buy into the high pressure ideas and parents can really go a little crazy with college stuff.”

The New York Times ran an article titled “How Parents Are Robbing Their Children Of Adulthood” exploring the negative aspects of snowplow parenting.

The article pointed to a prestigious college acceptance as the ultimate goal of snow plow parenting and found that once students started school they were drastically unprepared. In a national poll by NYT and Morning Consult, 75% of parents of children aged 18-28 had made appointments, such as well checks or haircuts, for their adult children and 16% had texted or called their child to wake them up in the morning acting as an alarm clock for their grown offspring. Furthermore, 11% said they would contact their child’s employer if they had a problem.

One of the largest problems with snowplow parenting is an observed correlation between this style and increased problems with depression and anxiety. Children are not equipped with the skills to deal

with life issues effectively when snowplow parenting is used. As The New York Times article says, this parenting technique is putting our youth, “in crisis, lacking these problem-solving skills and experiencing record rates of anxiety.”

Essentially, parents start when their children are young by taking care of their every need from packed lunches to ballet classes. When these children get older parents continue this process but take it to more extreme levels. With those involved in Operation Varsity Blues, these snowplow parenting techniques become criminal.

Finally, when the child has reached the ultimate goal of a prestigious university, they are unprepared and disposed to failure. Carolyn O’Laughlin, former director of resident life at Columbia University, cited, to the NYT, various situations of parents inappropriately intervening in their students college life like when one parent requested a video chat to solve a roommate dispute over peanut butter. Even worse, psychologist Madeline Levine says she has seen students who “have had to come home from Emory or Brown because they don’t have the minimal kinds of adult skills that one needs to be in college.”

Ultimately, snow plow parenting feeds at a parent’s natural tendency to protect their child and help them do their best.

It is understandable and innate and yet has lasting negative consequences on the children raised under this style.

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COVER STORY DON’T JUDGE A COLLEGE BY ITS COVER Alexandra Midler

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he August sun filtered through the windows at the back of the room.

All sixty students sat on the carpeted floor in vague clumps, staring up at the teachers who stood in a line next to the projector. Across the top of the screen were the words “Welcome incoming 6th graders!”

After explaining the schedule, advisory system, and X Period options, English teacher Ms. Catherine Michaud left the remaining time open to questions. Someone raised their hand. “Will colleges be able to see our grades this year?” they asked.

Is this what eleven-year-olds should be focused on? What about learning to make friends, judgements, and wise decisions? What about learning who they are, rather than what colleges might be looking for?

The importance placed on college admissions is hardly unique to Bishop’s. The number of applications to colleges has surged nationally in the past thirty years, with now more than double the number of enrolled undergraduates, according to the National Center for Education Statistics.

Acceptance to elite colleges has unsurprisingly dropped with the increased interest. Har-

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A low acceptance rate

measures inputs instead of outputs. It says nothing

about how or even whether

students learn once they’re there.

vard’s acceptance rate in 1994 was 18 percent; in 2019 it is 4.5%.

These low chances of admission have only added fuel to the flames. An elite education is a luxury good. The more difficult it is to acquire admission to a college, the greater that college’s allure and reputation, leading to more applications, and even lower acceptance rates. It is a vicious cycle that evaluates schools on the wrong criteria–a low acceptance rate measures inputs instead of outputs. It says nothing about how or even whether students learn once they’re there.

“Institutions and the public define the excellence of a college in terms of who enrolls rather than how well they are

Issue 08 • May 2019 • The Tower

educated after they enroll,” according to UCLA professor Emeritus Alexander Astin and author of the book Are You Smart Enough? How Colleges’ Obsession With Smartness Shortchanges Students. “In the healthcare field, this would be the equivalent of judging a clinic or hospital on the basis of the condition of the patients it admits rather than the effectiveness of the care and treatments patients receive once they are admitted.”

In fact, according to studies performed by economist Dr. Alan Krueger, the selectivity of a school is largely irrelevant to future success rates of alumni. In the experiments, Krueger compared earnings of graduates of elite colleges with

OPINION those of moderately selective schools.

