Issue 07 2018

THE BISHOP’S SCHOOL | |

THE

TOW E R

IN THIS ISSUE: • STUDENT RIGHTS • LEVELS OF HAPPINESS • BEING MALE AT BISHOP’S

Th e D e t a i l s

PHILOSOPHY:

The Tower is a student-run publication at The Bishop’s School in La Jolla, CA. Writers and editors work together to enhance the Bishop’s community and evoke 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 News, Sports News, Arts News, Culture, Beyond, Opinion, and The Bell.

POLICY:

All materials featured in The Tower are student-done and/or from the Bishop’s community. All articles connect to the Bishop’s community, even when covering an international or domestic story, issue, or event. 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 accepts anonymous quotes when the privacy of the individual is a concern.

COLOPHON:

The Tower was printed by Streeter Printing Company in Mira Mesa, CA. For this issue’s layout, the Staff used Adobe InDesign, Adobe CC (CS9), and Photoshop CC (CS9) to arrange photographs and graphics. We printed and distributed 600 copies of Issue 07 to the Bishop’s community. Typefaces included Bookmania on our cover, Cochin Italic, for our headlines and covers, and Times New Roman for our body text. Issue 07 and previous issues of The Tower are available on issuu.com.

CONTACT:

The Bishop’s School 7607 La Jolla Blvd, La Jolla, CA 92037 Email: thetower.tbs@bishops.com Website: thetoweronline.squarespace.com Facebook: tbsTower Instagram: thebishopstower

CONTRIBUTORS: Editor-in-Chief: Emma Oliver Managing Editor: Isabelle Kenagy Copy Editors: Amy Carlyle, Annie Zeigler Sports Editor: Collin Douglas Graphics Editors: David Brewer, Sara Michael Consulting Editor: Jake Stenger Staff Writers: Harper White, Maya Minagawa, Olivia Ralph Faculty Advisor: Ms. Laine Remignanti

Editor Letter M

artin Luther King, Jr. stated, “Every man of humane convictions must decide on the protest that best suits his convictions, but we must all protest.”

In this issue of The Tower, Harper White (‘21) examines the attitudes towards acts of protest in the Bishop’s community in light of the March 17 national school walkout, commemorating the victims of the February Parkland school shooting and raising awareness about issues of school safety and gun violence. In her piece, Harper discusses different schools’ approaches to such protests, including the philosophy here at Bishop’s.

Issue 07 also examines the issues of gender from two different approaches: women in the world of tech and the male experience at Bishop’s. Both articles work to provide gender specific viewpoints, broaden a reader’s knowledge of these communities, and provoke related discourse.

To borrow from Dr. King again, “Our lives begin to end the day we become silent about things that matter.” The Tower staff aims to produce articles and offer perspectives that challenge our readers to think in fresh and thoughtful ways about the community around us— so that each of us may decide for ourselves what causes are worth standing up for.

Emma Oliver Editor-in-Chief

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PDG members pose together during a number in their March production, “See the Music, Hear the Movement.�

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ACADEMIC

STEM-ING FORWARD - MAYA MINAGAWA

ARTS

THE SENIOR SIX - AMY CARLYLE DANIELLE STRAUS: ART EXHIBIT - EMMA OLIVER

SPORTS

SPRING SPORTS SPREAD - COLLIN DOUGLAS

CULTURE

STUDENTS’ RIGHT TO PROTEST - HARPER WHITE SPIRIT WEEK - COLLIN DOUGLAS BEING A MALE AT BISHOP’S - EMMA OLIVER THE PURSUIT OF HAPPINESS - ISABELLE KENAGY

OPINION

TIME TO TALK - ANNIE ZEIGLER MIXED MESSAGES - SARA MICHAEL

THE BELL

QUARTER FOUR PLAYLIST SENIORS SHARE EMBARRASSING STORIES TOP 10 PARENT TYPES AT BISHOP’S

ACADEMIC STEM-ING FORWARD Maya Minagawa

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TEM, the abbreviation for the fields of science, technology, engineering, and mathematics, composes the building blocks of our world today. STEM offers an explanation for how the world functions and provides the opportunity to improve and change it. With new treatments for diseases discovered daily, computers controlling half of the world, and innovative gadgets being pumped out faster than new Snapchat filters, it is not hard to see that STEM is the prerequisite for progress.

However, according to the Economics & Statistics Administration, American women held less than 25% of STEM jobs as of March 2017.

Furthermore, despite holding equal numbers of undergraduate degrees as males, American women only account for 30% of all STEM degrees.

What can we do to correct this gender imbalance?

There has been a stigma surrounding women and minorities in STEM that has lasted for centuries.

Statistics today certainly show that.

Out of the nearly 600 Nobel Prizes awarded in STEM fields since 1901, merely 17 have been awarded to women. In 1904, President of the Royal College of Surgeons in Ireland Sir Lambert H. Ormsby stated, “I do not think that ladies entering university is to the advantage of their physique afterwards. I think the more they develop their brains the less they impress strength and robustness upon their offspring.”

111 years after Ormsby’s statement, in 2015, Nobel Laureate Tim Hunt made similar comments at the World Conference of Science Journalists in South Korea, saying that females were distracting and overly sensitive. “Let me tell you about my trouble with girls,” Hunt said, “three things happen when they are in the lab: You fall in love with them, they fall in love with you, and when you criticize them they cry.”

Hunt also suggested the implementation of single-sex lab environments as a solution to his “troubles.” The onslaught of backlash to his remarks eventually led to his

resignation as a professor at University College London. That outcome does show some progress, as no such hate would have been thrown at him in Ormsby’s day.

This perception held by Hunt and many others affects both females who are actively involved in STEM and those who are just getting interested in it. Veronica Tang (‘18), one of the founders of All Girls STEM Society, said, “I’ve noticed at math competitions that there’s usually two perceptions. One is, ‘you are a girl, and therefore you are no

“STEM IS THE FIELD THAT WILL INFLUENCE A HUGE PART OF THE FUTURE, AND WOMEN NEED A VOICE IN THAT.” VERONICA TANG (‘18)

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good at this’. The other is that ‘the only reason you’re here is because you are a girl. There is this push for women in STEM, so they must want to recruit more girls. You’re not actually as talented, you are only here because you are a girl.’” It is difficult for women to participate in STEM activities without facing any given set of assumptions and expectations, thus making it more difficult to thrive and succeed.

New York Times writer Eileen Pollack claims that gender-based job stereotypes are harmful to everyone, regardless of sex or gender identity. Research shows that men were less likely to major in English for the same reasons women choose not to major in science. As Pollack says, “They compare their notions of who they are to their stereotypes of [those] majors and decide they won’t fit in.”

Issue 07 • May 2018 • The Tower

ACADEMIC

Now more than ever, people at Bishop’s, in the United States, and globally, are working to stop the pattern of discouraging women from getting involved in STEM. In the media, films like Hidden Figures and Black Panther are inspiring new generations by showing women of color breaking barriers in STEM fields. In our community, several student run clubs and organizations are taking steps to support and encourage young girls in STEM. All Girls STEM Society is a 501(c)(3) nonprofit organization that helps girls interested in STEM from coast to coast grow their passion, reaching over 2,800 students from 250 schools (including Bishop’s) in 23 school districts. As Veronica sees it, “I think grades three to eight are really transformative years where people should have an opportunity to discover STEM in a way that shows them that this is fun, this is hands-on, this is creative, this is something you do with friends…STEM is the field that will influence a huge part of the future, and women need a voice in that.”

