Rivers EdgeVOULUME XLIIINumber 2

The Rivers SchoolOctober 31, 2012

Weather: WIndy, 70% chance

of losing power. Be-ware of Stressed out seniors and falling

leaves.

THE RIVERSSTUDENT

OPINIONS AND NEWS SOURCE

The Elite Workload:

Every year the leaves start to fall, the weather starts to turn cold, and the homework starts to pile up. In the midst of summer with-drawal and procrastination, kids get something to look forward to towards the end of October. No, this isn’t getting those Early Deci-

sion College Apps in, seniors; this is Halloween: the only time of year when it’s acceptable to knock on strangers’ doors and demand that they give you candy. This is the only time of year to make a fool of yourself dressing in a “creative” costume, and it’s the only time of the year that truly reminds us of the passing years. Each year it starts to get a little bit weirder to trick or treat, which begs the ques-tion, how old is too old to trick or treat?

Now, we wish we could tell you that you’re never too old to trick or treat, that you’ll always be a kid Where are we on the

political spectrum?

“Kennedy to Kent State”:

Continued on page 15

Continued on page 6

By AriAnnA ZhAng ‘13Editor-in-ChiEf

By SAm BErgEr ‘13ContriButing WritEr

Continued on page 11

By dEvon KEllihEr ‘13CrEAtivity dirECtor

And

mAddiE BAuEr ‘13opinionS Editor

Have you ever wondered why rigorous schools assign such heavy loads of homework?

“Aren’t you a bit too old to be

trick-or-treating?”

More Inside this

Issue:

News

Senior Fall: Pres-sure’s On, p. 2

Features

Q&A with Bob Davis, p. 3

Rivers Repeats, p. 6

Success of the new schedule, p. 3

New faces in the faculty, p. 4

Humor

What happens when teachers use social me-dia, p. 7

Arts

Twelfth Night preview, p. 8

Kennedy to Kent State, p. 9

Sports

Sports recap with Louis and Louie, p. 10

Replacement Referee Disas-ter, p. 11

Redwing Home-coming, p. 11

Opinions

Fall spirit on campus, p. 12

Student-Teacher Debate: Assist-ed Suicide, p. 13

Advice from “Olga,” p. 14

Editorial: Cheat-ing, p. 15

For Rivers senior Jake Willsey, the start of a new school year means a full gamut of courses and little relief when it comes to his homework load. As in years past, Willsey looks to his school

for help.The value and effect of home-

work is a debate that has long en-dured the test of time, but as in-dependent schools seek to create a healthy balance of homework, they continue to see an inher-ent value in the skills a rigorous workload can build.

With clearly outlined policies, area private schools have made

a concerted effort to continue to challenge their students while maintaining certain quality of life. Even amongst sparse reform, however, significant amounts of homework are still a part of private school life and one entrenched in the values of its institutions.

“They have an academic repu-tation in their titles that they need to maintain,” said Willsey.

“Going to a competitive inde-pendent school involves heavier homework loads; that is just a fact,” according to Rivers Eng-lish teacher Mac Caplan. “For the most part, schools that have more

NEWS

The

SPORTS

Sports Report with Louis and Louie on p. 10

Students see “King Lear” production

p. 2

A carved pumpkins made during 10th grade night. It is one of many scattered across campus spreading fall cheer. Photo by Julie Arnold.

Seniors support the Rivers Redwings at homecoming by wearing the new Fanzone swag. Photo by Julie Arnold ‘13.

A story of freedom, rock and roll, despair and the rise of a new age

By SAm higginS ‘14ASSiStAnt Editor

For more than twelve years, David Davis ‘70, Rivers alum and serving trustee, collected a number of prominent images from the late 1950s to the early 1970s, which now permanently resides in The Worcester Art Museum as the exhibition, “Ken-nedy to Kent State: Images of a Generation.” Davis’s collection brilliantly captures the essence of a bygone era in our nation’s history; he is neither fabricated nor reluctant with his portrayal

state polls predict that Obama will have around 60% of the votes. Why then, are Rivers students voting against the grain? What are the political views of the stu-dent body and why do they differ from the rest of the state?

The student population is sig-

nificantly more conservative than most would have expected. Con-sidering that Rivers is a school in Massachusetts, a state whose registered Democrats outnumber registered Republicans more than three-to-one, it is a surprise to find

Continued on page 9

A recent anonymous student poll yielded shocking results: in a mock 2012 presidential election survey, students’ votes put Rom-

ney in the lead with 52% vs. 48% for Obama. While 4% may not seem like an overwhelming lead, its highly unusual considering the context of the school.

The state of Massachusetts has voted democratic since the elec-tions of 1988. In this election,

News Page 2 The Rivers Edge October 31, 2012

Pressure’s On!

With fall deadlines for col-lege applications quickly ap-proaching, the anxiety among Rivers seniors is palpable, and like high school seniors nation-wide, many are beginning to wonder why exactly they are feeling so much pressure.

While most of the 83 seniors feel that the Rivers atmosphere is particularly stressful and compet-itive during the college process, college counselors, although in agreement with the students, add that the pressure a student feels differs for each individual.

“When it comes time to apply for college, there is a heightened sense of competition,” said one senior. “Students are frequently comparing themselves to their peers and worry about where peo-ple are applying in order to make their own personal decisions.”

This senior is in the middle of trying to figure out where to ap-ply early. He discusses colleges with his friends frequently but indicates that it’s more pleasant to avoid the topic because ten-sion often arises as a result.

Although Rivers is privi-leged with experienced college counselors who offer students one-on-one attention, some-thing uncom-mon in public schools, the competi t ion among the student body can make for a more stressful college pro-cess. Of the seniors sur-veyed, 74% said that they felt a sense of competi-tion among them and their friends, and 79% agreed that a majority of the pressure came from them-selves.

“I think there’s more com-petition among friend groups at somewhere like Rivers than at a public school,” said senior Na-deerah Lamour, who has been at Rivers for the past five years. “You want to prove to other people and to yourself that you can do it.” Lamour, like many other seniors at Rivers, is plan-ning on applying early to col-lege. The next step for her, and for many others, is to figure out where.

But not all students are feel-ing the heat. Of the 83 seniors,

five are committed to schools for athletics. “It’s honestly such a relief to know where I’m going and to only have one application while my friends are stressed about where they’re going to apply,” said Hailey Cosseboom, who will attend Middlebury College next fall for lacrosse.

For those students who are still undecided about their plans, applying early seems to be a common trend. Last year, 80% of the class of 2012 applied early somewhere and were of-fered spots. Fifty three percent of those seniors were admitted to their first choice colleges. This year’s batch of students also shares that general desire to apply early somewhere. As the early action and early deci-sion deadlines approach, many seniors are feeling the pressure to decide on their first choice colleges.

As students consider applying early, they realize the serious-ness of the decisions they have to make. Whatever colleges they decide to attend will hopefully be the places where they spend the next four years of their lives. Seniors ought to look seriously at their lists of schools as they pick their top choices.

“A vast majority of students end up at a school we originally classified as a ‘reach’ for them,”

said college c o u n s e l o r Dave Ly-ons. “That’s probably be-cause every-body at Riv-ers wants to chal-lenge them-selves.”

Although this may be true, a sur-vey among seniors at

Rivers suggests that the name of a school is an increasingly important factor; 95% of those surveyed agreed that they feel the need to go to a school with a prestigious name.

Rivers has a history of send-ing its students to some of the most distinguished schools in the country, including Harvard, Yale, Princeton, Georgetown, Duke, and many others. In a competitive atmosphere that encourages the pursuit of excel-lence, seniors are often drawn to schools with impressive reputa-tions.

“Rivers students all want to go to big, well known places,” said senior Tim Barns. “It seems

important to go to a school where people recognize its name.”

College counselors, although they acknowledge it, do not en-courage the importance of the name of a school.

“A college’s name shouldn’t be [a student’s] focus,” said Mr. Lyons. “However, in the ISL at-mosphere, families are appropri-ately concerned about the qual-ity of their child’s education.”

Although it might be diffi-cult for seniors to realize now, as their anxieties increase with homework and applications, they are not alone in this strug-

gle for success. According to a PBS article published in 2006, “students are facing [a] mount-ing pressure to succeed.” And the bars have only been raised higher in the past six years. The article excludes the factor of what attending a private school can do to one’s stress level, but it does state that teens generally “outpace what they are likely to achieve, a problem that can lead to wasted time and resources, not to mention anxiety and dis-tress.”

Students who attend a pri-vate school are generally held to higher standards than students at a public school. According to privateschoolreview.com, “stu-dents who had attended private school in 8th grade were twice as likely as those who had attended public school to have completed a bachelor’s or higher degree by their mid-20s.”

Knowing that they are in an environment that works hard to ensure that they attend college is probably a reassuring feeling

for seniors. However, this ex-pectation often leads students to become more competitive with one another. It is clear that many Rivers seniors feel this sense of competition on campus. 45% of those surveyed cited their friends to be the source where most of their pressure regarding college comes from, while 53% claimed their stress comes from society in general.

The end of the college pro-cess is in sight for the high-strung, weary seniors at Rivers and all other ISL schools. In just three weeks, many high school seniors will have submitted their early decision and early action applications to colleges around the country. Although some stu-dents do not believe it will be possible to make it through these next few weeks, many others are keeping a positive outlook. As one Rivers senior stated, “I know that it will all work out in the end, and I will find the place where I will be happy to spend my next four years.”