The second group was composed of students who had been admitted to an elite school but chose to attend another. The results showed that earnings of the two groups 20 years after graduation did not differ. If one’s future is influenced more by who you are than what college you attended, shouldn’t we all try to be the best person, rather than the best applicant?

Since selectivity isn’t of great importance, college decisions should instead be based on individual needs.

What school will nurture your aspirations, give you the resources to explore, provide the right support network? Why did I give such a broad list of characteristics? Because I don’t know you! High school should be a time of self-discovery and exploration so you can confidently fill in that list.

That way, you know what to look for in colleges and avoid conforming to others’ standards. We need to become smart consumers. It’s time for students to be selective, not just colleges.

According to studies performed by Dr. Alan Krueger, the selectivity of a school is largely irrelevant to future success rates of alumni.

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OPINION UNDER PRESSURE Amy Carlyle “Oops.”

That was Miggy Gaspar’s (‘20) reaction when the news broke of Operation Varsity Blues, or more plainly, the college admissions scandal.

March 12, the day FBI special agent Ms. Laura Smith released her affidavit to the world, brought the indictment of 50 parents, university coaches and administrators, test proctors, and scheme ringleader Mr. Rick Singer.

Among those arrested were actresses Ms. Felicity Huffman (Desperate Housewives) and Ms. Lori Loughlin (Full House), as well as former Bishop’s parent and former media executive Ms. Elisabeth Kimmel.

The parents received various charges for helping their children, by one way or another, cheat the college admissions system. Some parents hired a service to fake their child’s SAT or ACT test scores; others created fake athletic records to get their children recruited to elite universities for sports.

What perhaps was most rattling to Bishop’s students was not only the story as a whole, but the fact that a Bishop’s family was implicated. Yet this news begs the question: is this situation the fault of the individuals who make this choice, or an education system that drives its community to their breaking point?

Of course the parents are to blame because they actually carried out the actions. As Elise Watson (‘22) com-

18

mented, “It was one family who made a conscious choice, and it ended up not going well for them.” However, schools certainly had to have influenced the parents’ thought processes.

The California high schools from which other affected students graduated are mostly similar to Bishop’s -- they are by-in-large wealthy private high schools with high-performing students well-versed in academics, athletics, and the arts. “I’m honestly not surprised that a Bishop’s family was involved in [the scandal]. I know that with all the pressure to get into good colleges here, people could succumb to the pressure and find a way to get out of it,” Elise continued. Something

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about these environments stirs within parents, and potentially even children, the need to get ahead artificially.

Academic pressure is a sensation Bishop’s students know all too well. Sabrina Fogel (‘20) commented, “There’s a culture at Bishop’s, especially in certain social circles, to strive to push yourself the hardest -- that’s good when it’s not taken too far, but it becomes unhealthy when people start bragging about how little sleep they get every night.

People think, ‘Oh, that person’s working so hard, why am I not working as hard as them?’ This mentality creates a very toxic culture.”

Dr. Noelle Leonard, a scientist at New York University College of Nursing, wrote, “There is growing awareness that many subgroups of youth experience high levels of chronic stress, to the extent that it impedes their abilities to succeed academically, compromises their mental health functioning, and fosters risky behavior to escape it.”

Risky behavior. This can enter a student’s life in two ways.

In one, the student is putting themself at risk, pushing beyond physical capability to accomplish a level of work or achievement that is not feasible. Sabrina continued: “Stress struck me real bad when I was working on Les Mis [the Bishop’s spring musical].

After rehearsal I was pushing until two or three a.m. every night to try and get homework done, and it felt awful be-

OPINION cause I was sleep deprived -- it doesn’t do great things for your brain. On the other hand, it was kind of gratifying because I could physically feel how much effort I was putting into school even if I felt it as a headache every night. One time a friend told me she was so sleep deprived she felt herself on the verge of hallucinating. That’s pretty accurate at Bishop’s if you ask me.”