Kira Tran (‘20), founder and co-leader of Behind The Screen, the first computer engineering based club at Bishop’s, whose goal is to make computer science and engineering accessible to everyone, regardless of gender, race,

age, experience, or opportunity. She says, “I know there are a lot of people who are tentative to try science… But it’s really important for people of all skill levels to learn how to use a computer, how to program. It’s never too late to get involved.”

Meredith Hunter (‘20), the other co-leader, added, “I know there’s a lot of opportunities for younger kids, that are more basic, and I don’t think there are as many opportunities for kids in high school to get in on the ground floor. We don’t want anyone to feel like it’s too late. It’s never too late to start.”

We are living in an era of change. People are finally beginning to understand that no matter how you identify yourself or how others view you, it’s never off-limits or too late to try STEM. That change is trickling into the fields of STEM, and while we have a ways to go before that leak breaks open into a full flood, no one should ever be afraid to swim upstream.

Issue 07 • May 2018 • The Tower

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ARTS THE SENIOR SIX Amy Carlyle

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very year, the seniors of Performing Dance Group (PDG) embrace the daunting challenge of choreographing and performing their own solos for the Spring Dance Concert. From March 15 - 17, the six alumni-to-be performed their pieces in See the Music, Hear the Movement. Behind every turn, leap, and step is the creation story of a choreographer designing the perfect culmination of their time in PDG. Here is a look at each senior’s thoughts, motivations, and identity.

Kelsey Chodorow (‘18) begins her solo piece, “cädenzä,” surrounded by dramatic lighting designed by Sofia Reynoso (‘18).

Katrina Yin “Breathe”

The theme of the concert acted as Katrina’s inspiration for her solo. See the Music, Hear the Movement focused on musicality, which, in Head of the Dance Department Ms. Donna Cory’s words, is “the interpretation of accompaniment.” Her music — “Yours” by SG Lewis — mixes humming and ambient rain with more mainstream musical sounds, but maintains a mood Katrina describes as “downtempo and soulful.”

Instead of choreographing her solo in a traditional way, Katrina took a more challenging route: on-the-spot improvisation. Her piece features both moves she has done before and liked, but also new creations that she discovered during performances. “I chose to do a structured improv because I felt like movement created in the moment is the most organically me, and I wanted to share with the audience a little window into who I am,” she said.

Katrina continued this motif when choosing the title of her piece: “Breathe.” “I chose the name of my solo as a reminder for both myself and others to enjoy a pause in their day, to be present.”

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Kelsey Chodorow “cädenzä”

For Kelsey, the senior solo project served as an opportunity to share with her audience the education and experience she has had as a member of PDG. Her dance career began as part of her Bishop’s career, so her experience as a dancer is a result of her seven years at Bishop’s. She said, “This solo allowed me to look back over the years and see what I have learned technically and emotionally, as well as how I have developed musicality-wise.”

With such a significant and meaningful rite of passage also comes a certain amount of pressure, something Kelsey experienced while creating her solo. “Every PDG dancer looks forward to their senior solo. The solo created by seniors shows the audience who these seniors are as people and everyone wants that to be a positive vibe. It’s everything about you.” Despite the stress, Kelsey shaped and performed her own piece, arriving at this milestone in her PDG career and reflecting on her experience while doing so.

Issue 07 • May 2018 • The Tower

ARTS Sam Pintar “Across the Room”

Choreographing her senior solo proved both stressful and fun for Sam, the complete independence given to her was equally freeing and nerve-racking. She said, “While it’s really fun to choreograph for yourself, it’s also very stressful because the end result is completely dependent your own creativity and ability.”

Sam took inspiration for her solo from a common human experience: the “butterflies-in-your-stomach feeling of a crush or a first love.” Her piece, titled “Across the Room” stems from the idea of seeing someone across the room and feeling a connection to them. As she explained, “I wanted to capture that feeling of being drawn to them, even if you don’t know why.”

However, Sam first began choreographing with a different vision in mind. With a change in music, an originally hip-hop based dance morphed into the more lyrical one she performed in the concert— a piece very different than other numbers she had choreographed. “I wanted to branch out instead of limiting myself to a style I knew I was comfortable with,” Sam said.

Veronica Tang “Dream it Possible”

With the close of senior year also comes the end of an era — one which, for Veronica, has defined her identity.

This solo became her celebration of the community that has taught her to believe in herself. “So many people — teachers, classmates, friends, and family — have made me a better person. They taught me to believe in myself, to dream. This is my way of thanking them,” she said.

Dance-wise, Veronica combined her signature “Veronica-isms,” or favorite dance steps, with others she improvised during rehearsal. When experiencing a choreographic writer’s-block, she filmed herself improvising to her music, moving freely and unrestrained. “I went back to look at the recordings later and picked out parts I liked. The movement generated from improv was generally much more organic and fluid,” she said.

Vi Krstic “Unplugged”

Bathed in orange and green light, Vi danced with a serene aura, embodying nature — something deeply entangled in her identity. All of her choices serve as a representation of herself — choreographically, musically, and otherwise. Leaf gobos, or light stencils, helped bring a touch of nature to her piece. While choreographing, Vi focused on establishing an accurate representation of herself. “I wanted to create a piece that explores my spirituality and the experiences that have shaped who I am,” she explained. “I always circle back to the cornerstones of my identity.”

As audiences watched her piece, set to Lauryn Hill’s “Unplugged,” Vi hoped they became as much a part of her piece as , by better knowing her identity but also examining their own. She hoped they thought about what makes them, in Hill’s words, move “around and around and around.”

Yuxin “Xixi” Shi “Born on a Wednesday”

When beginning to choreograph her solo, Xixi looked to her present situation for inspiration. Nearing the start of a new semester, she was balancing both the idea of beginning a new chapter in life with the difficulty of actually beginning it. She said, “I looked within myself, but I also looked to the people around me for help. The dance is mostly about that; the middle ground between introspection and realizing that your greatest source of support is the people who care about you.”

A point of emphasis for Xixi was interpretation. “I think it’s important for the audience to respond to it and for that response to be just as valid as what I see. I feel like art is at its best when it is open-ended.” Rather than clearly defining the intentions of her solo, Xixi’s goal was to let the audience discover them on their own.

To find the most raw and natural movements, Xixi began her choreographic process with improvisation. “For me, it’s the most organic way to create movement,” she said.

“I would play the song I used for my solo, ‘Slipping’ by Eryn Allen Kane, and dance for a while without any end goal in mind.” Afterwards, Xixi selected her favorite creations and incorporated them into her piece.

Issue 07 • May 2018 • The Tower

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ARTS

A PORTRAIT OF THE ARTIST AS YOUNG POTTER Emma Oliver

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he Manchester Library has harbored a diverse collection of student art since the fall of this school year, including interactive paintings, comics, and scenic photographs.