Students travel to Providence to experience Trinity Theatre production of “King Lear”

By dEvon KEllihEr ‘13CrEAtivity dirECtor

With early deadlines fast approaching, seniors’ anxiety is at an all-time high

Boarded on the Rivers mini bus, Ms. Bailey’s Shakespeare and Dr. Willard’s AP British Lit-erature classes were in for an early Halloween treat on October 7th, as they experienced one of the Rivers English department’s specialties of bringing literature to life. Traveling all the way to Prov-idence, the students were able to view a performance production of Shakespeare’s play, “King Lear.” The trip was more than worth it.

Dr. Willard hoped for his stu-dents to experience a “richer, authentic engagement with liter-ature.” Ms. Bailey wished to pro-vide her students with “a cultural experience in what some perceive as a ‘Lost Art Department’ of the-ater.”

The trip was beyond success-ful in achieving both Dr. Willard’s and Ms. Bailey’s goals. Students only had positive reactions after watching the play. Arianna Zhang said, “I LOVED seeing the play because it made reading it all the more interesting afterwards. They had an interesting interpreta-tion of the play that added to my own interpretation. Shakespeare isn’t ‘spoiled’ when you know the plot... Shakespeare is just that good.”

Students found that watching the play enhanced their way of approaching and engaging with the reading, and they agreed that simply reading Shakespeare is dif-ferent from seeing a performance, which makes it much more re-latable. It was apparent in class discussions back at school that individual students had greater

knowledge of and made more meaning out of King Lear after the performance.

Not only did the students re-turn having been preeminently in-volved with the play, but their love and interest for theatre culture also grew after the trip as well. Watch-ing a Shakespeare performance wasn’t new for some. However, seeing King Lear, a performance considered too extreme for its time, had profound effects on ev-eryone. To say the least, everyone enjoyed it.

Some described the play as “extreme.” One of the most out-standing moments of the play for a particular student was when the entire set collapsed, which added to the effect of Lear’s decaying mind. For another, Duke of Corn-wall gouging out the eyes of Earl of Gloucester in a bloody scene added to the tension. In particular, however, many were shocked the most to witness King Lear, an old man, walk around stage buck-na-ked. Due to such intensities, some students were surprised to see a wide range of ages represented in the audience, which included a

nine-year-old girl. However, audiences of all ages

are able to enjoy and relate to Shakespeare’s plays at a certain level. By the end of the play, the audience as a whole wasn’t able to contain their built up emotions, as most showed tears.

Students definitely gained more interest in theater and perfor-mances through this experience. As good news, students at the Rivers School have many oppor-tunities to get involved and build experiences in theatre. (For those interested, the fall play of Twelfth Night is coming up on November 8th, 9th, and 10th. Tickets will be sold the week of November 5th at lunch for $5.)

Students wanting to get in-volved in theater are encouraged to try out for the fall play or win-ter musical. The English Depart-ment also provides rich and in-spiring classes like Shakespeare and Playwriting as well. Due to the overwhelmingly positive out-come of the trip to see King Lear, the English Department is looking forward to further involving stu-dents in experiences like this one.

By JEnny pArK ‘14ContriButing WritEr

“A vast majority of stu-dents end up at a school we originally classified as a ‘reach’ for them.”

-David Lyons, College Counselor

Brian McEleney as King Lear (right) and Steven Michael Walters as Ed-gar (left) in Trinity Repertory Theatre’s “King Lear.” Photo from internet.

Page 3The Rivers Edge

Quick Bio:

Bob Davis is an owner and Managing General Partner at Highland Capital Partners, a venture capital fund centered in Cambridge. Mr. Davis grew up in Dorchester, Massachusetts and attended BC High throughout his high school career. He then at-tended Northeastern University and later went to Babson to re-ceive his MBA in business.

What does Highland Capital do and what is your specific role?

“Highland is a Venture Capital Firm. We invest in ideas from peo-ple that want to start a company. We provide them with the money to let them grow the business, and in return for that, we take a piece of ownership from that company. These people we invest in have no obligation to pay this money back. It’s not a loan. We own a piece of the business and get re-warded if they succeed in selling the company or taking it public. We are very active investors, which means we help the CEO or the entrepreneur and the company develop a plan, strategize, build, and we help them meet the people it needs to be successful. We help them with the lawyers and the ac-countants and the programmers that they need to build the busi-ness. What we do is give them the money to grow the business and hire all these people along with the expertise, which means we will work with them to build the company.”

What is your greatest busi-ness or career accomplishment?

“My parents both died when I was a young kid, I was 13 and 20 respectively. Just a little older than you. I was still in college and had the perseverance to say, ‘I’m going to get it right,’ rather than going off, and getting in a lot of trouble and messing up, or who knows what. I would say I’d be most proud of the sense of focus I had. If you were asking about my life, I would definitely say that would have to be it, but if you’re asking about my career, I would say starting Lycos. It was Google before Google exist-ed. It started in 1995. It became the biggest Internet destination

The Economist’s Corner

in the world. At the time nothing was bigger. It was bigger than Google; it was bigger than Ya-hoo. It was the biggest thing that existed in terms of Internet at the time, and more people visted the Lycos site than any other web site in the world. I started it, took it public, and it became the fastest IPO in the history of NASDAQ in just 9 months. And then I sold the company in 2001. When it was started, I was the only person there, and when I left, after we sold, it had about 3500 employees and sales of about $750 million a year. It was really fun because the Internet back then was a really fascinat-ing business. Nobody even had email accounts then; text messaging did not exist. All of this was so new and so exciting. It was just a really invigorating business to be part of.”

Were there any decisions that you made during your high school or college years, such as class choices, that you felt had an effect your career path?

“In high school I was just an okay student; I was marginal. But by the time I was a senior in high school, I learned to study prop-erly, I learned what to get out of classes, I learned to appreciate learning. As much as anything, I just learned to learn. In college, I became a great student because of that high school background I had which is where I think Riv-ers kids have a great advantage. You don’t appreciate it now be-cause you’re in this big peer group where everyone does what they do well, but when you go to college, I think you’ll see how prepared you are compared to many others. I had an internship during college at IBM, which got me interested in both busi-ness and technology, When we hire people for our companies now, it really doesn’t matter to me what their major was. I care about if they applied themselves, I care about the lessons they took away from school, I care about their leadership in school. That’s a huge differentiator when I’m looking to hire someone. I care about the internships you did.”

A lot of students want to go to “big name” schools, and ap-ply to college primarily based on

its prestige. How important is it, when hiring someone, to see a “big name” school on their re-sume?

“There are a handful of schools across the country, maybe ten, where the brand of the school carries weight. Some of those same schools carry re-ally strong networks, too, where outside of college, the alums re-ally bond together to help each other. But there are not many (of those schools) that fall into that bucket. On the other side, if you went to XYZ Community Col-lege, that definitely won’t help you. For everything else in the middle, I really don’t spend a lot of time worrying about where you went, but I care a lot about how you distinguish yourself. And your grades are important, but they’re not the driving fac-tor. I could hire, all day long, a B student over a straight A stu-dent if that B student had some real leadership. Not only could I, but I would. But in the best of all worlds, I would hire the straight A student that took the initiative to show leadership. There are so many opportunities in college to get involved; focusing on how to be active and how to distinguish yourself is more important than the school’s name.”

Is there anything else you would suggest young students do to raise their chances of be-ing successful in the business world?

“I think a good broad educa-tion is important. If you want to go into business but you go to a liberal arts school, take some business courses to at least get a little understanding of busi-ness. You’ll learn most of what you’re going to do in college is prepare yourself to be a well-rounded person. You’ll get into the business field, and you’ll be prepared as a good, smart, well-rounded person. I would advo-cate for a liberal arts education, even more so than a business de-gree. Unless you know you love business, don’t study business. Follow your passion. The only other thing I can say to young entrepreneurs is to start early. You’ll learn as much from your successes as you will from your failures.”

October 31, 2012

Features

The Economist’s Corner will feature successful entrepreneurs and businessmen

in the Rivers community each issue in order to provide students with an insider’s

look into the business world. The purpose of the column is to educate and inform

young students interested in pursuing their own future in business.

By BriggS huppEr ‘13ContriButing WritEr

Q&A with Bob Davis, Founder of Lycos and Succesful Bussinessman

School-wide approval of the new, more efficient schedule

Last year, the faculty spent many hours questioning and re-searching what students thought would maximize efficiency dur-ing the school day. The product was launched at the start of this school year: the new schedule.

The students and teachers at Rivers have now spent more than a month following the new schedule. They attend all of their classes on Monday, but they only visit half of their classes for each of the following days of the week. The one main difference from last year’s schedule is that the majority of a student’s classes each week are 80 minutes long. These 80-minute classes raise a few questions: Will students be able to pay attention throughout the entire 80 minutes? Will dis-cussion-based classes be the only ones that benefit from the longer length?

After questioning many stu-dents on campus, the Edge found that the Rivers community has universally taken very well to this new schedule. Students agree that the school day is easier to sit through. When asked about the days with 80-minute blocks, a sophomore said, “the days go by faster.”

After being accustomed to moving to-and-from eight dif-ferent classes every day, students find it much easier to manage just four a day. Although there were initial concerns that 80 minutes being too long a time to stay fo-cused, most students do not find classes overly tedious because teachers keep the classes enter-taining. Now that teachers have more time during class, they can spend time going deeper into sub-jects and looking into more inter-esting topics.

Annie Thayer, a junior, men-tioned how the classes are more concentrated, making it easier for students to understand diffi-cult topics. Additionally, students seem to think the new schedule makes Monday classes seem in-credibly fast. Even though the day as a whole seems to go by slower with eight different classes, the classes are easier because they are almost half as long as classes are during the rest of the week.