Alternatively, students can reach their desired academic goals without putting in the work. Cheating, as Harper White (‘21) wrote about in her article on page 12, would qualify as risky behavior.

An article by Ms. Marian Wilde from Great Schools advising parents on how to deal with their children’s academic stress listed four signs that a child’s academic stress is healthy: “1.

She is excited about learning. 2. He doesn’t feel that he needs to cheat to get ahead. 3. She feels healthy. 4. He feels he is determining his own future.”

However, as demonstrated in said scandal, the stress-induced “risky behavior” might not come from the students but rather their parents, who are concerned about the futures of their children.

A recent viral video surfaced on the internet that responded to the college admissions scandal; in it, Kentucky elementary school principal Mr. Gerry Brooks shared his perspective on the scandal and the horrifying extent to which parents will go to ensure their kids have only the very best. He opened by saying, “You know who’s not surprised about [the scandal]? Every educator in the whole world. This kind of thing happens every day at schools.”

Mr. Brooks continued to cite examples where parents’ overinvolvement in student lives cross the already

blurry boundary between helping and cheating -- helping kids with science fair projects, signing kids’ homework reading logs even if the kids didn’t do their work, lying about their home address in order for their children to have access to better schools and sports teams.

He said, “When you break rules or policies in front of your children…here’s what you’re saying to your child: ‘I know this is a rule but it doesn’t apply to me’… You know what this is?

A parent not agreeing with a policy or a rule, or sometimes even a law, so they do whatever they want because they think it’s ‘best for their child.’”

Mr. Brooks’ message circles back to Dr. Leonard’s about stress contributing to risk-taking and greater participation in morally ambiguous choices -- now on top of this, some children are even picking up this behavior from their parents.

One anonymous junior shared their experience with this phenomenon: “As someone who falls on the lower end of the socioeconomic spectrum of students here, it’s really interesting to see how the students here are treated when they mess up when they come from a privileged background as opposed to when they come from the lower end of the spectrum. When you look at the issue very closely, there is a definite power imbalance. I think those who come from more privileged backgrounds are more able to thrive at a school like this . . . It’s not that I have to be more careful, but that they can act with more reckless abandon and expect that everything will work out in their favor. They have more of a safety net.”

school to be mad at me or for my position here to be affected because of what I say on this subject.”

Sydney Gerlach (‘20) commented, “[The scandal] increases my cynicism about going to a school with an alumnus involved. I’ve been going to private school my whole life, and sadly I’m used to hearing about parents paying people off or kids who don’t get punished for things because their parents give their kids a sense of entitlement and immunity.”

Seeing as what stress enables people to do, is the 5.0 Ivy-accepted student dream actually worth it? Or, is it time we finally learn to accept our imperfectly perfect selves. Maybe the happily-ever-after that parents involved in the college scandal wanted so desperately for their kids is nice, but maybe we can embrace the notion that not every happily-ever-after has to follow the same story.

This student requested to be quoted anonymously, saying, “I don’t want the

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OPINION LANGUAGE LENS

“

Leah Parsons

Y

our phone dings. You look down, expecting to see perhaps a snapchat or a text from a friend. Instead, what you see fills you with guilt: it’s a message from the Duolingo Owl, reminding you that you have not completed your five minutes of language for the day.

This experience, while entertaining in its relatability, also functions as an example of the privilege of living and growing up in an English-speaking country. English is a dominant world language. According to Babbel

If you really want to access the minds and hearts of people who are going through their own explorations in a language that’s not English,

20

Magazine, it is the world’s Lingua Franca, meaning a “second language that people from different countries have in common, and it makes international communication possible.”

We don’t need to learn another language, so sometimes, motivation to continue learning past the Bishop’s requirement or to listen to the Duolingo Owl can be hard to find.

But, Babbel also stated in a 2018 article that English is only the third most spoken language natively, meaning a language that a person has been immersed in since birth. Chinese takes first, spoken natively by one in every six people, and Spanish second. From this perspective, incentive for achieving proficiency in multiple languages should be obvious; to attain deeper connection with a greater percent of the human population.