Thanks to the organization of Chair of the Visual Arts Department Ms. Elizabeth Wepsic, notable senior artists have been able to display their collections of work for the Bishop’s community.

The fifth featured artist of the year, Danielle Straus (‘18), brings a new medium of art to the library: pottery.

For a little over a month, photographs of her colorful ceramic creations hung along the stairway for students and faculty alike to admire.

Danielle joined a Ceramics I class as a novice potter in seventh grade, and is now completing her fifth year working with art teacher Mr. Jeremy Gercke in the ceramics studio. “Her development of skill and expression have grown in so many ways,” notes Mr. Gercke.

Additionally, Mr. Gercke believes that Danielle has demonstrated a continued drive to grow and learn in

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the studio, which has culminated in the body of work on display in the library.

“Today she has a strong personalized style that carries through to each piece she makes, but what is difficult to see is her consistent commitment to improving herself. She didn’t learn this in a class or from a teacher,” said Mr. Gercke. “She has spent a countless amount of time nurturing creative threads together to develop her artwork” Perhaps the best compliment artists can receive is hearing that their work brings joy to others. Danielle has already accomplished this. Mr. Gercke explained that Danielle gives away much of what she creates to “causes she believes in” or to her friends. And as Mr. Gercke said, “So many people have come up to me to tell that they have one of Danielle’s pieces, and how it makes them happy and brings enjoyment to their lives.” At only eighteen years old, Danielle has come a long way as an artist.

When did you start creating pottery?

I started when I was in middle school. I was really excited that ceramics was an option for me, so I signed up in 7th grade. I loved it so much that I decided to continue it in high school.

Who has helped you grow as an artist?

Mr. Gercke was really good at encouraging me to keep working even when I was frustrated. My friends and family were also great motivators, always complimenting me and giving me their opinions about my pieces.

Is there a uniting theme or message that you would like your art to communicate?

Not really. I’m very experimental with my art work, and I try new things with almost every piece. I guess more recently, I’ve been working more sculpturally than functionally: using layering of clay with different forms, glazes, and textures.

How did you select the pieces for the exhibit?

I selected most of my recent pieces because I felt that those are the

Issue 07 • May 2018 • The Tower

ARTS

most quality pieces and the most significant to me. My older pieces are more functional and less creative, but now I am braver with my self expression and willing to work on sculptural pieces.

It was really difficult for me to begin working with sculpture because unlike something as simple as a teapot, the sculpture can be interpreted differently by different people. Some may hate and, and others my love it. It’s much more of a risk, but I’m glad I decided to open that door because I discovered so much more about my work and my interests.

How do you begin a piece of work? Do you always have an end goal in mind?

It really depends. It always starts with a vision and a sketch. From there, I usually try to figure out how I can execute my idea. Then I start working on the piece. After that, a lot of the time, the plan changes because I have to either think of a better idea with how to improve the piece, or there is a structural difficulty, so I have to rethink my method.

What does your art mean to you?

Making my art is really enjoyable to me because it is very relaxing to make, and the result usually gives me something to be proud of. As far as the making of the pieces, the studio is always a place I have to challenge myself to be more creative. It has definitely helped me learn more about myself and my creative aspects, as well as my work ethic, and how to be productive even when I am frustrated and lacking motivation. It has helped add a creative and expressive side to my identity and has definitely made me a stronger person. Especially this year, having it in the library for everyone to see, I feel like a part of myself is being exposed and open to criticism and interpretation.

What does your creative process look like?

I usually create an environment for myself to have the headspace where I can come up with ideas for my work. I usually use a journal to sketch my pieces out and figure out the method I can use to complete them.

Issue 07 • May 2018 • The Tower

How has your style changed over the years?

Kind of along with the exploration of who I am as a person, and looking deep inside myself to figure that out, I have developed my style while getting a better sense of self. I have chosen to take more risks now that I am more confident with myself, and it is definitely evident in my work. Along with style, I also developed my technique and learned more about how to better work with the clay, opening up more options for pieces I can make.

Will you continue your work beyond high school? What role do you think art will play in your future?

I definitely am interested in continuing my work, and I am fortunate to have an opportunity of doing that at my college. I am hoping to use it as a way to have my own space in a new place, and always have it to go to if life ever feels stressful or out of my control. As far as beyond college, I hope to continue to do it throughout my life, but I am not sure how big of a role it will have.

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SPRING Girls’ Lacrosse

With a near perfect Coastal League record of 5-1, the Lady Knights have broken the top 100 (at spot 77) teams in the entire state (according to MaxPreps). After a shaky start to the season, the Girls’ Lacrosse team has won eight of their last ten games. “Because we have so many new and young members, the players really encourage and learn from each other,” said Emily White (‘18).

“That dynamic makes games and practice really fun.”

Natalie Slosar (‘19) battles through a horde of defenders against Del Norte High School.

Boys’ Baseball

Jared Littlefield (‘19) cuts at a ball in a 4-2 victory over Del Norte High School.

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The Boys’ Baseball team started this season off with a bang and a win over Torrey Pines (then ranked top 25 in the country, currently top 5 in the county). While their record sits just above .500 at 8-6, the Knights will be title contenders in the Division 3 playoffs, where their tough schedule will pay off. Defense and pitching (with Graham Cartwright ‘19 throwing a no-hitter against Foothills Christian) has been the key to success for this group, and when their bats wake up, there are few teams in San Diego that will be able to contain them.

SPORTS Track & Field

Their season beginning to heat up, the track team has their three biggest meets ahead of them: Coastal League Finals, CIF Prelims, and CIF Finals. The runners’ performances thus far indicate that they are more than ready for CIFs. On April 25th at Orange Glen High, Hasant Moses-Hillman (‘18) set a personal record (24.87), and Clarence Freeman set a season record (25.32) in the 200 meter. On April 28th, Christie Linnard (‘20) placed second in 800 meter at the Dick Wilkins Frosh-Soph Invite with a season record of 2:21.83.

Boys’ Lacrosse The Knights Lax team is yet again starting off a dominant season.

Leading Coastal League with an undefeated 4-0 record, the team is gearing up for another Open Division playoff run. With countrywide ranked teams like Torrey Pines and La Costa Canyon on the Boys’ schedule, the playoffs will be tough, but a dynamic schedule has prepared the Knights for a deep run.

Clarence Freeman (‘20) hands off to Hasant Moses-Hillman (‘18) during the 4x100 relay at the La Jolla High invitational. The team placed second in this race.

Garth Erdossy (‘18) blows past his defender in a game versus Carlsbad High School.

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CULTURE KNOW YOUR RIGHTS Harper White

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ishop’s is known as one of the most prestigious private schools in San Diego. And while everyone knows the stereotypes and preconceptions that surround private schools, from pressed uniforms to fancy rides to school every day, one topic that resides in more of a gray area is what are the rights of a minor attending a private school.

While the First Amendment protects the five basic rights of all American citizens, including minors, the extent of this protection is slightly different depending on the type of school said minors attend. Public schools are considered “state actors,” meaning they are branches of the government and subsequently fall under the rules of the Bill of Rights. This means that, theoretically, students have the ability to protest against the school administration, form groups and societies, write and publish articles on whatever matter they choose, among a number of other things.

