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Contents NEWS
Select books–namely those that focus on LGBTQIA+ and racial issues, such as “The Confessions of Nat Turner”–are facing banning threats nationwide.
OPINIONS
Lilly Weisz ’23 shares her personal experience with midterms at Staples High School and the reasons why they need to end.
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09
FEATURES
16
ARTS
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Connections classes have been participating in the Holiday Bear Project, run by math teacher Stacey Delmhorst. They collect and wrap gifts for dontation.
Rachel Greenberg ’22 recommends her favorite Christmas movies, despite not celebrating the holiday.
SPORTS
Chloe Hackett ’23 talks about gearing up for the girls hockey season as a junior captain on a co-op team.
Front and back cover design by Aidan Rogers ’22 & Aedan Kiniry ’22 Cover photos by Jake Fitzpatrick ’22 & Ella Shi ’23
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Volume 89, Issue 4, December
Inklings Staff Editors-In-Chief
Natalie Bandura, Katie Simons
Creative Director Aidan Rogers
Social Media Director Lea Rivel
Broadcast Directors Ella Alpert, Lyah Muktavaram
Paper Managing Editors
Photography Director
Web Managing Editors
Asst. Business Managers
Lily Caplan, Betti Kobak Giselle Oldani, Anastasia Thumser
Associate Managing Editors Samantha Felner, Karina Murray
Business Directors Brooke Dembin, Margot Stack, Theresa Vandis
Asst. Creative Directors Rachel Greenberg, Madeline Michalowski, Lilly Weisz
Public Relations Director Chloe Murray
Outreach Manager Shira Zeiberg
Camille Vynerib
Meg Enquist, Allison Gillman, Mia Kirkorsky, Lucy Zuckerman
Breaking News Editor Tierney Kugel
News Editors
Features Editors
Mishael Gill & Emily Goldstein, Lily Klau & Ella Shi
Arts Editors
Anna Diorio & Abbie Goldstein, Maria Krug & Elle Vail
Sports Editors
Gabi Gerig & Kiswa Khan, Phoebe Miller & Tori Wilson
Web News Editors
Toby Goldfarb, Abby Nevin
Web Opinions Editors Hannah Conn, Margot Richlin
Web Features Editors
Finnegan Courtney & Maya Hruskar, Lucy Dockter & Julia Herlyn
Alix Glickman, Karlie Saed
Mimi Casey & Jared Leonard, Valerie Dreyfuss & Charley Guthartz
Julia Leitner, Sarah Marron
Opinions Editors
Web Arts Editors Audrey Kercher, Hannah Ratcliffe
Web Sports Editors
Web Photostory Editors
Amanda Rowan, Ella Stoler
Advisors
Joeseph DelGobbo, Mary Elizabeth Fulco
More About Us
Inklings News is uncensored, unedited by administration and does not allow for prior review.
Opinions
The Editorial Board determines editorial opinions that are authored by the Editors-in-Chief. Inklings News serves as an open forum for the public and welcomes letters to the editor and other submissions. Send signed letters to inklingsnews@ westportps.org. Submissions will not be edited prior to publication.
Advertisements
Inklings News reserves the right to not publish advertisements that promote products that could be harmful to student health.
Membership
Inklings News is a member of the Columbia Scholastic Press Association and the National Scholastic Press Association and supports the Student Press Law Center. ................................................................
The decisions of Inklings News and Westport Public Schools are made without regard to race, color, age, sex,religion, national origin, sexual orientation, marital status, disability or any other discriminating basis prohibited by local, state or federal law.
EDITORIAL Join the Discussion.
Have an opinion that 3| you want to share? Write to Inklings at Inklingsnews@westportps.org
Staples offers more resources than you know. Feel free to use them.
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Photo by Lily Caplan ’22
them through email or stopping can point you in the correct direcby Rotante’s office in room 331 tion if another school-employed during the school day. Rotante professional, such as a school psyis employed by the town rather chologist, would be better suited than Staples, and her goal is to to help you. We recognize that a be an easily accessible resource greater awareness and usage of for students to vent to, get ad- mental health resources is not the vice from and talk to about their only necessary solution towards struggles. Paruta specializes in curbing the threats of school viworking with students struggling olence. Other precautions geared with subtowards student stance abuse safety in the event or issues of an actual emerrelated to gency, such as substances. not only learning T h a t about lockdown being said, procedures but guidance is practicing lockthe starting down drills more place for frequently, are most school equally necessary. supports. UltimateMelissa Rotante Guidance ly, however, we Teen Talk Counselor counselors are fortunate are not just meant to assist with enough to attend a school that scheduling issues, academic sup- has so many resources to support or post-high-school plan- port us. It is up to us to take ning, but can also be contacted advantage of this support, and with any social or emotional reaching out is the first step. needs. If guidance counselors are unable to provide you with the The Editorial Board voted personal support you need, they unanimously in favor of this opinion. Photo from Sound-lacrosse.com
iven the news of the ty of the Editorial Board was not recent shooting in aware that Staples offers these Michigan and the resources to students. Almost no threats of violence occurring in one knew that Staples employs Norwalk, Greenwich, Trumbull school psychologists, and not one and Waterbury, it makes sense knew what the specific job of the for students to second guess outreach counselor or the drug the safety precautions taken by and alcohol counselor entails. We realized that the real issue their individual schools. However, Staples has thorough plans is not with what resources the in place for these situations, as school offers, but with the lack of student awarewell as suffiness around cient general accessing those resources that resources. By are accessible advertising to any students these mental struggling with health supports mental health. more extenStaples has sively, more 11 school counstudents would selors, four psyfeel inclined chologists, three to take advansocial workers, Carlee Paruta tage of them. an outreach Drug and Alcohol Counselor Some recounselor through the Kids in Crisis orga- sources that a student can apnization and a part-time licensed proach independently from their drug and alcohol counselor. guidance counselor are Teen With so much preventative Talk Counselor Melissa Rotante support in place, you’d think and Drug and Alcohol CounStaples students would know selor Carolee Paruta. Students about it. However, the majori- can get in touch with either of
Inklinations
What do you know about the mental health resources Staples offers?
Vasco Peixoto ’24 "I don't feel that I was ever made aware or was clear on what mental health resources are offered.”
Bea Hobbs ’23 "People should definitely be aware of our resources, but I only know we can talk to our guidance counselors.”
Samantha Lavuere ’23 “I don't know anything about how Staples deals with mental illness, and I think I should know about how Staples deals with it.”