“I just liked the idea of being able to communicate with someone else in their native language, a language that wasn’t mine. I really wanted to be able to do that, so I had a very practical goal,” said Spanish teacher Srta.

Meghan Codd of her experience learning Spanish and her current process of learning Italian.

The ability to communicate in a second (or third or fourth) language can also lead to cultural understanding. Latin teacher Mr. Ian Hayden (who also speaks Spanish and has some experience in Hindi, Italian and French) said, “If you really want to access the minds and hearts of people who are going through their own explorations in a language that’s not English, you need to join them in the language in which they’re doing their explorations rather than through an intermediary who is translating for you.”

French teacher Mme Rikke Sommer, who speaks French, Swedish, and English in addition to her native Danish, agreed that language offers a doorway to new relationships. “My motivation [to learn] was just this fascination with a different way of expressing yourself. It certainly opens up doors to not only understanding cultures, but I think even

”

you need to join them in the language in which they’re doing their explorations.

- Mr. Ian Hayden, Latin teacher understanding and knowing your own language better,” she said.

Cultural understanding becomes even more significant as ethnic and racial diversity, in the United States especially, continues to increase. Based on October 2015 Pew Research Center projections, by the year 2065, “about one-in-three Americans would be an immi-

Issue 08 • May 2019 • The Tower

OPINION -grant or have immigrant parents, compared with one-in-four today.”

Beginning with learning another language, cultural connections can decrease negative stereotypes and widen perspectives. Due to this, an April 2019 Pew Research Center article explained that “globally, perceived increases in diversity are welcomed more than resisted.” Even learning a language not as many people speak anymore, such as Latin, can deepen word views from a historical perspective. As Mr. Hayden said, “The cool thing about Latin is that it’s remained so stable for so long that you can interact with people who have written about their thoughts and their lives thousands of years ago and you can still connect with them in ways that are really really meaningful and profound.”

To establish this common language ground, many countries outside of the United States have intense language requirements for schools. A July 2015 Pew Research Center article stated, “the typical European pupil must study multiple languages in the classroom before becoming a teen.”

This holds true outside of Europe as well. Chinese teacher Ms. Esther Hsiao (who, in addition to speaking English and Chinese, is interested in learning French, German, and Spanish) explained,

“I didn’t start learning English until I was in seventh grade [in Taiwan]-- that’s the only language option we had. Right after World War II people recognized America as the world power, so I think that’s why all Asian countries started with learning English as a second language. Right now some schools might offer another language, but still English is the most common one. Instead of starting at seventh grade when I was a kid, I think these days English is a required subject starting in 1st grade in Taiwan.”

On the other hand, according to the same Pew Research Center article, “the U.S. does not have a nationwide foreign-language mandate at any level of education,” and California public schools require one course in either the arts or a foreign language.

Bishop’s itself only asks for two years of a foreign language between grades 9-12. Why do we get the chance to slack off when learning other languages, different ways to communicate, while other countries take the process more seriously?

In order to become more fluent in the thoughts and perspectives of the world, learning other languages is imperative. Therefore, we should attempt to experience language as more than just a class, a requirement, or a message from Duo. It’s a method of connection, of living as a human being.

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In Loving Memory of Mr. Jim Updegraff “I remember how Mr. Updegraff would run through the Latin text with his pencil skipping along words as he translated the ancient poetry or Cicero speech. You could always tell how good your translation was based on his response. A gentle nod meant you nailed it, but an encouraging ‘ok’, indicated there was some work to be done. I remember translating one particularly tricky Catullus poem. Pencil in hand, Up gave me the encouraging ‘ok’ then complimented the one verb I’d managed to somehow conjugate correctly. ‘Let’s start from there,’ he’d say. You always felt welcome in Mr. Updegraff’s classroom.