Independent schools, however, are not considered branches of the government. This means that the First Amendment technically doesn’t cover schools like ours. Private schools, like any other private institution, could potentially and legally restrict students’ right to peacefully assemble and protest, because by law it is up to the administration to decide what control they want to hold over their students. Some schools create their own policies to grant students these liberties anyways; Bishop’s, for instance wrote its Diversity and Inclusion Act.

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Issue 07 • May 2018 • The Tower

CULTURE For Head of Upper School Mr. Brian Ogden, the different laws that govern private schools have given Bishop’s more latitude to make decisions about how to educate students.

As Mr. Ogden said, “There is very little constraining independent institutions, so many of us here are driven by our educational mission and our values— beginning with the school’s Episcopal identity. And the way I believe we interpret this identity is one in which we support equity, social justice, and inclusion.”

The topic of students’ rights to protest has long been debated in schools, both independent and public, with questions of how much control administrators should have over their students. In light of the Parkland shooting at Stoneman Douglas High and the nationwide measures students have taken to protest gun laws, this conversation has sparked up again.

While many schools are in support of their students walking out, some schools, specifically several public school districts in Texas, were not inclined to let their students walk out.

These Texas schools went so far as to threaten students who participated in the national walk out with suspension.

Curtis Rhodes, the superintendent of Needville High School said, “A school is a place to learn and grow educationally, emotionally and morally. A disruption of the school will not be tolerated.”

At Bishop’s, the situation was very different to that at Curtis Rhodes.

It is widely believed by students that Bishop’s does a good job of respecting and supporting individuals and groups that wish to protest. English teacher and Director of Diversity Mr. David Thompson believes that “the faculty and administration at Bishop’s highly respects the rights of students” and

“WE WANT STUDENTS TO BE EMPOWERED AND TO HAVE AGENCY OVER THEIR LEARNING EXPERIENCE.” MR. BRIAN OGDEN went on to state that the Fundamental Standard, the set of rules Bishop’s students are supposed to follow, “is a guideline for not just students but for the adults at Bishop’s, too.”

While many schools across the country— like the ones in Texas— do not always accept or support student demonstrations, the Bishop’s community was an early supporter of students in their quest to take part in the nationwide Stoneman Douglas walkout. Organizer Samuel Gonzalez (‘18) felt that he and his peers were backed by the administration throughout the organization and execution of the walkout.

“In the preparation [for the walkout], it never felt like we needed to convince the administration. It just felt like a wholeschool effort, where people wanted to be there, and not just the students,” said Samuel.“The administrators [are] more than willing to offer their support and time to an honorable cause.”

Mr. Ogden too felt that the administration supported the students’ most recent call for demonstration— and will continue to support future demonstrations, within appropriate guidelines for respectful dialogue. “We want students to be empowered and to have agency over their learning experience, but within reason and a safe environment; I think we are all troubled by

Issue 07 • May 2018 • The Tower

gun violence,” said Mr. Ogden.

Another student organizer, Sahil Malhotra (‘18) reflected that the Stoneman Douglas-inspired demonstration was “student-led, but helped by the administration.” While the students were behind much of the thought and coordination, teachers such as Mr. Thompson who “also really helped with the logistics, like getting tables set up that could become stations for students to write letters to our state representatives or coordinating with the Bishop’s singers who performed at the beginning of the event,” said Sahil.

In regards to protesting in general, Chris Rose (‘19) said in a wholeschool survey, “Some of us are afraid to speak out because we are fearful of what might happen. Some of us just don’t care enough.”

The Parkland walk-out at Bishop’s was not mandatory. While, according to Mr. Ogden, the demonstration was meant to bring kids together on the basis of commemorating victims and raising awareness of gun violence, no one was forced to partake. As he said, “It was also our job be clear supporters of both students who chose to participate in the walk-out and those who chose not to participate.”

Regardless of how different sects of the community feel, one thing’s for certain: the opportunity to protest, to change the way things at school work for the better is available, and it’s up to the students to take it. “One of the most wonderful assets of this community is its diversity— comprised of people with different identities, religious orientations, political views and ideas,” said Mr. Ogden. “As an administrator, that diversity is something we feel responsible for protecting— that spectrum of different values.”

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CULTURE SPIRIT WEEK Collin Douglas

Top: Matt Buckley (‘18), Ethan Le (‘18), Emily White (‘18), Will Sheibler (‘18), Ellie Lunsford (‘18), and Harry Hixon (‘18) enjoying relaxed attire on pajama day.

16 Bottom: Seniors Ellie Lunsford (right) and Ibi Valesquez (middle) tag teaming a flag pull on junior Bri Delatorre in the Power Bowl.

CULTURE MONDAY - PAJAMA DAY

Bishop’s kicked off Spirit Week with joggers, sweatpants, coordinated sleepwear, and breakfast burritos. It is uncertain whether or not increased sleepiness on campus was causation or correlation, but there is no denying the coma-like wave overtaking students throughout the day on Monday. Seniors Kelsey Chodorow, Emilia Aguerre, Emma Oliver, Annie Zeigler, and Avery Dougherty, and Sofia Reynoso stood out with coordinated, “iced out,” snowflake themed PJs, setting the fashion precedent for Pajama days to come.

TUESDAY - #TBT

Although few students on campus even witnessed the 90s, the colors of hippies, denim on denim, and retro Js filled the Bishop’s campus for a retro themed spirit week day. “I enhanced my look with a scrunchie, and I don’t normally wear that...so that was fun,” said Klara Chisholm (‘18). As colorful and entertaining as the throwbacks were, the entire campus was more relieved to ditch dress day. Tie dyes unquestionably trounce neckties.

WEDNESDAY - “WE WEAR PINK,” FACULTY VS. STUDENTS GAME

In classic Mean Girls fashion, Bishopians from sixth through twelfth grade sported pink from head to toe on Wednesday. Amidst the rosy frenzy, the Faculty All-Stars and a rag-tag group of students battled in a preMilk Break basketball exhibition. Despite a valiant effort from Mozes Mooney (‘18) and a hot string of threes from Clarence Freeman (‘20), the glass-crashing faculty prevailed, finishing the match on a buzzer beater baseline floater from history teacher and Kamal Assaf (‘88). “It was great to see Mr. Assaf clutch up for the Faculty dub, but his late-game antics were hardly surprising,” said Jared Littlefield (‘19).

THURSDAY - POWERBOWL (EVEN GRADES WEAR YELLOW, ODD GRADES WEAR RED)

With odd grades donning red and even numbers showing off bright yellow, every student spent the entire day mentally preparing for the Junior vs. Senior Powerbowl. While last year’s game was a mismatch due to a stacked Class of 2017 roster, this year’s showcase was neck and neck through both halves. Caitlin Hendricks (‘18) led the yellow squad in tackles, ultimately catalyzing a late-game, fourth down stop by the seniors. When Athletic Director and referee Joel Allen finally blew his whistle, the seniors led 3-2, redeeming themselves from a devastating loss the year prior.