NEWS
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Age 5 to 11 vaccine approval brings hope for authentic school experience Sports Editor
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he elementary schools of the Westport Public Schools district have seen little-to-no change in COVID-19 procedures, despite the approval of the vaccine for children ages 5-11 by the U.S. Food and Drug Administration as of Oct. 29. While Staples has relaxed mask restrictions for teachers
Photo by Kiswa Khan ’23 REGULATIONS AT KINGS HIGHWAY Ayza Khan ’34 stands in front of Kings Highway Elementary where all students are required to wear masks at all times.
and social distancing regulations among students (for example, students may eat lunch without abiding by seating restrictions) all teachers at the elementary schools must wear their masks and the students must be 3 feet apart at all times. COVID-19 regulations have changed the authentic elementary experience for students. Continual mask wearing of the teachers and the separated desks have caused issues for students who are learning phonetics, according to Coleytown Elementary School (CES) psychologist Dr. Kimberly Kassay. This has prompted teachers to devise creative solutions to address these problems. “Teachers have been really good about trying to find ways to [relay emotions or show expression] by spending more time outside [or by creating] video lessons for the kids, especially for practicing phonics or the sounds,”
Local Briefs
Jan. 1
Dec. 29
Kassay said. same grade that attend different The pandemic has also af- schools meet with the same tutor. fected students’ collaborative Teachers are hopeful that skills, as expressed by CES fifth increased vaccinations among grade teacher Rosemary Metke. students will reduce the quaran“The tine time rooms for exposed here are students not very without large [...] increasing keeping the infec[3 feet tion rate. of] space “It will between be helpful the kids if we don’t m a k e s have the -Dr. Kimberly Kassay the room extended CES psychologist feel very quarancrowdtines anyed,” Metke said. “It’s not the more because [...] the tutoring is best arrangement for collab- just about enough to keep them orative work, but we need to going so they don’t fall back, be spread out for our safety.” but obviously, being in school At elementary schools, stu- is much better,” Kassay said. dents must be quarantined for Although there haveight days if they are in close en’t been many changes in contact with a person who has COVID-19 safety precautions tested positive for COVID-19. at the schools, teachers have Since the start of the school found that there is a heightyear, 48 students at CES have ened sense of awareness about been quarantined, according to the vaccine among students. CES principal Janna Sirowich. “They know this is a realQuarantined students receive ly big deal and that it’s really one to two hours of virtual in- helpful for themselves and for struction from a tutor hired for other people,” Dr. Kassay said. the purpose of teaching students “It’s been really nice to see kids online, according to Sirowich. so proud that they are taking There is a tutor for each respective this action, that isn’t particugrade level, but students in the larly pleasant, to help others.”
“It’s been really nice to see kids so proud that they are taking this action, that isn’t particularly pleasant, to help others.”
,-"&.'/00/12&)** Staff Writer
Staples’ winter sports games
Holiday Cheer at SoNo Collection
Observatory Star Party The town of Westport is holding a free Star Party at the Westport Observatory. Masks are mandatory in the tower but are optional outside. Enjoy some stargazing with friends and family on Dec. 29 from 8-10 p.m.
Dr.
On Jan. 1 from 11 a.m.-7 p.m. the SoNo Collection will be hosting a Holiday Cheer event. There will be a DJ playing music, ornament making, cookie decorating and attendees can interact with Santa, as well.
Jan. 4
!"#$%&!'%(&)*+
Winter sports are now in full swing. Girls’ basketball has a home game on Jan. 4 against Darien at 7 p.m. in the Staples gym, followed by the boys’ basketball game on Jan. 8 at home against Ridgefield at 7 p.m.
NEWS| 5
Connecticut leaders dispute over affordable housing law reform
ning and Zoning Commission, “It is a virtual mathematical Furthermore, Dobin also said, “and [...] a developer could impossibility for most towns to believes that 8-30g can prevent Sports Editor build a huge building there with ever achieve 10% of their housing the creation of multi-fami187 units, let’s say, and the town stock as affordable,” Harrison ly homes, in contrast to sinwouldn’t be able to stop it.” said. “Even so, this ratio is often gle-person studio apartments or a year, town and state In response to Harrison’s cited at zoning hearings and in or other living facilities. leaders have demanded claims, David Waldman, pres- court appeals and judges’ deci“We’re really focused on reform of Connecticut’s ident of David Adam Realty, sions as evidence that the town is creating an affordable com8-30g affordable housing law. a brokerage development and not doing much to add affordable munity designed for families The law, passed in 1989 in management company in West- housing to its housing stock.” because most of what comes the 8-30g section of Connecticut port that develops commerState Senator Will Haskell, out of 8-30g [is] studios and General Statutes, guarantees that cial and residential properties, who represents Connecticut’s one-bedroooms,” Dobin said. developers may build affordable agreed, but said that there is an- 26th District (which includes “I think that the law hopefully housing in any area regardless of other side to the story. Westport), said that collabora- will be refined because it hasn’t town zoning restrictions—un“While [...] they are predato- tion between the state and local been successful in creating opless there are ry developers, government can help create the portunities for [low income] significant they’re still best solutions in regard to af- families in affluent commuhealth or d e v e l o p e r s fordable housing in Westport. nities, and that was kind of safety conthat are given “There’s no easy or short an- what it was designed to do.” cerns—if a the opportu- swer when it comes to affordable town does nity because housing. I think we need more of not have 10% of the state it, here in Westport and across of its housl e g i s l a t i v e the state,” Haskell said. “I ing deemed rule,” Wald- also believe that local Planaffordable. man said. ning and Zoning CommisAlexis “So yes, they sions are best equipped Harrison, are taking to make decisions the Fairadvantage of about specific de-Alexis Harrison field Town that, but the velopments in Fairfield Town Planning & Zoning Planning state put it their towns.” & Zoning out there for Commissioner, expressed her someone to take advantage of.” (minimum wage in CT) dissatisfaction with the law. In addition, both Dobin and “Certainly, increasing af- Harrison object to the 8-30g fordable housing is a laudable statute that forces towns and a necessary goal,” Harrison to achieve the requiresaid, “but the statute has been ment of 10% of their (minimum wage required to afford hijacked by predatory devel- housing stock meeting 2-bedroom apartment in CT) opers and investors who have the requirements to been able to game the local zon- qualify as “afing ordinances by using 8-30g f o r d a b l e . ” to supersede zoning laws, reap profits and collect tax incenScan the QR of renter households spend more than tives from developments that code below to ordinarily couldn’t be built.” half of their income on housing view an extended Harrison’s concerns arise version of this article. costs and utilities in CT from the possibility of large buildings being awkwardly forced into smaller-knit neighborhoods, or areas of the town that are not able Data from the Affordable Housing Alliance and to handle such a large project. “We have certain areas of our the National Low Income Housing Coalition town [...] where the intersections are horrific,” Danielle Dobin, Graphic by Madeline Michalowski ’22 Chairman of Westport’s Plan-
3'/454&6"--40&)*+
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“It is a virtual mathematical impossibility for most towns to ever achieve 10% of their housing stock as affordable.”