The most often cited piece of

praise for the new schedule, how-ever, is the reduction in home-work. With the new schedule, students only have to complete assignments for their classes ev-ery-other day. “The homework load is easier to manage,” one student mentioned happily. It is common for students to have dif-ficulties when trying to split their time after school between sports and homework for up to eight dif-ferent classes. Now, students have fewer assignments per night and can put more effort and attention into each piece of homework. When asked about the homework load and the new schedule, Eliza-beth Magnan, a freshman, said, “The long lunches and frees are very helpful in getting homework done.”

Students are not the only ones affected by this schedule; teachers are getting used to it as well. Eng-lish and history teachers are en-joying the new schedule because it allows for long, in-depth, unin-terrupted, discussions and debates that help students better under-stand the subject matter. Science teachers like the new schedule because it leaves time for more detailed explanations of scientific topics and for longer labs.

What about the math teach-ers, though? Ms. Dalton said that she was at first unsure about this new schedule. She wondered if it would be harder for students to remember topics over the course of two days. After experiencing the schedule for a month now, Ms Dalton commented, “The new schedule is helpful, and a lot can be accomplished.” This schedule has proven to be helpful for a va-riety of classes and teachers.

Given the community’s posi-tive view on the new schedule, it’s clear that the faculty’s hard work in creating a better learning envi-ronment for students and teach-ers has paid off. Teachers benefit from the new schedule because they are able to spend more time on certain topics, and students now have more time to put their best effort into their classes and assignments. Hopefully this new schedule will continue to posi-tively impact students’ and teach-ers’ lives at Rivers. Because stress has been reduced and the amount of sleep everyone receives has increased with the new schedule, Rivers will become an even more enjoyable place to come to every morning.

Bob Davis, Founder of Lycos and Managing General Part-ner at Highland Capital Partners. Photo taken from internet.

By mEghAn morgAn ‘15StAff WritEr

FeaturesPage 4 The Rivers Edge October 31, 2012

Five unfamiliar faces ap-peared at September’s first all-school meeting, but they were not among the 90 or so incoming Freshmen. The Upper School welcomed five new teachers this fall into the faculty, but you may not yet be aware of these excit-ing additions to the Rivers com-munity. So be welcoming, and say hi to Mr. Ganderson, Ms. Su-jko, Ms. Johnson, Mrs. McCul-ley, and Ms. Henderson when you see them, because becoming a new teacher can be just as, if not more, nerve-wracking than a new student’s experience!

Meeting Mr. Ganderson for the first time is like being con-fronted with an explosion of unbridled energy, intensity, and enthusiasm for what he does. Although he only began teach-ing full-time one year ago at St. George’s, Mr. Ganderson, an Al-gebra II teacher, remembers that

“Teaching was always the goal in the background,” whether he was a stage manager after ob-taining an MFA from Yale, or a mechanical engineer armed with a degree from MIT. Throughout these two careers, he volun-teered consistently at middle and high schools as a math tutor, lab instructor (in which he was paid to teach students how to make cookies), or physics substitute.

The most satisfying parts of his prior jobs were related to teaching, as he constantly guid-ed actors and assistants in the theater business as a stage man-ager, and trained engineers. A self-proclaimed geek, Mr. Gan-derson says, laughing, “Every-one’s their own flavor of geek.” Almost immediately after his induction into the Rivers com-munity, Mr. Ganderson states that he experienced the feeling of “coming home.”

As for his life outside of Riv-ers, Mr Ganderson commented, “I run. A lot.” From a 50-mile run (finishing in time to open a play two hours later), to the fa-mously brutal Iron Man (40.6 consecutive miles spread over a brutal triathlon), this man de-fies all connotations surrounding the word ‘math teacher.’ Chuck-

ticipates the coming year with excitement. Now in her twelfth year of teaching, Ms. Sujko is used to people of all ages strug-gling with her seemingly-tongue twister of a name, and wholly embraces the common miscon-ceptions that routinely come her way.

“I know it’s a silly thing to say, but I love my name. I think it’s unique, I think it’s different, I don’t mind watching people trying to figure out how to say it.” In fact, students will be re-lieved to find out that it is purely phonetic. Disassembled, ‘Sujko’ may be conquered in the follow-ing way: ‘s’ as in snake, ‘u’ as in ‘uh...’, ‘j’ as in ‘John,’ and ‘ko’ rhyming with ‘low.’

Ms. Sujko is eager to tell of another interest of hers, exclaim-ing passionately, “Dance is my big hobby. I danced from grade school to...college and did the musicals.” For a few years, Ms. Sujko has been an active danc-er in a small company based in Boston that rents out venues for new choreographers to show-case their pieces with dancers who audition for the pieces. “You still get to be around other people who enjoy it as much as you do and then you get to per-form at the end and show what you’ve accomplished.”

She acknowledges dance as her second language, and has found ways to incorporate the Spanish culture into her dancing life through cha-cha, sevillana and tango classes. It remains to be seen whether or not Ms. Sujko will exhibit her talent through movement for the River com-munity at all-school meeting. “I have, in previous jobs, joyously tortured my students by making them dance,” she says ominous-ly. That said, beware, Spanish

students of Ms. Sujko - you may find yourselves cha-cha-ing your hearts out to verb conjugations in the near future!

Approaching the challenge of teaching students an entirely for-eign language, Ms. Sujko is not deterred,“I feel like for me it’s easier for me to teach language than for me to teach something else because the whole purpose of language is communication, so right away, from the first time you walk into a classroom, you can start using it.”

Emphasizing the immersion of the relevant culture as key in the process of learning a language, Ms. Sujko looks forward to trav-eling to Spain in the future, as well as implementing new ideas into the Spanish program at Riv-ers. “I love working with other people and I love sharing ideas so I’m sure that between all of us in the department, we’ll come up with fun stuff for the students.”

Rashelle Centeio ‘16’s de-scription of her teacher sums up Ms. Sujko perfectly, “She’s a cheerful person who’s always smiling...an effective teacher who helps students learn the ma-terial.”

Are you a blatant science-hater (heaven forbid)? Fear not-physics teacher Ms. Johnson can sympathize with your plight. Wait. What? Says Kaitlyn Ly-ons ‘14, “You can tell she’s very passionate about physics, and she brings an enthusiasm for the material every day to class.” But Ms. Johnson was not always the physics enthusiast she is today; although she loved math in mid-dle school, science was not one of her favorite subjects until she was introduced to physics; the rest is history.

A former physics, astrono-my, light, and sound and music

Meet the New Teachers:By SylviA Curry ‘16ContriButing WritEr

And

ChriStinE yAng ‘16ContriButing WritEr

The same unbridled energy and enthusiasm Mr. Ganderson brings to the classroom fuels his passion for endurance sports. Photo provided courtesy of Silvia Curry ‘16.

Ms. Sujko, a new Spanish teacher, is still deeply involved with dance. Photograph courtesy of Julie Arnold ‘13.

ling, Mr. Ganderson admits, “I like the sort of silly endurance sports.”

“Mr. Ganderson’s teaching always reflects his genuine in-terest in the well-being of his students and their understanding of the content. He’s not afraid to take risks as a teacher,” says Rachel Hawley ‘15. Mr. Gander-son, already a popular teacher, has two philosophies that he di-rects towards his students that he believes will effectively produce success in his class: Do the work (“There really isn’t any such thing as a shortcut,” he claims), and ask for help.

Mr. Ganderson confirms this principle as he remarks with unabashed excitement, “I can’t help you if I don’t know you’re struggling. I need you to do the work...and I need you to come to me so that we can fix it. If you do those two things, we together, can solve anything.”

Soogeko? No, Suzhka. Hmm, maybe it’s...Soyko? These ques-tions have many students puz-zling over the pronunciation of the name of one of the newest additions to the Rivers language department. It seems almost an insult to the friendly, open, and animated teacher who an-

Features Page 5The Rivers EdgeOctober 31, 2012

teacher at St. Paul’s, what she likes most about science is that it gives students the gift of under-standing the world around them.

Academically, Ms. Johnson urges students of hers, “not to put yourself down. Physics students tend to think, ‘I can’t do, don’t know.’ Stop and look, stay calm and confident, and don’t give up.” At Rivers, where Ms. John-son says she feels “very at home but still uncertain at times,” she can be sure to find a multitude of students who share this inter-est. Ms. Johnson comments that the thing she most admires about Rivers is its ability to execute “a balancing act with excellence...and virtue.”

“Star Trek” and “Dr. Who” (addictions no true science lov-er can be found without) fans may also find common ground with Ms. Johnson, who admits that she is a “sci-fi nerd.” Until this year, Ms. Johnson has also played ice hockey and soccer, and is to coach the Rivers track team. Running, like science, is for her another acquired taste but now a sport she believes really solidifies habits of discipline and goal-setting. Ms. Johnson loves almost all music, but country and hard-core heavy metal are where she draws the line. Perhaps most delightful of all, Ms. Johnson is proud owner of a Maltese terrier named Darla.

Although you might have heard of Ms. Henderson’s un-dying love for literature and her ability to conquer every novel that comes her way, you might not yet know what a maternal and caring figure she’s becom-ing in the Rivers community. Ms. Henderson took up teaching

Ms. Sujko, Ms. Johnson, Mrs. McCulley, Ms. Henderson and Mr. Ganderson

Ms. Johnson, self-professed “sci-fi nerd,” shares her passion for physics with her students. Photo by Julie Arnold ‘13.

after seeing her husband come home from his teaching job with zest and enthusiasm while she was miserable and tired from sitting in a cubicle all day during her office job. Feeling inspired, she decided to go back to school

to be able to teach like her hus-band. If you are ever lucky enough to get Ms. Henderson as your English teacher, you will be able to see her love for teach-ing immediately and her want for you not just to learn about English and literature but also to be consumers of the world around you and to be able to ask questions and negotiate about everything around you with the knowledge and confidence you have received from her class.