FRIDAY - USA & AIRBAND

While stage fright jitters and patriotic apparel certainly brought enthusiasm to the final day of Spirit Week (...and 3rd quarter), the most exciting news of the day was a rare noon dismissal. After the conclusion of classes, individual talents like trapezing (Laura Bryant, (‘20)) and unicycling (Eve Paris, (‘23)) highlighted the annual Airband performances. The oh-so-predictable overplaying of “God’s Plan” also headlined most productions, but the final tallies revealed standings more unforeseeable than a March Madness bracket. While a sixth grade victory was certainly an upset, the Class of 2024 has set quite the bar for future performances. The applause for Head of School Ms. Aimeclaire Roche’s faculty tribute was only matched in sound by the adrenalized shouts of joy as ASBC President Clarke Eastman-Pinto (‘18) dismissed the school for spring break.

Issue 07 • May 2018 • The Tower

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CULTURE BOYS WILL BE . . .

Emma Oliver

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he sophomore boy sat in the second row of seats, sandwiched between two of his close friends in Dr. Regina Ballard’s Feminism class.

Each day, the boy’s friends entertained themselves with a new joke— usually about what they perceived as his lack of academic excellence, but anything was fair game.

“One class, this student asked a question, which his good friends again made fun of, what they perceived to be, a stupid question,” Dr. Ballard recalled.

“The young man stood up, saying he had finally had it; he was sick of being called out and asked his friend to ‘stop being such a d*ck.’” Later, when Dr. Ballard and the boys met to talk after class, the boy expressed how much this form of “light-hearted” ridicule had always bothered him. “But he didn’t know what to do… they were his friends,” said Dr. Ballard.

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Marcus Wooley (‘19) and Merle Richman (‘19)

The friends of this student were shocked to learn that their remarks truly bothered him. But perhaps this came as a surprise because, as Dr. Ballard explained, “he couldn’t tell his friends because, as the young man told me, he would seem like a ‘p*ss’ and needed to ‘man-up.’”

Last semester, Dr. Ballard shared this story with my Feminism class— making a point of the ruthless scrutiny and sometimes over-the-top “teasing” that some male students endure.

While The Tower has published several articles exploring gender roles and expectations experienced by female Bishop’s students, there has been little discussion of similar pressures and gender stereotypes that face the school’s male population.

In the study, “Hard Won and Easily Lost: A Review and Synthesis

Issue 07 • May 2018 • The Tower

of Theory and Research on Precarious Manhood” at the University of South Florida, researches Joseph Vandello and Jennifer Bosson assert that, “We ask whether men have become ‘too soft,’ we implore them to ‘man up’ in the face of difficulties, and we question whether someone is ‘man enough’ for the job.” The authors additionally recognize that, “In contrast, one rarely if ever encounters questions about whether a woman is a ‘real woman’ or ‘woman enough.’”

In their paper on manhood, Vandello and Bosson studied a sampling college age students, and found that men faced more anxiety and stress around gender issues than women, and will take more risky or aggressive actions to display masculinity. They also found that men will refrain from situations that can threaten their masculine status.

CULTURE According to Jane Powell, the chief executive of the mental health organization Campaign Against Living Miserably (CALM), “The research underlines that so often their own worst enemies, men need new rules for survival. Outmoded, incorrect, and misplaced male self-beliefs are proving lethal and the traditional strong, silent response to adversity is increasingly failing to protect men from themselves.”

While the Bishop’s community may appear comparatively less weighted by male gender stereotypes than other schools, its male students express a variety of feelings and thoughts on what it is to be a boy at Bishop’s.

himself what it means to be a man in our society. But in his eyes, many male

HOW DO PRESSURES OF MASCULINITY MANIFEST ON CAMPUS? “We have grown accustomed to a society in which men have been socialized to believe false tropes of masculinity, which is not the fault of any one specific man, but rather of a society that has intentionally and unintentionally both dictated and reinforced gender roles,” said Director of Diversity and English teacher Mr. David Thompson. “To be clear, I am also one of those men, and it was not until after high school that I did finally begin to question what it meant for me to be a man in a society that has for generations systematically taught lessons differently to boys and girls.”

students at Bishop’s have already begun this process: “I believe that a boy’s need to conform is slowly evolving— at least in the communities I am a part of,” he said.

David Wang (‘18), likewise, believes that traditional perceptions of masculinity are somewhat questioned

by Bishop’s students. “Yes, there are male students who fit the traditional masculinity criteria at our school, but the majority who do not belong to this group are equally valued, if not valued more, by peers and faculty,” said David. “Masculinity at Bishop’s is flexible, again making the ‘masculinity’ term somewhat useless.”

Clarke Eastman-Pinto (‘18) affirms David’s perception of an indefinite masculinity, stating, “I think that one of my favorite things about Bishop’s is that classic masculinity is certainly lauded if you would like to partake in

that, yet the complete disregard of that system of judgment is also available, and so is everything in between.”

Hady Shabaz (‘18), among many other peers that David listed, is considered an exemplary male at Bishop’s for his strengths of character: “kind, confident, and a leader,” said David. “These strengths have nothing to do with men at all — a female could easily have the same passion and caliber,” said David.

To some students, masculinity does not exist in an oppressive sense; for them, Bishop’s is largely a community where boys need not be boys, but rather people. But to others, Bishop’s does not provide total shelter from societal pressures to conform to gender norms or expectations.

Even males considered role models feel gender-related pressures at times. As the aforementioned Hady said, “I definitely think that being a boy dictates some of the things I do: the way I talk, dress, and act. If you don’t act a certain way, it kind of makes you stand out in a bad way. Being a boy calls for a certain bravery and manliness, and if you are not like this people will criticize you.”

The Bishop’s definition of masculinity may be fluid— changing both over time and from person to person.

That being said, however, most all boys recognize certain constraints and expectations that come with the male gender. Sociologist Michael Kimmel (2006) contends “that the specific meanings of manhood in America change across

“I BELIEVE THAT A BOY’S NEED TO CONFORM IS SLOWLY EVOLVING— AT LEAST IN THE COMMUNITIES I AM A PART OF.” MR. DAVID THOMPSON

For Mr. Thompson, it took leaving the microcommunity of high school in order for him to define for

Issue 07 • May 2018 • The Tower

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CULTURE time, but the underlying need to prove masculinity has remained constant throughout history.”

As Clarke observed, there is often a shift in tone when interacting in groups of guys, “talking with a group of boys is a constant game of chess, playing the lines in order to win respect and approval, but in more private settings the boys of Bishop’s can be extraordinarily comforting.”

And at times, David feels out of place in his gender, “Sometimes I feel that I am too effusive about the wrong things— not video games, not sports. Other times, I think that I am too serious and that I need to be silly,” said David. “Sometimes I feel that I am too goody-goody and should be trying things that are illegal and potentially dangerous because males who do those things are those that belong in relation-

ships and ‘popular’ circles. Other times, I simply feel pressured to be in a relationship because that’s just the thing that high-school horny males do. In all of these scenarios, I feel stupid. For not living up to a standard defined by a bandwagon. For violating who I am and desiring to be like someone who I am not.”