$13 per hour
$25.40 per hour 64%
6 | NEWS
Substitute teacher shortage causes rise in class cancellations 6%7%&809#2%0&)*+ News Editor
n 2021, 77% of U.S. principals and district leaders struggled to hire enough substitute teachers, according to EdWeek. This shortage of substitute teachers has also affected Staples resulting in a rise of both class cancellations and use of classroom teachers as replacement subs. “We’re down to hardly any daily subs anymore,” Staples Secretary to the Assistant Principal’s office Maryann Garcia, who coordinates substitute teachers, said. Mallika Subramanian ’23 recounted her experience being left without a substitute this year. “We were all wondering if our teacher was here because no one had told us anything [...] and eventually we were like, ‘Maybe we should just go now,’ because this had happened to us before,” she said. Subramanian has been left without a teacher, a sub or an explanation three times
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in the current school year en’t required to have a teachalone. In previous years, this ing license and receive less pay had never happened before. than building subs who are as“It’s a rare, happening oc- signed to one specific school. currence that we cancel classes,” According to Thomas, this Principal Stafford W. Thomas problem may in part be a result Jr. said, “but this year we’ve had of the nature of the job. While to do building it more substit h a n tutes are in past exposed years.” to only T o one popaddress ulation this issue, of stuGoverdents, nor Ned d a i l y Lamont substi-Principal Stafford W. Thomas Jr. signed tutes can an exbe executive order allowing short- posed to a variety of age groups term hiring of substitute and differing vaccination statuses teachers who haven’t yet re- at each school. In particular, eleceived their bachelors degree. mentary and middle schools pose According to Thomas, this a higher risk to daily substitutes shortage is mainly due to a due to lower vaccination rates lack of daily substitutes. Daily and closer contact with students. substitutes report to different “For adults who are thinkschools in the district every day ing about subbing, in high depending on where there are school, we’re at a better place shortages. Daily substitutes ar- [in terms of COVID-related
“It’s a rare, happening occurrence that we cancel classes, but this year we’ve had to do it more than in past years.”
risks],” Thomas said. “[But for] middle or elementary [schools], the vaccines [are] coming to them much later or not at all.” According to current Staples building substitute and former daily substitute Dan Ungureanu, simple preference may also play a part in this problem. He says that many daily subs choose to go to high schools rather than middle or elementary schools due students’ behavior. “You have to adjust a lot of how you take over a class, get attention and how you talk to the students,” Ungureanu said. “I think high school is probably, to some extent, the easiest, since most students know exactly what they’re supposed to be doing.” Ultimately, Thomas hopes that as the pandemic subsides, more daily substitutes will return to work and staffing issues will be amended. “If the [mask] mandate drops on [Feb.] 15,” Thomas said, “and if there’s not another spike of a variant, I think we’ll get people back subbing.”
- Madeleine O’Neill ’24
“It was a bit ‘Lord-of-the-Flies’-like. [...] We were supposed to have a big assignment—an in-class essay— on that day, but we just didn’t know what to do.” - Oscar Scher ’23
Photo contributed by Chloe Nevas ’22
“There have been at least three times when no teacher was there to cover my PE class. When this happened, most kids went to the cafeteria or library.”
Photo by Cami Vynerib ’22
Photo contributed by Madeleine O’Neill ’24
Have you had a class canceled due to a lack of subs? What did you do?
“No [but] I definitely have noticed a shortage of subs in the building. Most times when my teacher is out, our sub is just another teacher.” - Chloe Nevas ’22
NEWS| 7
Books written about/by LGBTQIA+, BIPOC persons disproportionately challenged :'-/4&6900%7&)**
Public Relations Director
;7%(&8/(<&)*+ Staff Writer
he American Library Association (ALA), on Nov. 30, documented 155 unique incidents of efforts to remove or ban books that focus on LGBTQIA+ issues and books by Black authors or that document the experience of Black or other BIPOC individuals. Library Assistant and Westport parent Trammi Nguyen confirms that censoring this demographic is typical. “The most vulnerable populations—the books that they’re writing or centering [around] those types of characters—are the ones that are being challenged the most,” Nguyen said. Staples staff and administration have addressed this issue in the past. A poster in the cafeteria hallway informed students about statistics regarding challenged books, including the most common reasons for challenges. Amid
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are familiar to you and worlds 57 Bus” deals with a trans youth that are unfamiliar to you, and I being physically assaulted by a think both are really important.” Black young man and it details This logic resonates with the experiences of those two charthe Staples librarians, who fight acters. “To Kill a Mockingbird” against cenand “The sorship. House on “ W e M a n g o believe in Street” are personbooks that al choice deal with of what topics of someone racism in chooses to America read,” Staand the imples librarmigrant exian Nicole perience— Mueller including said. “And racism, right now, sexism and there are sexuality— no book -Holly Sulzycki respectively. Coordinator of English/ Both books bans and Language Arts are includno plans [for books] ed in the to be banned.” Westport schools’ curriculum. According to Westport Coordinator of NPR, a Republican Texas state English/Language Arts Hollegislator requested that schools ly Sulzycki explains why they investigate 850 titles to evalu- are read in the classroom. ate how and if they should be “The texts that draw the most read in schools. Approximate- controversy nationally tend to be ly 65% of these books include those that present characters or LGBTQIA+ topics, 15% regard situations that are actually very sexual education real and true to the identity of and 8% discuss the authors or communities they Photo by Ella Shi ’23 race and racism. represent,” she said. “We have a Several such responsibility to provide opporbooks are in- tunities for all students to see cluded in the themselves or their communities curriculum of represented in the texts we put in Westport public front of them, and to integrate schools. “The those texts in a variety of ways.”
the list, “LGBTQIA+” stood out as the most common reason, with “anti-police,” “religious viewpoint” and “anti-racism” being the next most common. In recent years, there has been a surge of challenging books nation-wide. The root of the uptick is not completely clear, but ALA employee Miranda Suarez offers her observation. “Since the murder of George Floyd, [the ALA] has seen an uptick in challenges to books about race, racial justice, police violence, and even just the lived experienes of Black people,” Suarez told NPR. “What books tend to get challenged really depends on the current cultural moment.” As a response to this, a number of voices have risen up, both in support and opposition to the removal of books that deal with sensitive topics. However, here in Westport, most people disapprove of censorship and book bans. “I think that the purpose of literature is to step into someone else’s shoes and walk around for a little while,” English teacher Mary-Katherine Hocking said. “It opens you up to worlds that
“We have a responsibility to provide opportunities for all students to see themselves or their communities represented in the texts we put in front of them.”
BOOK BANNING In the U.S., over 155 books featuring LGBTQIA+ and racial topics have been subject to removal and banning requests. No books are in danger of being banned in Westport.