Up had so many great stories about Bishop’s and his life. He never failed to tie in some story from his world travels or tenure at Bishop’s. Most of what I know about motorcycles I owe to Mr. Updegraff. Before every recitation quiz Mr. Updegraff would always remind us how he learned Latin in a Southern accent from his Georgian Latin teacher.”

- Nicholas midler (‘17)

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Issue 08 • May 2019 • The Tower

“Tu ne quaesieris, scire nefas, quem mihi quem tibi/finem di dederint . . . carpe diem, quam minimum credula postero.”

“You should not ask, it is unholy to know, for me or for you what end the gods have given . . . seize the day, as little as possible trusting the future.”

- Horace, Odes 1.11

(Above) Mr. Updegraff was honored with a faculty awared at the 2002 Ellen Browning Scripps Celebration.

(Left) Mr. Updegraff, along with fellow teachers Mr. Peter Schwab and Mrs. June Dandliker, were featured in a cover story article in Bishop’s Magazine in 2013.

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CULTURE

RETIRING FACULTY: DR. CAROL BARRY Sara Michael

E

very year, it is customary for the Head of School at Bishop’s to eat lunch with each senior advisory.

My advisory recently sat down in Interim Head of School Dr. Carol Barry’s office in Gilman to reflect on the year and our experiences at Bishop’s. When people criticized certain aspects of the school, rather than turning her head to their critiques, she paused, she leaned in, and she listened.

Dr. Barry’s constant drive to improve and better the community is a quality that members of the faculty and student body admire and appreciate. Dean of Students Mr. Michael Beamer said, “Where Dr. Barry is really gifted is in taking a complicated situation and boiling it down to its essential parts really efficiently, and then from that, articulating where her priorities are. When a faculty member comes to her with a problem or with an idea, it doesn’t take very long for her to either support it or not.

So what you get is an efficiency with Dr. Barry that I think the faculty appreciates. ” Dr. Barry joined the Bishop’s community as Head of Middle School from 2010 until 2018, and served as the Interim Head of School for the 2018-2019 academic year.

Although she retires at the end of this school year, her message of kindness, service, and dedication will endure.

Liz Szymanski (‘19), who has been at Bishop’s since sixth grade, explained how she will remember Dr. Barry’s influence on her. She said, “I was really fortunate to get to know Dr. Barry away from campus on the Cambodia trip.

In addition to her qualities of dedication and compassion that we see every day at school, I saw on that trip her love of service and of adventure. Talking with her about everything from bats to education was insightful, fun, and uplifting, as talks with people as brilliantly kind as she often are.”

Dr. Barry has been serving and teaching since she was in college. She said, “When I was in college I was a [teaching assistant], and I really did it because I needed a job. I realized how much fun it was. I was a teaching assistant for a science teacher at Correa Middle School, and I found that I enjoyed being with kids. I enjoyed thinking about the different topics that I might present to them.”

When asked about her education philosophy for an interview conducted by The La Jolla Light on January 19, 2018, Dr. Barry said, “At this point, we don’t know what kids

24

“I was really fortunate to get to know Dr. Barry away from campus on the Cambodia trip. In addition to her qualities of dedication and compassion that we see every day at school, I saw on that trip her love of service and of adventure.

Talking with her about everything from bats to education was insightful, fun, and uplifting, as talks with people as brilliantly kind as she often are.” are going to need to know and be able to do in 20 years. The jobs are changing. In middle school, I want them to be joyful learners. They are often curious at this age anyway, so I like creating opportunities that show them how much fun they can have being curious and finding their passions.”

Taking on the role of Interim Head of School is no easy feat. In the simplest and most intimidating of ways, it requires passion and compassion, thoughtfulness, and dedication, and it also requires an incredible desire to understand and help the students.

Under Dr. Barry’s leadership this year, the school has also made significant changes and improvements. According to an announcement on the Bishop’s website, this year Dr. Barry has helped with the “expanding arts and athletic offerings; improving students’ health and well-being with a later start time; enhancing racial, ethnic and socio-economic diversity of the student body; and substantial growth in Bishop’s endowment which is now more than $50 million.”