MALE STUDENTS SPEAK: “I don't believe there is an ideal boy prototype at Bishop’s. I think masculinity is shown on campus because you don't see most guys crying if they’ve failed a test.” -Andy Semo (‘18)

“I do think there is an ‘ideal’ boy prototype at Bishop’s, characterized by someone who is able to make time for sports and the gym while also keeping his grades up.”

- Will Scheibler (‘18)

“I feel comfortable as a guy at Bishop’s. I’ve never really felt pressured to do anything or act in any way because of my gender.”

- Isaiah Dawson (‘18)

“Often masculinity is looked at as ‘toxic,’ that a man should not be given any direction, yet when a male is given no direction, he is at much greater risk of misdirection. We need to be teaching our young males to be gentlemen and instill in them proper values: one of which being masculinity. At the end of the day, it’s a man’s job to protect. I’m in no way saying a woman cannot protect herself, but once we breed a generation of betas, everyone is at a universal higher risk of danger by those few who took the wrong path from the beginning.”

- George Hagestad (‘18)

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“I wouldn’t say there’s an ideal boy prototype [at Bishop’s]. There are of course categories that students are placed in, but I don’t see gender as a big one.”

- Nathan Wu (‘19)

“I think Bishop’s is actually the one of the few places a guy has the opportunity to be both artsy, athletic, etc. without being isolated into either category.”

- Daniel Ardjimand (‘19)

“I do think that boys have to pick a certain identity and conform, for example either athletic or artistic. There are definitely two different groups of guys that are either for example football players or PDG dancers.”

- Oscar Hertz (‘19) “Not pressured [to act a certain way because of my gender], exactly. I obviously am not the most traditionally masculine guy out there, as I do performing arts (neither am I the most feminine), and sometimes I might decide to sit a certain way or make certain jokes because deep down I think doing so will make others perceive me differently from how they currently are. And yet, it is a conscious choice I'm making—not one I feel I have to do in order to fit the masculine role, but rather something I decide to do that just might carry some underlying reasons that need unpacking.”

- Evan Peng (‘18)

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“I feel like as a student at Bishop’s, my masculinity has been somewhat under attack the past few years.

For example, my sophomore year, Bishop’s hosted a speaker who was a war veteran missing four of his limbs; but a week later, we watched a film about boys and masculinity which— although maybe unintentional— kind of felt like we were devaluing what the veteran had to say.”

-Anonymous

OPINION TIME TO TALK Annie Zeigler

N

owadays, game-changing headlines greet us constantly. Yesterday’s news has a development today, rarely staying the same long enough for us to fully acclimate. In order to keep up with the ever-changing state of our country and world, we have to discuss, dissect, debate. Bishop’s classrooms should be an environment for these conversations, but at this point, they’re not.

Inhabited by thoughtful students that, for the most part, care about what’s happening around them and highly educated teachers that are versed in current events, a Bishop’s classroom is the perfect place for conversations about topics circulating the news, the community, or even our campus.

This year, only two of my teachers, Ms. Laine Remignanti, who teaches Journalism, and Dr. Regina Ballard, who teaches Feminism, take time to regularly talk about current events during class. Discussions during my English class often involve social commentary as well, as talk surrounding a novel or poem can easily drift to happenings in modern times.

Though my classroom conversations may seem sparse, the current number is an improvement from previous years, when they were even less common.

Yes, I recognize that many classes at Bishop’s demand a lot of time and review, especially ones that follow the Advanced Placement (AP) curriculum. But, even with just a weekly fifteen minute slot, discussions have the capacity to be beneficial and informative. And what’s really more important,

squeezing in that last bit of material or addressing potentially life changing events in the world around us?

AP courses definitely have their benefits, like the potential for college credit or simply challenging students to learn material on an accelerated level.

Yet, I wonder if the drawbacks of AP’s outweigh those benefits, especially if the challenge limits a more worldly perspective (and causes unhealthy stress, but we all know it does that). Would following the lead of the AP, now Honors, English courses grant Bishop’s a more conscious student body?

“I think it’s just hard with the little time teachers have in general,” said Rachel Waite (‘19). “But I do think that teachers should go out of their way to make their students feel as though their opinions are valued. Half the point of discussion is for people to feel more confident about contributing and to learn that what they have to say matters.” The less obvious benefit of in-class conversations, instilling discussion skills in both teachers and students, shouldn’t be neglected, either.

Bishop’s does look to form a communal discourse with Town Halls, and I deeply appreciate the students that help to put those meetings into action. But because of the large amount of students that attend, what was meant to be a conversation often turns into an argumentative debate, and some student voices dissipate amongst the heated back-and-forth. Students don’t walk into the classroom with intent to prove their peers wrong.

I’m not saying that we are incapable of maintaining a dialogue about current events on our own, but teachers should be encouraging students to share their beliefs and concerns, or even form them in the first place.

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Having an awareness about these issues is not only helpful for keeping an open mind, but crucial to the wellbeing of young people, especially since many of them affect younger generations directly. After the Marjory Stoneman Douglas High School tragedy, we are planted in the center of the call for greater school security and the gun control debate. And soon enough, we’ll all be heading off to college campuses where, for many, #MeToo becomes a reality.

Obviously, the majority of news topics involve politics. We’ve been taught to shy away from conversations that have the potential to turn sensitive, which dulls constructive, more natural learning. Respect is key, but you often learn more from someone who doesn’t agree with you than from someone who does.

Although the consequences of discussion-less days are rather clear, the true root of the problem is not. Making time isn’t as simple as it sounds, but neither is ridding the entire curriculum of AP courses. What Rachel advised, however, is important to recognize amidst the possible solutions. Teachers — be open to stray (even briefly) from the path. And students: don’t be afraid to vocalize your views.

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CULTURE THE PURSUIT OF HAPPINESS Isabelle Kenagy

I

magine a world where school work seems bearable, you actually get some sleep, and caffeine isn’t the primary liquid flowing through your veins. It may sound impossible to us Bishop’s students, but maybe it isn’t so far out of reach.

Psychologists generally agree that teenagers, especially ones that go to high-pressure college preparatory schools, are often stressed and anxious; According to New York Times statistics and reports, this generation is the most anxious generation we have ever seen.

And at Bishop’s it is undeniable that students are often avalanched by stress.

This stress can evolve from the sheer amount of work we have, the pressure of college admissions, the social pressures of high school, parental pressure, and the pressure of balancing these in a perfect coexistence. So what can we as a community and as individuals do about this ever-present stress? While we often discuss the issues of stress and mental health in class meetings or casual conversations, it is not often that we focus on actual measures to decrease our stress and maximize our happiness.

According to the founder of positive psychology, Martin Seligman, and the Positive Psychology Center, the burgeoning field of positive psychology takes the standpoint that individuals can optimize their mental health by focusing on the positive aspects of the human experience. This contrasts with the traditional view of psychology which often takes on a pessimistic “disease driven” mentality. Positive psychology urges people to maximize their happiness by taking steps to interrupt the negative and enhance the positive.

So, in an environment of stress challenges, what can we Bishop’s students actually do to increase our happiness?