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OPINIONS
A minority of many: the inadequacy of the term “Asian” !""#$%&'(&'$)*+ Arts Editor
“
Please check all that apply.” On an identification form, there’s a section where you’re asked to choose which race or ethnic group you identify with, yet I often find it hard to answer with confidence. How could I reduce my identity to just one checkbox? I don’t fit anywhere within the list of options and choosing “other” just feels offensive. “Asian/Pacific Islander,” a term created to easily categorize the various cultures that exist within a diverse region, is the only option left. “Asian” contends to encompass and speak for over 4.6 billion people. It assumes that Asia is a monolithic region when it’s one of the most ethnically diverse regions in the world. No Asians exist in Asia, but rather, people with national
identities, such as Chinese, Pakistani, Cambodian and Korean. “Asian” is a western term, conceived by the Ancient Greeks, despite there being no pre-modern equivalent applied within Asia. It’s an invention, not a natural identity. When we use “Asian,” more often in a social or political context than a geographic one, we are effectively marginalizing this immense population. There are 48 countries within Asia, with multiple disparities existing among and within them. Religious, cultural, ideological and class discrepancies all exist domestically as well as continentally. When policymakers group all “Asian Americans” together, it prevents individual groups from receiving the help that they need. Grouping these countries together under an inadequate label erodes our understanding of cultural diversity. The term “Asian American” was created in the 1960s as an activism tool for affinity groups. Instead, this term quickly became a sweeping
Graphics by Valerie Dreyfuss ’22 & Rachel Greenberg ’22 Photo by Betti Kobak ’22
label that misrepresented and underrepresented individual ethnicities. Therefore, the preservation and value of diversity in the Staples community is at risk. Though a predominantly white school, Staples is composed of many students of various backgrounds. I only associate with one of the 48 countries in Asia. Yet every time the word “Asian” is applied, I’m mixed in with Bahrain and Sri Lanka, not demographically, but by the stereotypes, prejudices, stigmas and fears that are tied to certain appearances. I say I’m Asian American because that’s what has been normalized and what I've grown up labeling myself as. But when I actually stop to think about where I come from, I think of China and the city I was born in. By saying “Asian,” it diminishes my identity and my intrinsic value so much when squeezed into a much broader, multifaceted demographic. To change the social practices with racial labels in America, we
first need to change how we recognize people through data. Government demographic data fails to recognize issues specific to individual ethnic groups in America, even though widespread differences exist. The upward mobility attained by one group dilutes the problems of another. Data disaggregation—the division of broader categories into more specific, smaller groups— will help identify the pressing issues faced by individual groups. Implementing this will allow federal and state governments to better accommodate certain communities and promote a greater value of the cultures that exist in the United States. “Asian” is indeed a problematic term. But understand that the issue isn’t simply the word “Asian,” but our constant employment of sweeping labels that squash the vibrant diversity within our country. I, Anna Diorio, am a Chinese-American immigrant, born in Southern China and raised in Westport, Connecticut. It’s nice to meet you.
OPINIONS| 9
Staples midterms unnecessarily stress out students !"##$%&'"()%*+,
Assistant Creative Director
A
s a freshman, the idea of midterm tests gripped me with dizzying anxiety. I could feel the clock ticking away for 120 minutes as students anxiously shivered, all with 10% of my final grade hanging precariously in the balance. Sure, I was only a freshman, and everything turned out fine in the end. However, I can’t minimize the palpable relief I felt when finals were canceled for the 2020-21 school year because of
midterms do not fulfill the criteria set out by WPS. Actually, they make it all the more difficult for students to perform well in school at all. How can we reach our full potential if instead of learning Staples students are stagnating, revisiting the same content we already proved we learned over the past two quarters? T h e Harvard Graduate School of Education measured that the higher the stakes a test has, the more cortisol, a stress hormone, students produce. According to the study, the more cortisol produced, the worse students do on a test, even if they previously performed well in the past on lower
Midterms do not fulfill the criteria set out by WPS. Actually, they make it all the more difficult for students to perform well in school at all.
COVID-19. This relief allowed me to concentrate more on my classes, especially in the second and fourth quarters because I could actually spend more time learning. In a typical year, attempts to introduce new material in the weeks after December break is essentially essentially mootw—when moo—when midterms are fast approaching, school becomes a blur of stressing, reviewing and studying. Westport Public Schools states that the purpose of assessments is to measure progress “to ensure that each child reaches his or her potential.” But
Photo dramatization by Charley Guthartz ’22
Graphic by Rachel Greenberg ’22 & Maya Hruskar ’23
-stakes assessments. One could argue that these high stakes tests merely reward the students who don’t stress and produce a lot of cortisol. We got rid of midterms last year, and did the world stop spinning? No. Did Staples students miserably fail their classes? No.
The school has set the precedent that midterms can be canceled. It’s up to Staples: does the administration want us to reach our “potential” or not?
Scan this QR code to view the midterm schedule.
OPINIONS| 10
A call for conversations: why Staples must bring back flex time !"#$%&'$()*+&,-Editor-in-Chief
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n my four years at Staples, I have met with nearly every single one of my teachers outside of class. Whether it be reviewing homework problems or revising my essay, I have found that I work best when I’m able to have individual conferences with my teachers, away from a loud, chaotic class. Due to the fully remote option last year, Staples administration created flex time: a 30 minute block from 2:15-2:45 where s t u dents could meet with teachers for additional support. However, when we returned to a regular schedule this year, flex time was removed. Staples must bring back flex time for
an extended, uninterrupted time for students and teachers to meet to help students adjust from last year’s abnormal school year. Coming into my English class this year, I figured meeting with my teacher would be just like my English class last year. During the meetings, I would share my essays with my teacher and we would go through specific sections of my writing I was unsure of. We w o u l d discuss content, talk about argument structure and identify different evidence to pull in. What I hadn’t considered was that since my teacher had less time to meet with students, our conferences would be less thorough. While the difference between a 15 minute and a 30 minute meeting may seem minuscule, my conversations with teachers reached a deeper depth in the past when I knew time wasn’t limited.Now, I feel like I only have enough time to ask specific,
preplanned questions. The overarching pressure that coincides with knowing a teacher only has 15 minutes to speak with you stifles the conversations and limits the exchange of ideas to only the most necessary. To that same token, the removal of flex time has limited the opportunities for students and teachers to make connections. Despite the hybrid model and the limited in-person access I had to my teachers last year, I felt like flex time provided a time to connect with my teachers on a level I hadn’t before. Without pressure to solely get my questions answered in a time crunch, there was a more humanistic approach to these meetings. My teachers recommended their favorite books, talked about different lesson plans and told stories from their favorite classes in college. As a result, I felt more excited to go to class each day knowing my teachers and I had a connection that extended past just grades and as-
What I hadn’t considered was the impact of the available meeting time being cut in half.