Before Rivers she taught at a Catholic private school just outside San Francisco that had an environment similar to Riv-ers, giving her a sense of what Rivers is all about. However, don’t be fooled: Ms. Henderson also feels like the new kid here too after a slip and fall in the cafeteria on the first day. But be-cause our community was wel-coming, she was able to adjust quite nicely and felt comfortable quickly after. Other than teach-ing Ms. Henderson loves to hike, travel, and run with her husband and her adorable daughter that, if you’re lucky, you could get a peek at someday. Don’t just seek for Ms. Henderson as a teacher, she gives great advice as well, and her advice for everyone at Rivers is to “spend as much time

outside as you can, and explore as many things as you can.”

Although this is not the first time Mrs. McCulley has stepped into a Rivers classroom to teach, a new year calls for new begin-nings, and she definitely did feel that this year had differ-ent things to offer. Mrs. McCulley had taught at Riv-ers for seven years before leaving for one year just to come back this year and start teach-ing at Rivers again. Even though Rivers was a familiar c o m m u n i t y to be in, the new students and buildings did strike her with surprise. Nevertheless, Rivers did not disappoint her the first time she taught as she quickly realized that

Rivers was a great community to be a part of and the student-teacher relationships that devel-oped were really amazing to her. Before Rivers, Mrs. McCulley taught at a small private school and travelled all around the world teaching study skills and SSAT preparation, both teach-ing experiences with different dynamics than Rivers because the student-teacher relationships were never as strong at her past schools.

Mrs. McCulley’s passion for Spanish started with her incredible high school teacher that really fueled her engine for teaching and for language. Mrs. McCulley feels she “owes it to students who maybe don’t en-joy language as much to be here for them.” Striving everyday to make language and learning Spanish fun for her students, she has just a little tip to her stu-dents to always go for extra help for any questions and problems that they might encounter and to always follow their hearts.

So now that Rivers has of-ficially gotten to know the new teachers and what they are really like, it seems the new teachers aren’t so new anymore. There is the enthusiastic Mr. Ganderson and his odd like for many endur-ance challenges, Ms. Sujko and her second language of dance, Ms Johnson and her undying love for physics and science, Ms. Henderson and her relatable nature towards her students, and Mrs. McCulley’s goal to be the best teacher for her students. Ev-ery teacher has something great to offer to the Rivers community and are welcomed to Rivers with open arms.

Meet the new English teacher! Find Ms. Henderson at her desk during a free period to say hello! Photo by Julie Arnold ‘13.

Ms. McCulley’s back! Though she may not be new, there are plenty of people for her to meet.

might not be so bad after all!

Bobby McSweeney will be voting in the presidential elec-tion this November. He’s been able to enjoy the legal fruits of his age for over a year now, but he’s still in high school.

The 19 year old senior didn’t exactly get held back, however. At The Rivers School, some students like McSweeney opt to repeat a school year with hopes for positive effect on their ex-periences within the commu-nity and beyond.

Most often, repeat students bring maturity, confidence, and athletic skill to their grade. Hav-ing an extra year of high school can truly do wonders for cer-tain students. Within the com-munity, repeating can turn the youngest student in one grade into the oldest of the next. After graduation, students who repeat find themselves with a better chance for success.

“If a student athlete is look-ing to get another year of a high school sport, I would definitely recommend it because it can only help,” said two sport var-sity athlete Bobby McSweeney.

McSweeney is not alone. On

average, about 10% of upper school applicants choose to re-peat a school year, roughly 8-10 students per class.

According to a recent online survey taken by repeat students at Rivers, almost no one had any regret with their decision to repeat. Every student who chose to repeat did so for either academic or athletic reasons, as well as grounds for age and ma-turity.

Cases of students improving their potential success through repeating are endless. Take Taariq Allen, class of 2010 for example. Coming to Rivers, Taariq had an offer to the Uni-versity of New Hampshire for football. Wanting to improve his academic and athletic abili-ties, Allen repeated his Junior year. While at Rivers, Allen def-initely became a better student athlete. He led the football team to an 8-1 record and competed in the Norm Walker Bowl for the Independent School Title.

During his senior year at Rivers, Allen was ranked as the fifth-best prospect in Massachu-setts by Rivals.com.

As specified by the Univer-sity of Nebraska Athletics site, starting Wide Receiver and Riv-ers alumnus Taariq Allen was awarded as a Nebraska Scholar-

FeaturesPage 6 The Rivers Edge October 31, 2012

Demanding workloads prepare students for a competitive world

Continued from page 1

Rivers repeats enjoy the benefits of being a year older, stronger, and wiser

Repeating a year

competitive rigorous academics tend to have more homework than schools that don’t.”

These institutions are not try-ing to hide their extensive work-loads. Schools like Buckingham, Browne & Nichols (BB&N), located in Cambridge, MA, ac-knowledge the significant role that homework plays in their cur-riculum and in the lives of their students. According to the BB&N student handbook, “Students in Grades 9 and 10 can expect to spend an average of three hours preparing homework for each day of classes, [and] students in Grades 11 and 12 can expect an average of four hours.”

Though many private institu-tions have adopted policies simi-lar to that of BB&N, some elite schools are attempting to reform a seemingly archaic system. The Dalton School, located in New York City and currently ranked 13th among the best college pre-paratory schools in the country by Forbes, has begun to introduce a system to mitigate the stress and workload of its student body.

It is important to realize, how-ever, that even though schools like Dalton may be in the vanguard of workload reform, they are not tak-

ing the drastic steps some students and education experts seem to be looking for. According to the New York Times, Dalton’s efforts were focused on major assignments as well as communication between students and teachers, as opposed to the complete and utter eradica-tion of rigorous workloads.

Even as some schools begin to change, experts agree not enough is being done. According to a re-cent study conducted by Denise Pope, a senior lecturer at Stanford University, “students with more than 3.5 hours of homework a night have an increased risk of physical and mental health issues, like sleep deprivation, ulcers and headaches.”

Pope is not alone in her con-clusions. Dr. Harris Cooper of Duke University has found that two hours of homework a night for high school student is opti-mal, and anything more will not provide much further value. The persisting question must then be, why, amongst all research that would suggest otherwise, do pri-vate institutions continue to pro-mote a homework intensive edu-cation?

Dr. Cooper was recently in-vited to The Dalton School to discuss the homework issue. Ad-

dressing the school community he suggested that, “At five hours a night they likely won’t do any worse if they only bring home four.”

Conventional wisdom may hold that the competitiveness and selectivity of an institution is di-rectly proportional to the amount of homework assigned. When asked whether or not a heavier homework load is a function of attending a competitive indepen-dent school, Patricia Carbery, Head of the Upper School at The Rivers School in Weston, MA, agreed saying, “Homework is probably one aspect of going to a challenging independent school.”

Carbery, however, is not alone in that assertion. Ben Snyder, Head of the Upper School at the Noble & Greenough School in Dedham, MA, has suggested that homework is certainly part of the assessment of whether or not a school is academically strong.

Both administrators did ac-knowledge, though, that there is more to a competitive institution than the homework it assigns. If that is the case, and schools are taking the steps to create a more holistic education, why haven’t these elite institutions adapted to, what seems to be, such defini-tive research? The answer might be found in the goals of the par-ents and guardians who send their

children to these schools.According to Caplan, families

are making the decision to put their kids “in a particular world to receive a certain type of educa-tion so that they can then go on to some of the most competitive and rigorous colleges in the coun-try.” He went on to say that, “they become accustomed to being able to focus on hard work for a sus-tained amount of time, because that is what they are going to have to do in college, that is what they are going to have to do in medi-cal school, law school, and in the jobs that students at Rivers likely want to go in to. [If one wants] to work at a consulting firm or at an investment bank, [one has] to be able to put in the time.”

The role of homework is clearly more complex than math problems or tedious grammar ex-ercises. This long enduring edu-cational device is a tool to build a more responsible and well-equipped student body.

These institutions are not fac-tories, and they have made con-certed efforts to understand the ever more stressful and distracting schedule of the 21st century stu-dent. In the past year alone, Riv-ers has introduced an entirely new schedule with the goal of creating an environment more conducive to the student experience.

“In giving students fewer sub-jects of homework each night, [we’ve given them] more freedom in terms of how they organize their home work, so that if they find a certain subject takes less time, they can dedicate more time

to the subjects they find [most] challenging,” said Caplan.

Armed with a new schedule, Carbery is optimistic about the effectiveness of Rivers’ home-work policy saying. “If home-work is completely dominating a student’s life in high school,” she said, “then there is something that needs to be assessed about the situation.” She, however, went on to say that, “if we are assigning meaningful homework and ob-serving the school’s policy, then it should be a worthwhile experi-ence for students.”

For individuals like Willsey this explanation may seem trite and unsatisfying. This approach to the value of homework worries many students, including those at Rivers. “Teachers have little to no knowledge of the harm too much work has on students,” said one senior. This source went on to say that “students will often find themselves in school for seven hours, then doing work for three plus hours, accumulating ten plus hours of academics each day, which is [explicative] ludicrous, and the teachers either don’t know or don’t care.”

Based on the efforts of schools like Rivers and Dalton, many in-stitutions understand the issue. In addition, these schools have made it a point to prevent the dissemi-nation of mass amounts of “Busy Work.” They are looking to assign homework with substance and rigor that will help prepare their students for the intensities of the real world, according to Caplan. That being said, if such a dispar-ity exists between the opinions of students and those off teachers, should something not be done to ameliorate the problem?