After leaving Bishop’s, Dr. Barry has plans to travel with her husband, which includes a trip to Nicaragua to visit her granddaughter. She said, “My guess is that I will find a small school and volunteer a little bit. I really enjoy teach-

Issue 08 • May 2019 • The Tower

CULTURE ing kids to read, so I would love to drop in and work with students over a course of three or four months.”

Dr. Barry’s care for students is notable. As Mr. Beamer put it, “If you think about schools, there are a bunch of different constituencies -- the faculty, the staff and administration, students, and alumni, and I think there are some different views on who is the most important constituency. I think broadly, people will argue that the faculty are the most important because they are the ones that are really delivering the curriculum.

And then others will say it’s all for the students. If there’s one thing I know about Dr. Barry, it’s that she firmly falls into the category of it’s for the students. That is also the lens through which she sees complex problems, and this is what guides her to make her decisions.”

Dr. Barry served as the Head of Middle School from 2010 to 2018, and as Interim Head of School during the 2018-2019 school year. Although she will retire this year, her message of kindness will endure.

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CULTURE COMM(UNITY) Lucie Edwards Sarina Krishnan (‘20) was awarded the 2019 Princeton Prize in Race Relations for her work with local refugees.

In tenth grade, Sarina became interested in helping immigrants, specifically teaching them English. Her interest soon grew into a passion as she developed relationships with the families she was teaching in El Cajon.

After weeks spent with individual families, the refugees felt comfortable confiding in Sarina. She works to solve the many unseen issues, such as unfamiliarity with customs and culture in America, the immigrants faced that were not being -Pathways to Assimilation’s addressed. mission statement These issues are close to home for Sarina. The daughter of two first-generation immigrants, Sarina is familiar with the hardships her parents dealt with after moving to America.

Her mom immigrated from England and her father immigrated from India. After seeing the level of success that her father was able to reach, Sarina strives to provide an opportunity for future success for immigrants in San Diego.

In addition to this recent prize, Sarina was commended for her work with Pathways to Assimilation by many magazines and Logo courtesy of Pathways to Assimilation newspapers, such as San Diego Metro and 92064 Magazine, as well as being profiled by the San Diego Union-Tribune.

According to the Princeton University website, the Princeton Prize in Race Relations “recognizes and rewards high school students who have had a significant positive effect on race relations in their schools or communities through their volunteer efforts.”

The winner of this award receives a $1,000 prize and has the opportunity to attend a Symposium on Race at Princeton University. This convention provides recipients of the award with a platform to talk with students from across the country about race and race relations, along with host a presentation of their project to fellow winners, Princeton alumni, and students.

Sarina has found passion in providing for immigrants in “high-risk communities.” Most of these refugees are from Syria, Uganda, the Con- Pathways to Assimilation’s website go, and various parts of Latin America. Sarina’s 501(C)(3) non-profit organization, Pathways to Assimilation, helps refugee youth acclimate to life in the US, specifically through English tutoring.

The organization also assists young-adult immigrants in developing life skills such as applying for jobs, constructing a resume, and finding educational opportunities to suit their interests.

Pathways to Assimilation not only provides services but also materials for refugees.

Before developing a steady income, immigrant families need support to provide for themselves and their families with basic necessities such as clothes, hygiene products, and school supplies. Pathways to Assimilation raises money to purchase these goods, supporting immigrant families until they get on their -Sarina Krishnan (‘20) feet.

“We have one goal: Inclusivity.”

“Everyone deserves to feel welcome.”

“There was so much more I could do to help them.”