2:15-2:45 Graphics by Madeline Michlowski ’22
signments. It’s important to acknowledge that these limited meeting times are not the fault of our teachers. Every one of my teachers this year has provided opportunities to meet before or after school, but the reality is teachers are only required to be at school for an extra 45 minutes beyond the 8-2:45 school day, and it isn’t fair to make them extend their day without extra compensation. Ultimately, we are all aware that the transition back from hybrid learning has been extremely strenuous for the Staples community. The administration must prioritize implementing opportunities for students to acclimate back to the traditional school environment. Bringing back flex time is the first step to doing so.
OPINIONS| 11
Give us a break:
Teachers, please reinstate mask breaks !"#$%&'($)*+,#-&./0 Features Editor
his is the third year that the pandemic has affected school, and kids are frustrated with masks. Itchy, suffocating, exhausting: these are some of the terms students might use to describe the experience of wearing a mask throughout the school day. While it goes without saying that it is important to still wear a mask at school, it is frustrating and uncomfortable as a student to have absolutely no breaks in the day to take your mask off. It is imperative for teachers to continue implementing mask breaks. Last year most of my teach-
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ers made sure to carve out at least five minutes of class time to give students a mask break. Although I understand our classes are shorter this year, I have not received one mask break this year with the exception of one class. This makes it exceedingly harder to get through the day. According to Pubmed, the largest biomedical journal database, it is proven that mask fatigue—the lack of energy that accompanies wearing a mask for prolonged periods of time—has been a common phenomenon throughout the pandemic. One
50-minute period is not enough time to experience this fatigue, but going the entire day without a break can lead to fatigue that makes it hard to focus and learn. Now that it’s winter, mask breaks have bec o m e even more scarce as teachers are especially hesitant to take students outside in the unforgiving weather. However, even though the weather may not be as pleasant as a perfect spring day, it is still important to compromise on a way that mask breaks can still take place. Taking students outside
It is imperative for teachers to continue implementing mask breaks.
Photos & photo dramatization by Camille Vynerib ’23 MASK BREAKS Jack Rosier ’22, Daniel Kleeger ’23 and their classmates step outside mid-class to take a breather. Mask breaks prove important but aren't offered in every class.
for shorter periods of time or w even allowing students to spread apart and take their masks off in the cafeteria should be mandatory for teachers to include in their agendas. I feel especially relieved when getting a couple breaths of fresh air in between classes as it acts as a brain refresh. Whether it is snowing outside or perfectly sunny, 50 minute periods or 80 minute periods, students still deserve to take their masks off during the school day. As of a year and a half ago, masks were rarely used, so students still need time to adapt to them while also maintaining safety from COVID. Teachers need to allow students to take mask breaks as they are beneficial to learning and allow for sharper focus throughout the day.
12 |
FEATURES
Seniors Davis & Cohen fly the open skies
Jake Fitzpatrick ’22 Staff Writer
wo twin planes cut through a starry night sky as they prepare for landing (the most dangerous part of flying). The wheels of both planes hit the ground with a satisfying bounce as they slow to a complete stop. As the doors of each plane open, onlookers are baffled by what they see. Out of the planes step two teenage pilots, Matt Davis ’22 and Ben Cohen ’22. Although unbelievable to some spectators, both Staples students are certified to fly planes. Davis has a full license and Cohen has a student’s pilot license, which he says is analogous to a driving learner’s permit. “Flying requires you to do so much at once,” Davis said. You have to regulate your pitch and your roll, all while being tossed around by turbulence.” Along their journey of learning how to fly, both pilots dealt with as many roadblocks outside of the plane as they did inside. Especially when they started
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studying aviation, both were met with the most terrifying barrier of them all: parental oversight. “My parents were very hesitant at first,” Cohen said. “It took a while to convince them, but they eventually supported me.” The roadblocks didn’t stop at protective parents, however. They also faced something nearly as petrifying: tests. Davis’ license exam consisted of a 60-question multiple-choice test, a 6090 minute oral exam and, finally, a 90-minute flight e x a m . These exams, Davis said, are as bad as they sound. “The multiple-choice and oral exam had so many extremely specific questions,” Davis said. “I had to know every single type of weather event and what [to do] during it.” Cohen and Davis both profess to having played with toy planes and studying aviation for as long as they could remember,
but Davis had a unique moment that sparked his drive to fly. It was a chance encounter with a commercial pilot that made Davis want to be one himself. “I’ve always been into aviation,” Davis said, “but when a pilot invited me into the cockpit when I was on vacation, I knew I was hooked.” While both pilots enjoy the freedom and stress-relief that flying brings them, they have significantly different experiences when they fly. “You r e a l -Ben Cohen ’22 ize how small you are,” Cohen said. “The world is so big in comparison to whatever insignificant issues we’re going through.” Cohen’s humbleness differs greatly from how Davis feels about flying, as Davis is filled with a sense of empowerment whenever he flies. “You realize that everything below you is super small,”
“The world is so big in comparison to whatever insignificant issues we’re going through.”
Davis said. “You almost feel superior at that moment.” As both students and pilots, Cohen and Davis have a lot to balance, including school work, clubs, music and aviation. To students who intend to learn how to fly a plane during the school year, Cohen has a single word of advice: don’t. “Learning how to fly during the school year can be extremely difficult,” Cohen said. “So it’s best to do most, if not all, of the work over the summer.” But before one even thinks of becoming a pilot, Cohen says, you need a certain growth mindset… and a certain amount of money. “It’s a lot about drive, power, and a love for aviation,” Cohen said. “But it also costs about $10,000 on average.” Learning to fly comes with many obstacles that these pilots have had to endure—from parents to exams to school work — but even with all of those barriers, the one thing that has not stopped these pilots is their age. “You would think that my age would hurt me,” Davis said. “But I haven’t faced any sort of discrimination for it, and the community is very inviting.”
Graphic by Madeline Michalowski ’22
Answers on the bottom of page 13
FEATURES| 13 Graphic by Lily Klau ’23
ON THE RUNWAY Cohen and Davis fly a Piper Warrior airplane (pictured left) at the Sikorsky Memorial Airport, located in Stratford.
Photos by Jake Fitzpatrick ’22 & Ella Shi ’23
TEEN PILOTS Ben Cohen ’22 (left) and Matt Davis ’22 (right) enjoy the freedom that flying provides even after facing obstacles such as exams and parents. Yet, age has never been a setback for the young pilots. 1:C 2:C 3:B
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Photo contributed by Heather Wirkus
PURSUING PASSIONS Heather Wirkus, science teacher, received her FBI Citizens’ certificate on Nov. 18. Her inspiration for entering the FBI Citizens’ Academy came from her love of watching crime shows.