In response to that question, Caplan reflected on his own ex-perience in high school saying, “Part of me can also remember the experience of going to school, doing sports, coming home, doing my homework, and going to bed, but that was life for a few years and that was kind of how it was, and I was okay with it.” He went on to underscore the importance of teachers explaining the pur-pose and value of assignments and emphasized how a mutual un-derstanding can go great lengths to improve the light in which stu-dents view homework.

Caplan also sympathized with the plight of the many stressed students acknowledging, “There are increasing distractions, and it’s hard for students, understand-ably, to avoid these distractions.” He suggested that learning how to deal with a busy schedule is an important life skill, and part of the academic process that high school students often struggle with.

Clearly, this is not the response students like Jake Willsey are looking for. There is no immedi-ate end in sight to homework, and many schools are still promoting heavy workloads. Still, schools appear more ready than ever to have the “homework” discus-sion. Even though private institu-tions continue to see tremendous value in rigorous workloads, there seems to be room for change.

By ChriS tomASElli

ContriButing WritEr ‘13

Athlete. Allen made the Honor Roll in the fall of 2011 and spring of 2012.

Rivers alumni who repeated like Allen can be found suc-ceeding academically and ath-letically at top notch colleges.

The extra year really seems to help students get, “Older, stronger, and better at basketball before making the transition to college hoops,” said junior re-peat Andrew Kaufmann.

While in the long term view, repeating a school year has its benefits, there are short term cons. In the opinion of one anonymous repeat student, “Not graduating with my friends back home” is the only visible short term downside.

Nevertheless, student ath-letes do not always repeat dur-ing their first years. One of the unique things about repeating at Rivers is that there are strict requirements. For example, if a student athlete is struggling ac-ademically or misses a majority of their season due to an injury, the school will let them repeat.

Sean Gannon, class of 2011 is a reputable case in point. After missing a majority of the base-ball season due to an injury his junior year, Gannon also missed the most important period of the athletic recruiting process. A

five year Honor Roll student at Rivers, according to his Brown University Athletics biography page, Gannon requested to re-peat his junior year in hopes of regaining the recruiting time he had previously lost.

Rivers provides its stu-dents with the tools they need to achieve their goals. The school’s approach to the sensi-tive process of repeating is id-iosyncratic compared to local private schools. At most private schools, it is uncommon for students to repeat internally for athletic gain. Usually, students will repeat internally for aca-demic reasons.

According to Tony Hawkins, Director of Admissions and Fi-nancial Aid at Lawrence Acad-emy, “We do NOT any longer repeat students internally and would not plan on doing so un-less there were a medical leave or similar situation where a stu-dent was forced to miss a sig-nificant portion of the year.” In an email, he further added, “We did this for a student a couple of years ago for medical reasons [because he’d missed the major-ity of the year].”

Considering information provided by Hawkins, The Riv-ers School directory, and vari-ous acquaintances at private schools, a five year high school career is not uncommon nowa-days. It seems to be gaining popularity among private school communities.

The Rivers EdgeOctober 31, 2012 Page 7

just for laughs

Humo r by D evon K and Maddie B

Page 8 The Rivers Edge October 31, 2012

The Nonesuch Players Present: Twelfth NightDeep in the recesses of the Haffen-

reffer Building’s Blackbox Theater, The Rivers Nonesuch Players, under the direction of Ms. Bailey, are hard at work preparing for the upcoming fall play, Twelfth Night, set to be performed on November 8th, 9th, and 10th. This show promises sev-eral nights of humor, love stories, and cross-dressing — something for everyone.

Written by William Shakespeare between 1601 and 1602, with the full title of Twelfth Night; or, What You Will, the play was not published until 1623, seven years after Shake-speare’s death. It was included in the First Folio, a collection of Shake-speare’s works. The play, originally set in Illyria, a region in the western part of the Balkan Peninsula, tells a story of love and humor. Some of the humorous aspects of the play come from misunderstandings that arise from some characters’ cross-dress-ing and taking on new identities.

This year, the cast includes vet-erans of the fall plays, including Erin Barlow ’13 as Olivia, Vanessa Torrice ’13 as Feste, and Ned South-well ’13 as Duke Orsino, among others. In addition, there are several new actors lending their talents to the Drama Department, including Tucker Taylor ’13 as Sir Andrew, Emily Fraser ’14 as Antonia, and Joel Miranda ’14 as Malvolio.

“I haven’t acted in about six years,” said Tucker Taylor. “So it’s different getting back into acting and whatnot.” Though Taylor has not been in any shows at Rivers, members of the Rivers community will be pleasantly surprised with his acting.

The Rivers Nonesuch Players have not put on a play by Shake-speare in three years, and this show is definitely more uplifting than oth-er Shakespeare plays that they have put on recently. “This is not your granddad’s Shakespeare,” said Di-rector Ms. Bailey. “It is a comedy...one of the biggest, funniest com-edies that Shakespeare wrote.” The last Shakespeare play that students at Rivers took on was the tragedy Romeo and Juliet, a stark contrast to the comedic Twelfth Night that the students are putting on this year. “Shakespeare designed the play for different kinds of audiences,” said Ms. Bailey. “The kind of refined people who love the witty wordplay in the verse, and then the people who just want to see a really funny show, where people get caught in the wrong place at the wrong time.”

While the original story is set on the Balkan Peninsula, The None-

such Players are putting a new spin on it, much like in the 2008 produc-tion of Romeo and Juliet .“We are updating it to a 1950s, early 60s setting in a New England coastal town,” said Ms. Bailey. Surely, set-ting their production in an area that New Englanders are familiar with will increase the amount of hilarity that will ensue.

“There are kind of two stories [in the story],” said Tucker Taylor. “One story is, not to say less funny, but, more of a love story, and it’s kind of tearing between ‘should I do this, or should I do that.’ And the other side is me and these other two characters completely goofing off and doing whatever the entire time, and kind of playing pranks on people.”

A show can depend as much on the set designs as it does on the ac-tors themselves. Although the None-such Players have are always a little limited with regards to the space, Ms. Bailey shared, “I think we’re using it in really effective and inter-esting ways this time. Mr. Leeming

is putting together a really great set for us, and we’re going to do a lot with lights as well. Additionally, we’re going to have some of the jazz musicians playing during the performance, because there’s a se-ries of songs in there that one of the characters sings. So we’re going to add a lot of different dimensions to this.”

The students have been preparing for the show since the second week of school, with blocking, learning lines, and getting in touch with the characters that they are portray-ing. All of this provides a suitable amount of challenge for the actors as well as the director. “[This year’s show is] more difficult in that, in addition to the typical rehearsal pro-cess, there’s really this whole extra process having to do with the lines and the language of Shakespeare’s verse,” said Ms. Bailey “So, we’ve been doing a lot of work on that, in addition to just the stuff with the play...working on blocking, lines, character, and then, all of a sudden,

the nature of the lines.”Everyone involved in the play

has come to rehearsals with a posi-tive and excited attitude. “It’s a re-ally energized group this year,” Ms. Bailey commented. “Whenever you do a comedy, it’s always fun any-way. People are in a good mood. We do a lot of improv in this as well, which is a lot of fun.” However, the Nonesuch Players do not only do improvising exercises just to have fun, said Bailey. “It’s also a way to develop character, to really push yourself and put yourself into a mo-ment where you might do something you haven’t thought before.” If an actor in a Shakespeare play can help it, he will try to avoid resorting to improvising, as it is very difficult to improvise in one of Shakespeare’s works. “With Shakespeare, it’s re-ally tricky, if you do forget your line, to get back on track,” said Ms. Bailey.

When an actor is acting and pre-paring for a role, it is often benefi-cial to have a connection with that

character, whether it is a connection based on the character’s personal-ity or other attributes. Depending on what a production is, the actors who portray the characters onstage may or may not have a moment, whether brief or long, in which they get inside their character’s head and become more in touch with the way the character would react to things. This can allow people to bring a new level of complexity to their perfor-mance. “In the rehearsal process, I call it ‘the very unscientific popcorn effect,’” said Ms. Bailey. “What happens...people are becoming comfortable, and really getting to know who they are. All of a sudden, there’s this freedom that actors get once they know where they’re mov-ing and know what their lines are. That can allow them to immediately flow into that character.”

Of course, this process is easier if you feel that you can relate to the character that you are portraying and if you are willing to embrace that character’s personality. “I play Sir Andrew, and he is the goofi-est person ever, and I think that fits very well with the way that I can act, since I’m very open about being able to do whatever,” said Tucker Taylor. “I think it’s fun [playing] a character that’s completely off the walls. I just try to act like I would act if I was be-ing insane, goofy, and fun.”

It is up to Ms. Bailey and other members of the cast to try to come up with portrayals of the characters that will increase the audience’s enjoyment of the performance. “There’s a release that happens, and the actor can experience that jump into character, that movement away from the self and into the character, which is definitely beginning to hap-pen, with some of the actors, and it happens at different points,” said Ms. Bailey, “And I think, initially, it happens kind of sporadically. So, my job is to try and identify that, and then find ways in which the ac-tor can sustain that. We’re definitely seeing that. There are going to be some kids who people are going to be so surprised at what they’re doing and what they’re up to.”

The Rivers School Nonesuch Players’ production of Twelfth Night will have four performances: Thursday and Friday November 8th and 9th at 7:00 pm, and Saturday, November 10th at 1:30 and 7:00 pm. The show will be in the Black-box Theatre. All members of the school community are encouraged to attend one of the performances. “There’s enough for people to get into the play and feel that it’s engag-ing and interesting, but also, at the same time, it’s not going to get too heavy,” said Tucker Taylor, “It’s go-ing to be fun and exciting.”