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GUIDE YOUR THOUGHTS Thousands of misperceptions flow through our minds per day. Often the thoughts with the most impact seem to be the negative ones aimed against ourselves. Lots of these warped negative thoughts can be classified as cognitive distortions, tendencies or patterns of thinking or believing that are false or inaccurate and have the potential to cause psychological damage. Some people experience these on an extreme level and can develop a stress-based disorder such as anxiety or depression.

However, people experiencing a typical level of stress also experience cognitive distortions.

Some psychologists consider the solution to this to be cognitive behavioral therapy. Even if you aren’t struggling with a stress-based disorder, the principles of cognitive behavioral therapy can be helpful for all. This program encourages people to interrupt their negative thoughts and challenge harmful patterns of thinking. You are first supposed to acknowledge the thought and the cognitive distortion it falls under and then promptly continue to poke holes in it. Basically, you create a counterargument to your negative thoughts.

According to the American Psychological Association, “Cognitive

Issue 07 • May 2018 • The Tower

behavioral therapy (CBT) is a form of psychological treatment that has been demonstrated to be effective for a range of problems including depression, anxiety disorders… and severe mental illness. Numerous research studies suggest that CBT leads to significant improvement in functioning and quality of life.”

This solution is far simpler in theory than in practice, but the power to end negative thinking and self-hatred, as cheesy as it sounds, lies in you.

EMBRACE YOUR STRESS In 2013 health psychologist Kelly McGonigal gave a TED Talk titled, Making Stress Your Friend. Her speech examines how our culture views stress as a negative thing, when in fact embracing stress can help people physically and mentally.

McGonigal cites several studies where researchers found that people were more likely to die prematurely if they experienced high amounts of stress and viewed it as a negative thing.

Conversely, people were less likely to die prematurely if they experienced

CULTURE high levels of stress but thought of that stress as an asset.

In fact, researchers discovered that the blood vessels that typically constrict when you’re stressed actually open up and allow more blood circulation when you start embracing stress.

This accounts for the increased productivity found in people who embrace their stress.

If we can learn to see the typical signs of stress —sweating, heart pounding, quick breathing— as positive responses, we can begin to use stress to our advantage and prevent chronic, debilitating stress.

HELP OTHERS In McGonigal’s TED Talk, she also discusses the release of a hormone called oxytocin, or the cuddle hormone as it is released when you hug someone.

Oxytocin is actually a stress hormone, and high levels are released when you embrace your stress. The hormone combats negative stress responses and acts as “a built in stress resistance.”

Oxytocin also makes us crave social interactions and encourages us to

talk to people about how we’re feeling.

It supplies us with compassion as well.

Another study showed that people who helped others when they were stressed were less likely to die prematurely. McGonigal explained that this is because helping others and being compassionate amplifies that oxytocin release and makes us happier and less stressed.

THE SMALL THINGS Besides these lofty psychological strategies we can use to decrease stress and maximize happiness, there are small daily activities that can be used to keep stress at bay.

I know as well as anybody else that procrastination is almost impossible to avoid. But, by finding a strategy that works personally, students can keep procrastination under control.

Some students at Bishop’s have recommend setting a timed schedule for yourself with slots for breaks. Other students suggest hiding away all electronics and distraction.

It is also important to remember to take time for yourself and exercise regularly. As Ms. Broderick describes, “positive thinking is really powerful and so is putting aside a little part of your day to do things you enjoy.

It doesn’t matter what you have going on in your life. You should always set aside a small chunk of time to do something that makes you happy.” Nikki Keramati (‘19) suggests, “even listening to a little bit of music can help me destress a lot.”

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EDUCATIONAL SOLUTIONS It is challenging for Bishop’s to create an agenda geared towards aiding student stress. As Director of Counseling Ms. Broderick commented, “I think it is difficult to put a program in place.

Most of the action just has to come through changing our culture. Adults at Bishop’s and in the world struggle with prioritizing their happiness as well. It is definitely something that we as individuals need to focus on more.” So far Bishop’s has made efforts to address mental health by inviting speakers like Mr. Dan Broderick, making Ms. Broderick extremely accessible, and introducing a new, healthier schedule.

In educational institutions nationwide, there has been a popularizing discussion of student health. According to the New York Times, Yale took progressive steps the school year to increase student happiness on campus. In the fall of 2017, professor Laurie Santos crafted a course called “Psychology and The Good Life,” which focused on the psychology of happiness and provided students with tools for their own happiness. The course is Yale’s most popular class to date. It filled immediately— with 1182 students and a waiting list. That is nearly a fourth of Yale’s undergraduate population and the large number of requests required Yale to split the class over multiple lecture halls, many viewing the professor through a live stream.

The class will only be offered once, and though it has not been offered long enough for the University to notice any change in student happiness, the sheer numbers of interested students shows that, as Ms. Broderick said, happiness needs to move up on our list of priorities.

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OPINION MIXED MESSAGES Sara Michael

S

trangers often ask me where I’m from, and when I respond San Diego, they seem puzzled, as though that’s not the answer they’re really looking for. They really seem to be asking, “You look white, but not completely white, so what are you?”

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Issue 07 • May 2018 • The Tower

OPINION

W

hile I don’t find these comments offensive, they do force me to reflect on the ways I self- identify.

Growing up as half-Chinese and half-caucasian, self-identification is something that I deal with everyday because my ethnic dichotomy is often not clearly defined. The term I usually define myself as is “mixed” because I find that it is the quickest and most authentic response to someone’s question about my ethnic background.

I recently read an article written for National Public Radio titled “All Mixed Up: What Do We Call People of Multiple Backgrounds?” in which the author, Leah Donnella, focuses on the word “mixed,” and whether or not she, as a biracial woman, should choose to identify as such.

She explains that the word “mixed” can have a controversial connotation. As she says, “To many, ‘mixed’ invited associations like ‘mixed up,’ ‘mixed company’ and ‘mixed signals,’ all of which reinforced existing stereotypes of ‘mixed’ people as confused, untrustworthy, or defective. It also had ties to animal breeding — ‘mixed’ dogs and horses were the foil to pure-breeds and thoroughbreds.”

Sarah Mischel (‘19) also agrees that the term “mixed” can have negative implications. She said, “I think ‘mixed’ is not necessarily the best term to describe biracial people because the word itself has many connotations, but I don’t take offense to it. I do feel like I am a mix of several different backgrounds.”

I don’t personally experience the social implications of the term “mixed”. To me, the word is analogous to being able to select more than one ethnicity-indicating box on the PSAT. It reveals the complexity of being biracial and makes a statement that nobody is just “this or that.”

Mr. David Thompson, Director of Diversity at Bishop’s, had a very similar opinion to Ms. Donella. He said,

“When we think of people who are biracial and multiracial, we use words like ‘mixed,’ which are used to describe a labradoodle. I begin to question the social connotations behind the way we describe one another.”

I think it’s important to be mindful of the words we use to describe race in general. But in my experience, the language we use to self-identify is fluid and really depends on context.

For example, my response to the question of “where I’m from” varies depending on whether the question is coming from a new friend, a doctor, or the PSAT census.

The way our loved ones describe us also shapes the way we self-identify.