Wirkus earns FBI Citizens’ Academy certificate, implements into teaching Margot Richlin ’23 Web Opinions Editor
V show characters have a big impact on our interests and goals. Staples science teacher Heather Wirkus can say no different. On Nov. 18, Wirkus received her FBI Citizens’ Academy certificate. This dream stemmed from her love of crime shows. “My passion for crime scene investigation started when I started watching [crime shows] on Netflix and Hulu,” Wirkus said. Wirkus has been at Staples for 10 years, now teaching biology and forensics. So although her love for crime investigations stayed on the backburner, teaching and her two young children occupied her time. At least until 2019, when special agent David Dillon presented to her class and introduced the FBI Citizens’ Academy. Wirkus expressed interest in enrolling
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and Dillon offered to sponsor her. vember of 2019, Wirkus The six-week intensive was accepted into the procourse consisted of weekly sem- gram and began her journey. inars by FBI agents on their spe“It was a very large pool,” cific roles. Wirkus learned about Wirkus said. “When I did SWAT, human trafficking, civil get selected, I was beyond exrights and more. The main goal cited because, I mean, it’s of the program is to educate am- an experience of a lifetime.” bassadors so Shortthey can use ly after her their knowlacceptance, edge from however, the course COVID-19 to inform struck and society on after her the purpose first class, of the FBI. the program “We acwas put - Heather Wirkus knowledge on pause. the world needs much more “I was devastated,” Wirkus unity instead of disunity,” the said. “I did not know if the FBI Citizens Academy Alum- program was ever going to ni Association website states. restart again, not knowing “Within this goal we create an what the future looked like.” atmosphere of communication In September of 2020, through our networks in Wirkus got an email announcbringing people of every cul- ing that the program would ture, religion and status be resuming, and on Nov. 18, to find common ground.” Wirkus earned her certificate. After applying in NoAs an alumni of the pro-
“When I did get selected, I was beyond excited [...] It’s an experience of a lifetime.”
gram, Wirkus is considered an ambassador for the Bureau. Her current task is to continue to be a role model in the community, promote safety and understand problems in communities. Wirkus will also use her new proficiencies in her teaching methods. “If I’m teaching something, I want to have as much information and knowledge as I can to provide to my students,” Wirkus said. Wirkus is proof that dreams don’t expire, even in the midst of another career. What started as a fun pastime for an avid learner, developed into an experience of a lifetime. “When people watch movies and TV shows, doesn’t it make everyone want to be a special agent because their job looks so cool,” Wirkus said. “By participating in the FBI Citizens Academy, I was able to see how intricate and necessary their job descriptions are beyond what we see to keep us protected and safe.”
Winter Vacation Plans:
FEATURES| 15
How Staples plans to spend winter break Lily Caplan ’22 Managing Editor
his year, Thursday, Dec. 23 is the day looked forward to by all as it will mark the start of winter recess. The 10-day winter break is a valued time amongst Staples. This time of year is filled with reuniting with friends and family, shopping and food. Some take this time to travel, celebrate the holiday season and/or stay local. Here are some activities Staples students are paticipating in during break.
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ith the discovery of the Omicron virus, winter travels during break might have to be put on hold. The virus has been detected in several countries like Italy, France, Australia and more. The U.S. has put a travel ban from South Africa and neighboring countries. However, many countries can still be visited with a COVID test and/ or quarantine. As winter break approaches, Daisy Fording ’24 remains hopeful that her trip to Barcelona will be possible. “I’m going to a wedding […] I’m kind of nervous that we won’t be able to go or we’ll come back and have to be quarantined, but
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I am vaccinated so I’m not too nervous about it,” Fording said. During 2021, travel restrictions became less strict allowing families to reunite. Anya Pulichino ’23 will be seeing her family for the first time in two years. “I’m pretty excited, I feel like the airlines have good safety measures and we get COVID tested,” Pulichino said. Like Pulichino, Allie Francis ’22 is reuniting with someone she hasn’t seen in a while, her friend and former peer Claire Gordy. “I’m super excited to see her. I haven’t seen her in so long and I’ve never been to London before,” Francis said.
Photo by Hannah Fiarman ’23
Family Traditions For many, holiday treats and recipes play a major part of winter vacation. Zoe Webster ’23 waits for her siblings to come home in order to celebrate Hanukkah with traditions such as making latkes.
At-Home Traditions hile some students are traveling, others are spending the break at home, taking advantage of family-time. Lily Harrington ’22 still has special traditions, despite the distance from her family. “Every Christmas din-
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ner, we make Yorkshire pudding with my family from my grandma’s traditional recipe,” Harrington said. “It’s special because I usually don’t celebrate Christmas with them because they live in England.” Like Harrington, food plays
Photo by Ella Shi ’23
a role in traditions for science teacher, Brian Camus. Camus spends his break trying the array of cookies his mother bakes. “Peanut blossoms are the best. [She makes] snickerdoodles, lemon whippersnappers, date bars, lemon bars, fudge, almond cookies, rugula,” Camus said. “She keeps Costco in business with all the flour and butter she purchases.” Food still plays a role in Sophia O’Neill’s ’24 traditions, but in contrast to Camus and Harrington, it’s not for the classic Dec. 25 date. “Instead of getting a lot of gifts for Christmas and celebrating, usually in Russian tradition and culture we celebrate all on New Year’s and it’s actually Jan.
Graphic by Madeline Michalowksi ’22
International
5,” O’Neill said. “There’s dolma which is meat wrapped in leaves, then there’s salat olivye which is a like a certain salad made out of different types of vegetables, and then for dessert, my favorite dessert, is called medovik which is like a honey cake. It’s delicious.” Similar to O’Neill, Zoe Webster ’23 celebrates Hanukkah on a different date than others. Webster waits until her siblings come home from college to celebrate. “My siblings come home and we celebrate Hanukkah together,” Webster said. “We spin the dreidel, give presents, say prayers and eat matzo balls and latkes.” From a cookie taste test to cultural food, traditions are personalized, making them all different.