Come one, come all! Romance, humor, and cross dressing guaranteed!By JoEy SACK ‘13StAff mAnAgEr

The

ARTS

ArtsPage 9The Rivers EdgeOctober 31, 2012

of the past, promoting a power-ful yet accurate depiction of the 1960s. Moreover, Davis specifi-cally intends to make this show available to the Rivers student body, as to expose the current and future attendees of his alma mater to this incredible display of American transformation.

Davis presents an enthralling array of photographs that cap-ture astonishing instances from the time period. From the ex-citement of Woodstock and rock legend Bob Dylan to the graphic violence of the Vietnam War and the assassination of President Kennedy, this show encompasses many famed moments of Ameri-ca’s past.

In an interview with The Edge, Davis remarked, “[The 1960s] was an intense period of dynamic alteration…Vietnam, the draft lottery, the hippie move-ment; everything was happening so quickly that these images be-came a way of chronicling rapid change in the world.”

A number of the pictures in the exhibit are original prints from the 1960s. When a newspaper or a magazine wanted to publish

one of these images, sometimes they would have to be shipped all over the world. In fact, the backs of many of the images are covered with stamps from a multitude of different publishing companies.

Photography was essential in 1960s media–it was the most ef-fective method of relaying piv-otal news. Images came directly from the front lines to the aver-age citizen’s doorstep. It was a universal means of communica-tion and an art form.

Many of the images in the col-lection were not initially intend-ed to be in museums–they were often taken on the fly and imme-diately sent to the press. How-ever, over the years, these iconic photographs have developed an enduring significance. They are immediately recognizable, even to those who were not alive at the time the images were shot. These photographs allow people to briefly transcend time and space and experience the world of the past. They are forever embedded into this unique chapter of Amer-ican history, yet they continue to captivate and inspire people all around the world.

Davis chose to present his collection at The Worcester Art Museum because it was the first museum to truly recognize pho-tography as a fine art. Accord-ing to him, “In some ways, im-ages become just as important as events. Photo journalism can take a traumatic moment and make it into something beautiful.”

Davis declares his favorite im-age in the collection to be one of the assassination of Bobby Ken-nedy. The famous picture depicts Kennedy on the ground, sur-rounded by a crowd, lying in the hands of a man crouching beside him. Davis proclaimed, “I love it because it really is an amazing photograph… although it is trag-ic and devastating, it’s a beautiful photograph in and of itself. I look at it from an emotional stand-point, but also as a work of art.”

While arranging his collec-tion, Davis established a select criterion for the images he would use. He only chose images of people and events that made a distinct change in the world. He would not include someone sim-ply because he was famous; he had to be iconic to the 1960s in a significant way. Furthermore, he

focused primarily on the United States because it was the loca-tion of many of the most impor-tant events of the age. The entire world was reacting to what was happening in our nation.

The show focuses on events from this particular era because Davis has a very intimate con-nection with the 1960s. His dis-play is not only a reflection of American history, but also of his personal growth as a teenager. In the catalogue for the show, Davis commented, “I wanted the poten-tial viewer to glimpse the time period of my teenage and college years, a difficult time of anyone’s life. My coming of age and my experience of adolescence took place midst the mayhem of a rap-idly changing society.”

Moreover, while speaking with The Edge, Davis recapped what it was like to be a teenager at an all boys’ preparatory school during a time of such radical change: “[It] was a safe zone. At Rivers, I felt isolated from all the pressure to do drugs and this new wave of freedom. I was at odds with ev-erything that was happening… It was like being frozen in time from the progressing world.”

“Kennedy to Kent State” tells the story of freedom, rock and roll, violence, despair and the rise of a new age. It is a most superb model of the 1960s and the jour-ney of our great nation.

In the catalogue Davis wrote, “I present these photographs not to comment but rather to share my experience of the time. I am not a historian, but I was there. If you were there too, you will recall the impact and power of these photographs. If you are too young to have lived through the time, I hope you can take away something you have never felt before. This collection is a story, the story of coming of age.”

Additionally, Davis specifi-cally told the museum to grant special access for the pupils of his alma mater to the exhibit. In fact, in the written deed of gift, Davis insisted that the museum make the collection accessible to Rivers students. It is his wish to enrich the Rivers community with his vivid interpretation of America’s past and to provide them with a variety of internship opportunities. He hopes to ex-pose as many Rivers students as he can to his display.

Davis’s “Kennedy to Kent State” collection captures the essence of the 1960sContinued from page 1

Page 10 The Rivers Edge October 31, 2012

SPORTS

Rivers Field Hockey is com-ing off a championship season and is expecting another great one, as there are many excellent new members as well as return-ers. In an interview with the Edge, Captain Katherine Dutile ‘14 talked about her hopes for this year: “The captains expect another great season from our team. Coming off a New Eng-land championship last year,

there’s a lot of pressure for the team as a whole, but we’re up to the task of defending our title.”

So far the team has won 3 games, and lost 7, but they are still fighting hard to keep up with the competition.

When asked whom to look out for in upcoming seasons, Dutile replied, “I would watch Ellie DeCaprio. Ellie stepped up this season to fill the position of goalkeeper. Ellie started last year as a defenseman, so goalie is a completely new position for

“SET…HIT,” yelled Laz Mitjans, the Rivers Varsity Football’s quarterback. The season was off, but it was not the start anyone on the team wanted.

When asked what he ex-pects of the team this year, Tyler Swartz, one of the senior captains of the team, respond-ed by saying, “[It] should be a promising season. I couldn’t ask for a better group of guys. We are looking to win some games and have a good time in the process.”

With a record of 1-2 so far into the season, it seems that the team is on track for what Tyler is describing. It is not a surprise that the football team is struggling, as in the school’s history, there has only been one football championship.

Swartz had mixed feelings about how things have been going, explaining, “Right now the team isn’t doing as well as planned. We have some major injuries (Nolan, Briggs, Car-lin, Tyler, A. Mitjans), but this gives the younger less experi-enced players an opportunity to go out there and show the team what they can bring to the table. The team has great chemistry, and we’re having a great time as a team on and off the gridiron.”

Despite the injuries, the team is still fighting hard to have a good season and has been successful--especially in terms of keeping their spirits up. There is no doubt that they will keep the energy of their 20-6 win over Groton going into their upcoming game.

What better way to usher in another Homecoming than to watch Rivers soccer take on the Brooks Bishops in an-other competitive game of ye’ old football? The conditions were perfect; the field, thanks to the maintenance crew, was in beautiful shape, and the weather was ideal.

Going into the Girls’ Var-sity Soccer Game, Rivers was down by two points to Brooks in the standings, and entering the boys’ game, the two foes were tied. Thus, as one could expect from such pivotal matches, it would take more than a fight to bring home the victory. With this in mind, along with the entire Rivers community in attendance for Homecoming, the energy was contagious. Fans could be seen making the pilgrimage from Davis Field to Nonesuch while sporting their Fanzone shirts and cheering for their be-loved Redwings. Both Coach Pipe and Coach Donahue had also prepared meticulously for Homecoming, having worked tirelessly to make sure that their respective teams were ready to trounce the Bishops of Brooks.

On the western side of Riv-ers, the Girls’ Soccer Team owned the territory, as they beat out Brooks’ girls by a score of 1-0. Hailey Cosse-boom’13 scored the lone goal with a powerful lefty strike from just out the eighteen to close off the first half. Cap-tains Carly Devereux’13 and Nicky Wilkins’13 continued to apply in the second half, but the girls’ defense was the real story of the game as Riv-ers’ back line withstood each blow that the Brooks offense took at them. In the end, the girls were able to shut out a team that had been averaging 4.5 goals a game.

For the guys, Rivers fought

Louis and Louie’s Redwing Recap

grittily, countering all of Brooks’ attacks with all the force they could possibly mus-ter. In addition, Brooks play-ers looked like they could have seamlessly fit in a 25+ league, as seven of their ten starters had beards similar to the one you could find on Rivers leg-end Ben Marcus (who was also in attendance).

Despite the Rivers team looking like a bunch of pre-pubescent boys, they played like men. Halfway through the first half, the ‘Wings took a 1-0 lead after Ryan Bellavance stole the ball in Brooks’s third of the field and proceeded to ‘meg a defenseman before he dished it off to Forward Trevor Davock; this is when the magic happened. Trevor went on to ‘meg the same bullied Bishop to then strike the ball top shelf for the go-ahead-G.

This would be all that they boys would need offensively for the victory. Although pres-sure was applied by Captain Matt Dias Costa, junior Declan McCabe, and Davock through-out the rest of the game, the Wings’ defense ultimately saved them down the stretch. Captain Bobby McSweeney did all he could to keep the team keenly aware, and pre-vented any careless errors from taking place.

The most worrying soccer came in the last couple of min-utes, though, when Brooks put up a strong fight in attempt to tie the contest. But, just like the young team had surmount-ed all other obstacles dished at them throughout the game, the squad united behind stellar play from Keeper, Stevie Van Siclen, and clinched the ‘W.’

With all of the soccer played that day, it could not have turned out better. With only two goals scored between the four teams, they were all that were needed for two victories and a ton of fun for alumni and fans alike.

See how your favorite Redwing teams

have been doing this season

By louiS ShAEvEl ‘13SportS Editor

And

louiE rABinovitZ ‘14ContriButing WritEr

Varsity Soccer

Varsity Field Hockey

–Last update: October 15, 2012–

her. However, watching her play, you’d never guess that she is a new goalie. Ellie controls the defense in the circle and makes amazing saves during games and practices. The whole team is so excited to have her in net for the next two years.” Ellie DeCaprio, a junior, transferred to Rivers in 2011 as a sophomore.

Good luck to the Field Hock-ey Team this season. It will be fun to see how the team meshes and how they fare in the stand-ings this year.