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Issue 08 • May 2019 • The Tower

Summer Vibes SECTION

The Bell

TITLE GOES HERE Author

{ PLAYLIST COMPILED BY THE STAFF

}

“DIRTY LAUNDRY” - ALL TIME LOW

“LOVING IS EASY” - REX ORANGE COUNTY “OUT OF MY LEAGUE” - FITZ AND THE TANTRUMS “NOTHING BREAKS LIKE A HEART” - MARK RONSON & MILEY CYRUS “ISLAND IN THE SUN” - WEEZER “FRED ASTAIRE” - JUKEBOX THE GHOST

“ACROSS THE UNIVERSE” - FIONA APPLE “OUTTA MY HEAD” - KHALID

“HEAT STROKE” - CALVIN HARRIS

“BABY” - MARINA & LUIS FONSI

“COACHELLA” - LOVELYTHEBAND

“SATURDAY SUN” - VANCE JOY

“HALF CHUBBERS” - 5800 “NEW RELIGION” - THE HEYDAZE “HURTS 2B HUMAN” - P!NK

“DAYDREAM BELIEVER” - THE MONKEES “FIREWORKS” - SLEEP ON IT “PARADISE” - BAZZI

“MAGGIE MAE” - THE BEATLES

“COCOON” - MILKY CHANCE

“TOUNGE TIED” - GROUPLOVE

“SUN IN OUR EYES” - MØ

“ELECTRIC LOVE” - B‌ØRNS “VOWELS” - HUNNY “TRUTH HURTS” - LIZZO “TOUGH LOVE - AVICII

“SNEAKERS” - CHLOE LILAC “LOVING” - SURFACES “SIXTEEN” - ELLIE GOULDING “ILYSB” - LANY

Issue 08 • May 2019 • The Tower

27

c o n g r at u l at i o n s CALIFORNIA Biola University - Madi Chang

University of California, San Diego - Maximo Carillo

FLORIDA University of Florida - Emily McFarlane

California Polytechnic State University, San Luis Obispo - Priscilla Hsieh - Kira Johnson

University of California, Los Angeles - Cat Paul

University of Miami - Madison Scott - Anthony Wood

University of California, Berkeley - Kate Bolitho - Maile Gaarder-Feingold - Sheila Kaiser - Aaron Liu - Marley Meyer - Conner Noon - Hannah Robbins - Natalie Slosar - Ivan Savchuk - Alex Vitenson

GEORGIA University of Georgia - Shelby Maier

California State University Channel Islands - Kai Murray Chapman University - Leila Benham - Gabe Thomas - Amea Wadsworth Loyola Marymount University - Luke Furtek - Ashley Jay Pitzer College - Dan Calvetti Pomona College - Max Kilman Santa Clara University - Kevin Barber - Ford Eldredge - Kaiden Marouf - Tate Musante - William Olson Scripps College - Sara Michael Stanford University - Benjamin Midler University of California, Santa Barbara - Hana Belmonte-Ryu - Jake Stenger

University of San Diego - Anica Tillu University of San Francisco - Jonathan Zau University of Southern California - Lulu Buckley - Shannon Buss - Ricky Manoogian - Lianna Treitler - Hannah Young COLORADO Colorado State University - Kate Barber CONNECTICUT Connecticut College - Anna Langlois Yale University - Sydney Gray - Daniel Massad - Camden Rider - Crystal Wang

IDAHO Northwest Nazarene University - Chris Rose ILLINOIS Northwestern University - Isabelle Kenagy - Leah Parsons University of Chicago - Lina Hajnal - Jack Knickrehm - Layla Khazeni University of Illinois Urbana-Champaign - Adam Naboulsi INDIANA Rose-Hulman Institute of Technology - Vance Allen LOUISIANA Tulane University - Celia Glezer MAINE Bates College - Nathan Huynh

CLASS OF 2019!