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Holiday Bear Project inspires students to give back Hannah Ratcliffe ’22 Web Arts Editor
s the holiday season rolls around each year, gift buying becomes the center of everyone’s thoughts as they flee to the nearest mall to check items off their family’s wishlists. However, the holidays look very different for those who are less fortunate and cannot afford such luxuries, which is why Staples has come together to give underprivileged children the festive season they deserve. The Holiday Bear Project originated as a growing initiative by the Connecticut Education Association (CEF) in 1999. The teachers union nominates and sponsors students in need across the state who may not get the typical holiday experience. Then, students and teachers from different school districts come together to buy, wrap and distribute thoughtful gifts. “We have been able to provide over 500 students across the state gifts for the holidays,” CEF President Joslyn DeLancey said. “In years past, we’ve had to use funds to make sure that students received gifts, but this year, we’ve had a huge showing of support from teachers and community members.” The Holiday Bear Project has been a prevalent class activity this year at Staples due to math teacher Stacey Delmhorst. After seeing the positive effect it had on her own family, she wanted to help implement it at Staples as well. In terms of gifts, it is important that the sponsored children receive necessities like socks, blankets and personal hygiene items, plus “want”-oriented presents that
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are catered to specific interests. good charitable human beings.” “I thought to myself how This project gives students powerful it would be if we came who may not have to worry together as a class to fulfill the about receiving presents around wish list,” Delmhorst said. “I the holidays a way to think of knew that if I started doing this those who are not as fortunate, with my and make a classes we difference in could all someone’s work tolife, despite gether as not knowing a group.” the outcome. Delm“I don’t horst spread think it’s rethe word ally so much of this projabout stuect to her dents getting colleagues, anything out -Isabelle Ricks ’22 of it,” Jaime and soon enough, Paul ’23 said multiple different class- while helping out in her AP Eues and Connections groups ropean History class. “It’s just were participating in The about doing the right thing.” Holiday Bear Project. CEF only expects for the “It’s nice for the school to project to grow as more schools come together to give back to people who may not be as fortunate as us because we come from a very wealthy, well-off community,” Isabelle Ricks ’22 said after buying and wrapping gifts during Connections. “Doing stuff like this is really generous, but also very needed in this world.” GIFT BAGS Connections The need for acts of gener- classes participate in the osity without any expectations Holiday Bear Project to of it being reciprocated is em- spread positivity during phasized with the Holiday Bear the holiday season. Project, as students do not get any reaction or contact back from the child’s family after their gifts have been donated. There is no incentive other than knowing you have made a difference in a less privileged child’s life. “There’s no better way to show kindness with sincerity than to donate items to another child for Christmas, but getting nothing out of it,” Delmhorst said. “In my classroom, you do not get extra points for doing this, you do not get extra credit. We simply do this to be
“It’s nice for the school to come together to give back to people who may not be as fortunate as us.”
get involved. While it may seem like a small present, it can make an immense difference in a child’s life around the holidays. “The Holiday Bear Project would o n l y be successful with students and teachers committing to making sure that others in need are taken care of,” Delancey said. “So we truly appreciate the support of all of the students and teachers at Staples who got involved and were excited to give during the holiday season.”
Graphics by Lily Klau ’23 Photo by Jason Stein ’22
Scan this QR code to learn more about or donate to the Holiday Bear Project
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24-hour diner wanted by students, not realistic in today’s climate
Graphic by Madeline Michalowski ’22
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or many Staples students, hours are often spent outside of school on projects and studying. While some study at home, others study elsewhere in hopes of a more laid-back environment. They seek other locales around town, such as the library or diner. However, these places close earlier than when a student’s studying ends. This denies some students a place to work and study; therefore, some students at Staples have been wanting a 24hour diner to come to town. I originally agreed. In fact, I previously supported the idea of having a 24-hour diner in Westport. But, after conducting my own research and interviewing diner owners, I learned how difficult running a diner can be. In fact, I learned that a 24-hour din-
er is simply unrealistic and unlikely to survive in 2021. These extended-hour diners are notoriously hard to profit from, and it takes years to become established enough to survive as a 24-hour diner. The few 24-hour diners left standing are usually open solely due to tradition. Take T o n y Pertesis, who owns the Southport Diner and whose family has owned the Andros Diner in Fairfield since 1973 - the only surviving 24-hour diner within 20 minutes of Westport. After being open for 50 years, it’s well-known that Andros Din-
er is open at all hours, and you can find the dining room full as late as four or five a.m. For a diner to receive customers at late hours, a diner relies on its extensive history of being open 24 hours, like Andros has, in order to attract business. While Pertesis has thought about making Southport 24 hours as well, it doesn’t have that reputation, and it would take a long time to establish one. Additionally, the COVID-19 pandemic has made running a diner even more difficult due to staffing shortages. Dimitri Alatakis, who’s been an owner of the Westport institution, Sherwood Diner, agrees. Sherwood once was open 24 hours, but changed its times of operation 15 years ago. And now, due to the pandemic, Sherwood is now closing even earlier than
A 24-hour diner is a brilliant idea on paper, but in actuality, opening up one [...] simply is not what’s best for business.
Here are local diners’ closing times
Graphics by Karina Murray ’23
previous times. Alatakis said it would be “out of the question” to return to 24 hours of operation. A 24-hour diner is a brilliant idea on paper, but in actuality, opening up one that isn’t established, and opening it during the pandemic, is nearly impossible. If one really needs a 24-hour diner, then make the short trek over the town border to Andros Diner, because in the case of diners, while a new 24-hour diner may not succeed, an old, established, state institution will continue to thrive.
Graphic by Elle Vail ’23
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Christmas classics: the inside scoop from an outsider’s perspective
Rachel Greenberg ’22
Assistant Creative Director
t’s a cold winter evening. Your windows are frosted with ice, and the fireplace is warming your feet. But wait. You don’t know what Christmas movie to watch? Not to fret! I, Rachel Greenberg, someone who has never celebrated Christmas in her life, has got you covered. Here are the top three Christmas movies that made me want to experience Christmas for myself.
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Graphics by Rachel Greenberg ’22 Photos by Cami Vynerib ’23
Graphics by Madeline Michalowski ’22 Photo by Ella Shi ’23
“It’s a Wonderful Life” “A Christmas Story” Let’s start strong with a classic: “It’s a Wonderful Life,” a 1946 film directed by Frank Capra. I first saw this movie in Ludlow, Vermont. It was a little bit after my family and I had lit the menorah. Ironic? I don’t know. It was late November and I decided to queue up an old movie. This motion picture, which is widely said to be one of the greatest movies of all time, is a drama that follows the life of the main character, George Bailey. There are laughs, heartwarming moments and characters you’ll fall in love with. This black and white flick brings class to your winter movie night and will be sure to put you into the holiday spirit.
On my very merry movie Christmas list we have “A Christmas Story.” This film encapsulates what I imagine every kid feels on Christmas: the longing for a gift, praying to see it under the tree, on that very special Christmas morning. The movie is humorous, too. Peter Billingsley stars as Ralphie in this famous holiday film as a little boy fleeing a bully and dreaming about his ideal Christmas gift. If you’re looking for a fun family classic, this one’s for you.
“Home Alone”
Next up on the roster we have the hilarious “Home Alone” classics. There were two original movies of “Home Alone” made with actor Macaulay Culkin playing the role of Kevin. Those are the ONLY “Home Alone.” In the first movie, our main character is left home alone as his family goes on a trip to Paris. He’s overjoyed, but when he finds that two burglars are trying to break into his home, everything changes. The best part about this movie
is that it never gets old. This movie brings out the little kid in everyone. It’s everything we ever dreamed: being home without our parents, buying whatever we want with all the independence we could wish for... There’s thrill and excitement sprinkled with jokes and laughs. If you’re looking for a fun Christmas binge, this movie is a lot of fun.