English teacher Ms. Elly Smith, who is half-Japanese and half- caucasian, explained that her upbringing really influenced the way she thinks about her biraciality. She said, “When my dad referred to me when I was a child, he’d call me Heinz 57, or Eurasian, or a mutt, or mixed. I see that the word ‘mixed’ can have negative connotations, but I don’t have animosity towards the term. I prefer ‘hapa,’ but I don’t really have a problem with the word ‘mixed.’”

I realize that there is no one right way to describe one’s race because the way we describe ourselves will fluctuate from situation to situation. Even though “mixed” might feel like the right description for one person, it doesn’t mean that it’s right for others, and that goes for any racial descriptor. At the end of the day, even if we are the same race, we all have different experiences and opinions.

“WHEN MY DAD REFERRED TO ME WHEN I WAS A CHILD, HE’D CALL ME HEINZ 57, OR EURASIAN, OR A MUTT, OR MIXED.” - MS. ELLY SMIITH

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the Bell Nestled inside the Bishop Johnson Tower is a bell. Though tucked away from view and hardly ever rung, everyone knows it is there. The bell has become a prize to find — students have attempted to reach the top of the tower for decades.

The Tower has its very own bell; though not mysterious and more easily accessible, it aims to stir the same excitement as the physical bell. Home to lighter news and satire alike—such as Top Ten, Bachelor/Bachelorette, and Who Wore it Better—the Bell intends to serve as a relief from the depth of the magazine and bring joy to the Bishop’s community.

l

May Playlist

Q4 SLAPS

“I Wanna Know (feat. Bea Miller)” - NOTD “OTW” - Khalid, 6LACK, Ty Dolla $ign “Ride Slow” - Russ

Q4 SLAPS

“Bad Company” - A$AP Rocky, Blocboy JB “ATM” - J. Cole

“No Pain (feat. Khalid, Charlie Wilson & Charlotte Day Wilson)” DJDS

Q4 SLAPS

“can’t do it like me (prod. wocho)” - $.I.R. “Try Me” - The Weeknd “WuWu” - Thutmose

“Waterfall (feat. Panama)” - PETIT BISCUIT “Levels” - Avicii “Rewind” - Wingtip, Sophie Strauss

Q4 SLAPS

“Nevermind” - Dennis Lloyd

Color Blind (feat. Lil Xan) - Diplo

Spoil My Night (feat. Swae Lee) - Post Malone

FROM YOUR DJ-SPORTS-EDITOR, CDOUG.

SENIOR MINDS

EMBARRASSING STORIES David Brewer

At the Bishop’s School, momentary lapses in judgment or composure are considered especially heinous. This year’s senior class has had their fair share of these moments. These are their stories. DUN-DUN.

HARRY HIXSON

“In seventh grade, I was walking past the Senior Rec Room with some people and they were talking about how flexible they were. A few of them had kicked their leg up as high as they could, so I thought to myself, ‘Oh, I should try.’

So, I go and I kick one leg up in the air to see how high I can get it. I was not flexible enough, so my leg stopped, but its momentum carried the rest of my body out from under me.

I landed straight on my back on the sidewalk by the Senior Bench. Once the people on the lawn saw that I was okay, they all started laughing hysterically. It is the most personally ashamed I have ever been. To top it off, I had to walk/limp all the way from the Rec Room to where the buses park with everybody staring at me.”

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ADAM CARTER

“It was freshman year and we had just finished basketball practice. Nick Van Huizum’s mom was giving a few of us rides home. I felt kind of sick, but not too bad. Then, all of a sudden, I barfed all over the car. It was pretty nasty.

Some of it got on Ethan Li. Nick was pretty much crying.

They called me ‘Spewy Carter’ for the rest of the season.”

LAYNE FALTINSKY

“One time, I was in Spanish class and went up to the board to write answers to the homework. Then, in front of the entire class, Wyatt Chase pointed out that I had ‘chocolate or something’ on the back of my skirt. I ran out of the class because I thought that I had actually just had my first period.”

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ISAAC RESCA

“One time a couple years ago I was in the downstairs Cummins bathroom and I had to pee super badly. I had just finished a math final and I was super stressed because I felt like I was going to pee myself. So I just forced my pants down (like all the way down, so that my derrière was showing). Anyways, as I relieve myself at the urinal, [an adult on campus] comes in and sees me with my pants and boxers around my ankles. Luckily, he didn’t make fun of me (unlike those kids in elementary school). That was really mature of him.”

MATT SECONDINE

“I was in middle school and went to PE early to change into my swimsuit (for the swim unit). Since I was a weird kid, my swimsuit was actually a speedo. After I had already changed, Coach Fales told us not to change because it was Picture Day and we had to go get our pictures taken. I quickly just put on my dress shirt and tie, but left the speedo on. I went to the Terrace and got my picture taken. So, somewhere out there is a picture of me in dress uniform, but what you can’t see is that I’m actually wearing a speedo.”

Issue 07 • May 2018 • The Tower

ELLE SCHNEIDER

“Early on freshman year, before I knew where everything was and all the Bishop’s lingo, a bunch of people had said to me, ‘We’re going to meet by Cuvier after school and walk to Brick & Bell if you want to come.’ I had no idea where that was but I didn’t say anything because I was too embarrassed.

I remembered my older brother had parked on the other Cuvier before (the one that is by Ooh La La). So, I went there instead and was so confused. I thought they ditched me or something.

SUPER awkward.”

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Top Ten

BISHOP’S PARENT TYPES

1.

The College Library Donors: Worried about college applications?

Never fear, a donor is here!

6.

The Board Members: Does anyone know what they actually do?

2.

The Country Club Dad: Nothing gets between him and his golf.

7.

The Ones Who are Never Home: Party next Saturday?

3.

The Healthy Ones: How much kale is too much kale?

8.

The Grade Grubbers: Five AP’s won’t satisfy them.

Lots of teacher one-on-ones.

4.

The Sports Game Screamers: They’re willing to start a fight with the ref.

9.

The Champion Bakers: They always have a fresh batch of cookies sitting on their counters. Adopt me?

5.

The Ones Who Can’t Stop Smiling: Is it genuine? Is it Botox?

10.

The Lululemon Addict: How many yoga classes does she take per day? 1? 20? We may never know.

The Tower

photo credits • (Colophon) Page 2, Photo Courtesy of Jen Heisel • (TOC) Page 4-5, Photo Courtesy of Beth Garon • (Stemming Forward) Page 5-6 , PC: Maya Minagawa (‘20) • (PDG) Page 8-9 , Photo Courtesy of Beth Garon • (Danielle Straus) Page 10-11, PC: Danielle Straus (‘18) • (Sports Spread) Page 12 -13, 1. PC: bishops.com 2. Photo Courtesy of Jennifer Melaragno • (Students’ Rights) Page 14, Photo Courtesy of Jen Heisel • (Spirit Week) Page 16, PC: Collin Douglas (‘18) • (Boys Will Be...) Page 18-19, 1. PC: Emma Oliver (‘18) • (On the Bright Side) Page 20-21, PC Sara Michael (‘19) • (The Bell) Page 28-29, PC: David Brewer (‘18) Front & Back cover thanks to Sara Michael (‘19)

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