MARYLAND United States Naval Academy - Merle Richman

MICHIGAN University of Michigan - Nikki Keramati

OREGON University of Oregon - Paige Geary

University of Maryland - Jacob Lincoln

NEW HAMPSHIRE Dartmouth College - Sarah Mischel

PENNSYLVANIA University of Pennsylvania - Esha Kashyap

NEW JERSEY Princeton University - Sebastian Hayden

RHODE ISLAND Brown Unversity - Matthew Mu - Michael Xu

NEW YORK Colgate University - Athena Leota - Olivia Ralph

SOUTH CAROLINA Furman University - Ali Collins

MASSACHUSETTS Amherst College - Melanie Schwimmer Babson College - Drew Yashar Boston University - Abby Mack - Charlotte Mack Emerson College - Keona Lee Harvard University - Maxwell Brown - Pierce Dietze - Nathan Wu Massachusetts Institute of Technology - Graham Cartwright New England Conservatory of Music -Zion Dyson Northeastern University - Bryce Devoe - Cameron Devoe - Sophie Mulgew Tufts University - Dominic Haley Wellesley College -Alyson Brown - Kendall Lincoln - Sofia Rubio

Columbia University - Caroline Alleyne - Sam Chun - Athena Tsu - Jerry Qu Cornell University - Samy Hamdy New York University - Isabel Chen - Andrea Contreras - Alexandria Delatorre Skidmore College - Alex Estey Syracuse University - Cameron Ezeir NORTH CAROLINA Duke University - Rohit Raguram Wake Forest University - Chase Kellogg OHIO Oberlin College - Liz Symanski

TEXAS Rice University - Rachel Waite Southern Methodist University - Jared Littlefield - Zach Tempel Texas Christian University - Doug Armstrong - Layla Moore University of Texas at Austin - Bri Delatorre WASHINGTON D.C. American University - Katy Elkind Georgetown University - Emily Chen WISCONSIN University of Wisconsin-Madison - Harsha Kenchareddy SCOTLAND University of Edinburgh - Prerna Khanna

‘ The Bell

TOP TEN

What Your Backpack Says About You

01

Fjällräven Kanken: You shop at Urban, and “go vegan” is high on your to-do list.

Herschel: You shop online.

02

07

Marc Jacobs: You have a trust fund.

Unbranded: You haggle at the mall

03

08

Jansport: Heavy procrastinator.

Patagonia: You’ve hiked before

04

09

Nike: “By the way, I play football and basketball.”

North Face: You wish you hiked.

05

10

High Sierra: Your family has a Costco card.

30

06

Züca: You stan My Little Pony.

Issue 08 • May 2019 • The Tower

The Bell

PHOTO CREDITS PHOTO CREDITS PHOTO CREDITS

SPORTS Spring Sports - Pages 8-9, Photos courtesy of The Bishop’s Locker Room, Austin Schroeder (‘20), and Aidan Canino (‘20) DEPARTING FACULTY Mr. Rankin - Page 10, PC: Leah Parsons (‘19) Mr. Fayne, Mr. Goltsman, and Mr. Hendrickson - Page 11, PC: Kyle Berlage (‘22); Photos courtesy of @tbsperformingarts (Instagram) and Mr. Goltsman’s YouTube channel COVER STORIES Cheater, Cheater, Pumpkin Eater - Page 12, Photo by Harper White (‘21) The Parent Trap - Page 14, Graphic by Isabelle Kenagy (‘19) Don’t Judge a College by its Cover - Page 17, Art by Carly Phoon (‘20) OPINION Under Pressure - Page 19, Art by Amy Carlyle (‘20) Language Lens - Pages 20-21, Art by Carly Phoon (‘20) and Jaye Patrick (Canyon Crest Academy ‘19) IN MEMORY OF MR. UPDEGRAFF Pages 22-23, Photos courtesy of Ms. Cathy Morrison and Google Images (licensed for reuse) HONORING DR. BARRY Page 25, Photo courtesy of the Bishop’s Communication and Marketing Department BEYOND Class of 2019 College List - Pages 26-27, Photos courtesy of Google Images Comm(Unity) - Page 28, Logo courtesy of Sarina Krishnan (‘20) and Pathways to Assimilation THE BELL Summer Vibes Playlist - Page 29, Art by Amy Carlyle (‘20) Top Ten - Page 30, Art by Sara Michael (‘19) Photo Credits - Page 31, PC: Sara Michael (‘19) Front and Back Cover thanks to Sara Michael (‘19)

Issue 08 • May 2019 • The Tower

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