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Students share favorite gifts 6&7"&'8&+3&#)'9/: ;,&<''=+",$+'
or many, there is nothing better than the joy of waking, dressed in flannel pajamas, listening to the sound of a crackling fire, anticipating opening wrapped presents under a tree. For others, watching orange and yellow flames dance with one another on the menorah, while enjoying traditional Jewish food, waiting to open a gift brings the feeling of fulfillment. This feeling is something many staples students have experienced, and over the years, they have received various gifts which they hold close to their hearts.
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Tessa Tobias ’24 - Trip to Miami recent surprise trip to Miami, a Chanukah gift from her family, stands out as being among the most special as it was a gift of togetherness. “I was really excited to spend quality time with my family,” Tobias said. “I feel that this unforgettable time is more valuable than any other object I’ve gotten, like shoes or a shirt.”
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Alice Fielding ’22 - Spotify Playlist he developed a greater appreciation for Spotify when her father created a personalized playlist for Christmas last year.“I hadn’t ever heard any of the songs before because my dad picked ones that reminded him of me, ones he thought I would like based on what he’s heard me listen to.”
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Graphics by Made line
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Miles Cahn ’24 - Framed Photo
or many, receiving gifts that honor memories is the most special, like for Miles Cahn ’24. He, his brother and parents went on a once in a lifetime trip to Croatia where they visited the Dinara mountain and enjoyed the breathtaking views. For Christmas last year, he was given a framed photo from his parents. “Receiving the photo brought back so many memories, so I put it by my bed as a daily reminder of the good times I had there with them.”
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Graphic by Karina Murray ’22
SPORTS
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Staples fencing team lunges into first season !"#$%&'()#*#+#,%-..
ers rare in our community, but also across the nation.” The co-ed team of 25 athletes is led by Coach Jim Roberts, a former Division I athlete at Sacred Heart University. Throughout November, the team held weekly captain’s practices preparing for the start of their official season in mid-Dec e m b e r . “There’s a good balance of games, exercises and skills that make for a fun, yet challenging experience,” Jeffrey Pogue ’23, a captain of the épée team said. “And while there was a lack of organization in the beginning, as the season progressed, everything became much more organized.” During practices, the team will start a warmup, followed by a captain-selected condition-
Broadcast Director
wo years ago, Anna Pan ’22 won the Fencing Summer National Qualifiers and was sent to Columbus, Ohio to represent Connecticut in the national tournament. Now, with extensive private fencing experience in the foil, épée and sabre, Pan is ready to share her passion with the Staples community. With the help of co-founders Gleb Syomichev ’23, Max Piterbarg ’24 and Peter (PJ) Loranger ’24, Pan gained support from Staples at the end of her junior year to create a Staples fencing club team. “I was inspired to form this team in hopes to open up the world of fencing to others,” Pan said. “I have observed that not only are fenc-
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ing activity to improve stamina and endurance. Instructed by their captains, the team will proceed with footwork practice. Captain of the foil fencing squad Max Piterbarg has fenced for six years, qualifying for three Summer National events and a Junior Olympic event. While dates for competitions have yet to be -Anna Pan announced, Fencing Captain the team will compete against other school fencing teams. “As a club, we plan to continue training and improving our current fencers to build full squads for all three blades [foil, épée and sabre] and eventually, strive to win the State Championships,” Piterbarg said. Currently, the team is not considered an official varsi-
“I was inspired to form this team in hopes to open up the world of fencing to others.”
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ty team, and thus, any equipment, weapons or transportation costs are not funded by the athletic department. “The standard for any club to be considered for a varsity sport would be at least two successful years as a club,” Athletic Director Marty Lisevick said. “We want our kids to have the opportunity, but we also want them to be successful at the varsity level.” Within these next two years, the team must prove adequate participation and success in meets to be classified as an official varsity team. As of now, the team looks forward to their upcoming season as they work to increase participation and engagement. “Fencing is not one’s ‘typical’ sport, like soccer, basketball and football, that our society is usually engaged in,” Pan said. “I hope in starting our school’s varsity fencing team, this would grow our fencing community and provide another sport or hobby that one takes interest in.”
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FENCING CAPTAIN Captain Anna Pan practices twice a week while leading her new team.
THE GRIP
Graphic by Rachel Greenberg ’22
THE BLADE SHAPE
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THE GUARD
Graphic by Lilly Weisz ’23
THE ANATOMY OF THE SWORD
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Hackett prepares for ice hockey season as sole Staples captain /01"%20345#+1%-.6 Web News Editor
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hloe Hackett ’23 is ready for her third season as part of the Stamford/Westhill/Staples (SWS) co-op girls’ ice hockey team this winter — this time, as a co-captain. There are five total captains but Hackett is the only one from Staples (the remaining four captains are from the other two schools). Aided by her skates, uniform, hockey stick and charisma, Hackett, number five, has acquired more responsibility in and out of the rink.
How does the role of being a captain change when you are a junior? Is there more pressure? As a captain, I feel more approachable especially for the girls who are less experienced. The other captains have been playing since they were very young, and I’ve been playing since seventh grade. I think I got the position because I am the only upperclassman player at Staples and I’ve been on the team the longest. I don’t find that there is pressure being a junior captain specifically because I am also co-captain with another junior from Stamford. All of the senior captains are so supportive and welcoming to all of the other players at each school. The program is very diverse in terms of age, school and skill level so everyone feels accepted as a part of the team.
What are your plans as captain for this upcoming season? This year we are going to try to have more pasta dinners since the team isn’t really run like a normal Staples team with set-in-place home game pasta dinners. We are also trying to coordinate some random activities for bonding (since we don’t see a lot of other players at school) and it’s hard to form a connection on the ice since there’s not a lot of downtime.
How does the role of being a captain differ on a co-op team? Being a captain of a co-op team is definitely more difficult because you have to manage and take leadership over all of the players from your own school. For example, I have to make sure all the girls from Staples know the bus times and I have to take attendance and get in contact with everyone to figure out how many people are coming to practice and taking the bus.
What’s your favorite part about the team in general?
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I think this team is very special because people join from all different skill levels and different backgrounds of training (sometimes none). The team is always welcoming of girls of all skills to grow as players. We all are here for the same thing: to have a winter sport and make new friends. It’s just great to be able to bond with people who don’t attend your school. I also think that this team is great because you get to explore many different ice rinks. We’ll have practices at Longshore, but we also have practices at Terry Conners rink in Stamford, which is such a gift, because we get a taste of each town. Photo by
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SUCCESSFUL GAME The Stamford/Westhill/Staples girls’ ice hockey team defeated Avon/Southington 3-2 on Dec. 8.
Photo by Natalie Bandura ’22
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