Varsity Football

Girls’ Varsity Soccer completely dominating the field. Pho-to taken by Alexandra Gaither ‘15 and Sydney Fisher ‘15.

The Redwing Football team at their homecoming game. Pho-to taken by Alexandra Gaither ‘15 and Sydney Fisher ‘15.

Boys’ Varsity Soccer Team supported by many fans at their homecom-ing game. Photo by Alexandra Gaither ‘15 and Sydney Fisher ‘15.

The Rivers Edge October 31, 2012 Page 11

SportsHomecoming turns the school into a sea of redwing spirit

Replacement Referee Disaster

Who would have thought we would be missing our former NFL referees? Given all of the recent em-phasis on player safety and respect of the league, one would think that the new refs would be well-qualified to enforce the rules. After the last few weeks of terribly officiated games, however, the new replacement refs have failed to meet most people’s ex-pectations.

The NFL’s first inclination was to pick up division one college foot-ball referees. These refs would be the most qualified and reliable. Unfortu-nately, most of them were quite con-tent with their jobs. They were mak-ing good pay, and had already signed a commitment contract with the col-lege leagues. The NFL had no other choice but to go to their last resort, division 3 college football refs.

These new refs are nowhere near as competent as the professionals; they clearly were not prepared to mediate this level of play. The NFL tried to claim that the replacement refs were not that bad, arguing that it is common for refs to make mis-takes throughout the course of the game. People were always judging the regular refs, so why would the minor mistakes of the replacements be anything condemnable?

Despite human error, these in-competent refs could not defend their last call of the Seattle vs. Green Bay game on September 24th. In the final play of the game, quarterback Rus-sel Wilson lobbed a Hail Mary pass to his wide receiver Golden Tate in the end zone. Golden Tate pushed Green Bay cornerback Sam Shields in attempt to make the game winning catch. This was a clear offensive pass

interference that should have ended the game. However, there was no call. Surrounded by four Green Bay defenseman, Tate leapt for the ball. At that moment, M.D Jennings also tried to make the catch and got his hands on it before the receiver.

Everyone clearly saw that it was an interception. As all the other play-ers fell to the ground, Tate intuitively pounced on the ball and gripped it with all his might. After moments of hesitation, two officials ran over to the pile of sweaty determined men. One referee put up a sign that yelled interception, and the other threw up his arms signifying a touchdown. The Seahawks received the touchdown, winning 14-12 against the Packers.

The rules state that a simultane-ous catch is given to the receiver. This was the justification for the call on the field. However, the rules also state, “It is not a simultaneous catch if the a player gains control first and an opponent subsequently gains joint control.” In the Seattle Green Bay game, this was the case. It was truly a “Fail Mary” call by the replacement refs. After that game, the NFL was finally convinced it was time to come to an agreement with the regular ref-erees.

Leading up to the Seattle Green-Bay game, there were many wrong calls made by the replacements. For example, in the overtime game between Detroit and Tennessee the refs penalized Detroit 27 yards for a personal foul. A personal foul is 15 yards. This helped the Tennessee Ti-tans take home a victory. Moreover, the New-England Baltimore game was butchered with all the unneces-sary defensive holding calls. These frequent mistakes by the replacement refs angered both the players and the officials.

In addition, at the end of the Raven vs. Patriots game, the referees were

trying to make an escape. In attempt to get the official’s attention, Coach Belichick of the New England Patri-ots grasped the official’s arm. He was angry about the game and wanted to make a comment about it to the refs. However, making aggressive contact with a referee is illegal, and Belichick was forced to pay a fine of $50,000.

The upset players showed their frustration for the replacement refs through Twitter. Brandon Spikes from the New England patriots tweet-ed, “Can someone please tell these [expletive] zebras foot locker called and they are needed back at work!!!! #BreakingPoint.” After the upsetting loss for Green Bay, Packers receiv-er Greg Jennings tweeted, “#NFL C’MON MAN! Can’t even be upset anymore. All I can do is laugh. Laugh at the #NFL for allowing America’s game to come to this. WOW!”

Many students and faculty at the Rivers School were talking about the inexcusable mishaps of the replace-

ment refs. When asked if he enjoyed watching football during this time of controversy, Justin Snider’15 re-plied, “I thought it was actually more entertaining now that the refs made such frequent mistakes. There was more to talk about.”

On the contrary, Mr. McCartney is very displeased with the replace-ment refs’ remiss calls: “This situa-tion is nothing to laugh about. I en-joy watching football, and this was a whole different game. The refs did not know the rules, and were not qualified. It concerned me that I might have to watch this game of untrue calls and misconduct for the rest of the season.” He thinks that the coaches and players have a right to be mad. He understands that they work all year long for these 16 games, and that it is frustrating when a team los-es due to poor officiating.

Ms. McCulley said, “It is just so ridiculous, it is funny.” Many people believe that the coaches and players

did not respect the new replacement refs.

Josh Kirson’15 commented, “I don’t think the NFL refs are any more respected than before this sea-son. This incident showed a lack of efficiency in all the refs outside the NFL. Also, people now see that the NFL refs are actually a vital part of keeping order in each game.”

Most people feel that the replace-ment refs’ officiating was completely absurd and that they were not quali-fied to be refs at the professional level. The NFL should not have pro-crastinated settling the agreement. Unfortunately, their procrastination led to a game changing decision.

Snider said, “Some players took advantage of the refs by making a scene right after they were tackled in attempt to sway the ref into calling a penalty. This was not right of them, but it is all about winning the game to most players. Playing fair doesn’t matter.”

Friday, October 12, 2012, the boys’ and girls’ cross coun-try teams will go to war against Milton Academy at Elm Bank in Wellesley, MA. The boys have been anticipating this pivotal day for weeks, as they have trained under the guidance of Coach Paluseo and the leadership of captains, Austin Drucker and Carlton Jester.

Jester couldn’t hear the word “race” without a huge smile com-ing to his face. He said he’s been preparing for this race ever since he found out that Rivers had a cross country team and that he’s fired up to “grace everyone in his presence.” In addition, he was spotted running to school several

days ago to prepare for Elm Bank 2012.

On the girls’ side of the sport, the Thayer twins have the experi-ence to lead the team to greatness. Through grueling practices led by Coach Karasch and the intense mentality of the twins, the team should have complete confidence in its preparation to bring its best game to the race.

Carlton Jester plays a huge role in this race as well, as not only will he be leading his team through the 3.1 mile trek, but he will also be updating Fanzone while doing so. Drucker is wor-ried that it will detract from the team’s performance, but Carlton is confident that they can still take home the crown. For the rest of us Redwing fans, we will just have to wait and see.

Varsity Cross Country By louiS ShAEvEl ‘14

Rarely is the Rivers Campus so filled with red. From the home-coming shirts to the face-paint, there was no lack of spirit at Riv-ers on October 14th and 15th. Homecoming has been a tradition since the school was founded. Food is served, and alumni come to reconnect with the school and the current students.

This year’s homecoming en-emy was Brooks: a strong op-ponent. The week before showed signs that this weekend was go-ing to be a crazy frenzy of green versus red battling it out on the field.

On Friday, cross country kicked off Homecoming with a well-fought battle against Mil-ton. Elm Bank was bustling with energy; a throng of Rivers fans cheered on the runners with an

irrepressible enthusiasm. How-ever, unfortunately, neither the boys’ nor the girls’ team won. Nonetheless, their hard efforts did not go waste, for many of the athletes set new personal best re-cords.

Moreover, a school-wide bonfire in the junior parking lot Friday night elevated the ex-citement going into Saturday’s games. Junior Griffin Green got the weekend off to a great start with his DJing during Friday’s bonfire. Friday was all about mu-sic, food, and fun.

Rivers athletics rolled into Saturday with high hopes. All games started at 2pm. Boys’ Var-sity Soccer pulled off a huge win against Brooks, with whom Riv-ers was tied for first place. Rivers went on to win 1-0, continuing their undefeated season. Girls’ Soccer pulled off a win against Brooks 1-0, continuing their un-defeated season.

The Field Hockey Team had

a tough loss to Brooks, 3-0, but the girls were victorious in their win against Thayer the following Wednesday. Furthermore, Rivers Football lost 36-7. However, the boys still have plenty of time to turn the season around, as they have begun to do with their re-cent victory against Groton.

Although not every team could pull off a victory against Brooks, the spirit was in the air, and Riv-ers athletes still left the field with their heads high. Parents, teachers, students and alumni all showed up to cheer on the sports teams. Rivers Fanzone kept ev-eryone well-informed with live updates on scores throughout the weekend. It was an excellent display of competition, spirit and red wing pride.

According to Athletic Direc-tor Jim McNally, “Homecoming was a great event all around. The efforts and planning of both the Advancement Office and the Fa-cilities Department, coupled with the involvement of many behind the scenes, resulted in a tremen-dous weekend for students, par-ents, faculty and alums.”

By hEnry loBEr ‘14ContriButing WritEr

By gEnnA SChindEl ‘15ContriButing WritEr

Foot Locker called; they want their employees back

Replacement referees rob Green Bay of victory after bizarre last-second Hail Mary. Photo taken from Internet.

The Rivers Edge

The RiveRs edge

OPINIONSAN OPEN FORUM FOR THE RIVERS COMMUNITY

inside, and that you should never pass up on the opportunity for free candy, but sadly this is not the case. No, we are not trying to assure you that it is still okay to dress up and walk with your parents around the neighborhood with a pillowcase. We’re giving you a taste of reality, and you can thank us for this later.

So if you are reading this and you are planning on trick or treat-ing this year, think again. Here are some pretty accurate indicators that might tell you whether or not you are too old to trick or treat. Are you in high school? If the an-swer is yes, we regret to inform you that you are probably too old. Can you recall more than three plot summaries of Full House epi-sodes? If so, this means that you were a kid in the 90s. If you were a kid in the 90s, then you are old; therefore, you should not be trick or treating.

Are you a “Belieber”? Then,

congratulations! No matter how old you are, you have earned the right to go trick or treating. The reasoning for this is that if you are a Belieber and a teenager, you probably have not yet reached your full maturity. Enjoy! Do your post trick or treat plans include drink-ing from red solo cups instead of counting candy with your family? Then you’re probably too old to hit the trick-or-treating streets. Are you planning on just throwing on a pair of cat-ears and calling that your costume, Mean Girls-style? Then, we advise you to just skip the trick-or-treating and go straight for the red solo cup party.

Now, if you have decided to ignore all the advice we just gave you, or your responses indicated that you have earned the right to go trick or treating, then please just answer this last question. Would you look creepy if you went trick or treating? You know what we’re talking about here. We’ve all had

those experiences when we open the door, eagerly preparing our-selves to gush over little children in animal and pumpkin costumes, and instead we find ourselves con-fronted by large, adolescent boys and scantily clad girls. No one wants to be frightened into giving candy to angry teenagers. This is America. Instead, we want to open our doors and our candy bowls to all the cute, deserving children out there. So, do your part as an American citizen, and abide by the laws we have given you. Trust us--the result will be a much cuter and more pleasant Halloween.

Let’s take a minute to consider the downsides of trick-or-treating. Girls, we know you get those chocolate cravings every once in a while. And guys, we know the prospect of collecting candy in a pillowcase is just too thrilling to pass up sometimes. However, we all get those families that hand out apples or pencils to trick-or-treat-

Let’s be real here: Trick-or-Treating at your age is getting kind of weird

ers. What’s up with that? Then you are left with the task of awkwardly accepting their awful gift and hav-ing to pretend to be excited about it. Do you really want to continue to do that for the rest of your ado-lescent lives? We all know about those awkward encounters with the neighbors as you implore them to hand over their candy. Do you really need to give them a reason to comment “My how big you have gotten (insert name)”? This isn’t Little Red Riding Hood, guys. As a teenager trick-or-treating, you’re in a tricky (pun intended) posi-tion. If you approach a house at the same time as all the cute little children in the costumes we pre-viously mentioned, you’re going to look pretty stupid. And you’ll probably get a smug comment like “Oh, and how old are you?!” Do you really want to deal with that? You deserve better.

It is also important to inform all of you Rivers Students that Halloween falls on October 31st. What does this mean? This means that this year, in 2012 (in case you forgot), Halloween falls on a Wednesday. Granted, Thursday is a late opening, but we assure you that that will not give you enough time to get off of your sugar high and do your homework.

We all grew up on the Disney Channel Halloweentown mov-ies, which made the holiday look pretty awesome, so we get if that’s what you’re basing your desire to go trick-or-treating off of. But, you guys, spoiler alert: Hallow-eentown doesn’t exist. Neither does that magical bus that flew all of the characters through the air (unfortunately). If you want a real Halloween movie, you should watch the movie “Halloween.” It’s about Halloween, if you couldn’t

guess. And it gives you a very dif-ferent image than children obtain-ing powers and having fun (and safe!) parties. We won’t go into further detail, but let’s just say that if you watch it, you’ll thank us for sitting out trick-or-treating.

We’re guessing at this point we have probably effectively deterred you from going trick-or treating. Sorry! So here are some helpful al-ternatives for the special night! You could stay in for the night and help your parents hand out the candy to the children. Actually, scratch that, that’s arguably creepier than going trick-or-treating yourself. There is always a marathon of Hallow-een movies playing on Halloween night, understandably. You and your friends could choose to spend your night that way and have just as good a time. You might not be able to sleep for the next week or so, but you’ll get over it.

Carve pumpkins! That’s good and wholesome, and fun is sure to be had by all. Feel free to be cre-ative with your designs! Doesn’t that sound like your ideal Hal-loween guys!? Remember those middle school Halloween dances? Before we go on, NO, we’re not suggesting you go to those. But maybe there are some of those go-ing on for high schools. We’re sure this option would be just as whole-some as the last!

You know what, we’re thinking about it, and trick-or-treating actu-ally sounds more enjoyable than anything we just mentioned. So, you can follow our advice or not follow it; either way, you’re prob-ably going to have a good time. Let’s go dig up those pillowcases and stuff them to the brim and en-joy our last Halloween before the world ends (remember when we mentioned how it was 2012?).

Campus Chatter

Continued from page 1

With rAChEl SilvErmAn,StAff WritEr

On Sunday morning, I woke up to the smell of a warm, sparking cinnamon candle and the crackling of a roaring fire. At that moment I realized that it was that time of the year again. It was no longer the days of hours at the beach spent lying in the sand and sleeping until 12 (let’s be honest, we all do this). I was very upset at the realization that it was a long year until next summer. However, I forgot how much I love the season of fall. The buzz around campus this time of the year is not only due to the fresh start at school, but also the excitement and fondness that we all have for autumn. It seems to be that New England’s famous red, orange, and yellow leaves are one of our favorite traits about fall, but the weather, food, and clothes are all characteristics of autumn that surround us with excitement and coziness. That being said...

What’s your favorite thing about fall?

“Jumping in the leaves.”–Ben Soloway

“Gluing leaves to myself and pretending to be camouflaged.”

–James Hotchkiss

“Cruncy leaves! You just go out of the way to step on the crunch-iest.”

–Tatum Bradley

“Fall is beautiful and cool.”

–Matt Locke

“Stepping on pinecones (is a XC thing). And the red leaves and the apple cider.”

-Meghan Morgan

“Definitely Thanksgiving–for the food and geting to see my family. All good things.”

–Kathryn Nielsen

“Apple pie. Actually, anything with apples.”

–Vanessa Torice

October 31, 2012Page 12

The Rivers Edge

Opinions

With the November election almost here, residents of Mas-sachusetts are diligently debating whether to legalize assisted suicide or not. Before deciding your opinion, it is essential to consider the pros and cons of both perspectives.

It is important to note that every patient’s condition is dif-ferent and unique. Despite chemotherapy and radiation treat-ment, if a patient has suffered from cancer for several years and his health does not improve, is it in his best interest to continue fighting? Those who oppose assisted suicide ques-tion whether it is ever condonable to voluntarily and know-ingly end someone’s life.

To me, the answer is never black or white; there are al-ways shades of gray. For example, even if patients are given the choice to end their own lives, how old should they be to make that decision? Should a person who is 7 and suffering from a disease have equal say over his life as a person who is 77 and suffering from the same illness? Or, if a person is suf-fering from a disease, is it possible to fairly judge his mental condition and whether or not he is sane enough to make life-altering decisions?

Those who support euthanasia cite sound evidence for their reasoning. Firstly, having a doctor assist the suicide is much safer for the patient than his taking the matter into his own hands. Additionally, suffering is subjective – only the patient knows the extent of his pain, so why shouldn’t the patient be the one to decide when he’s had enough?

Opponents cite other arguments. Many claim that the pa-tient’s signing up for death would be even more devastating to the family than a terminal illness already is. In addition, assisted suicide goes against many people’s religions and cultural beliefs. Although there are many arguments on both sides, these are just a few that I have used in order to deter-mine my view of assisted suicide.

Taking everything previously established into consider-ation, I am a strong believer that assisted suicide should in fact be legalized. Medically induced death provides the pa-tient with choice. Only he knows how much he is suffering and how much the sickness is straining his body. Only he knows if living this way is worth the pain. Alternatively, I considered the question: is taking a life worth it, at any cost? I believe that a universally condoned choice is the answer. People may argue that ending a life, whether voluntarily or not, goes against basic moral and religious principles. How-ever, I believe that if given the choice, you can choose to abide by what your religion is telling you, but that would be your decision alone. People may say that if the person suf-fering succumbs to a state of depression or mental insanity, then he should not be allowed to make life-altering decisions. I strongly believe that you should have control over your own life, as long as you are able to make rational decisions. Therefore, the patient should decide – by formally signing a document – how his doctors should proceed should he enter a state of depression and unbearable pain. This pain should be the result of a state in which improvement is impossible.

If assisted suicide is to be legalized, certain qualifications and guidelines must be in place. Firstly, the person should be mentally sound. Furthermore, in terms of the qualifications, the sickness needs to be unmanageable and life threatening, because if not, I believe it translates to murder.

Suicide has been legal since 1961, and choice is consid-ered to be an innate right of every citizen, so why not allow assisted suicide? Every individual should be able to decide the course of his own life. People who are severely ill de-serve to have assisted suicide as an option.

Student OpinionSimi Mirchandani ‘13

I support the proposed law ‘Prescribing Medication to End Life’ in this November’s State Election. As a UK cit-izen, I don’t get to vote on the question, but I’m in favor of the law because I think we are obliged to support an in-dividual’s freedom to shape his own destiny, and because I think the dangers of the law have been overstated.

To begin to understand the need to change the exist-ing state of the law, a person must do some uncomfort-able imagining and empathizing, putting oneself in the position of someone approaching certain death and los-ing one’s sense of dignity and meaning in life. Of course, many do not approach their deaths in this way; the pro-posed law would not be directly relevant to them. Our culture doesn’t do much of this kind of empathizing. We tend to avoid these kinds of topics altogether. What is death? What is it to lose a sense of personal dignity and meaning? Massachusetts is rich in cultural traditions that do take these kinds of profound questions very seriously, and many of them firmly reject the proposed law on the basis that life is a gift from God, and only God has the right to end innocent human life. I respect these religious beliefs a great deal, but I don’t share them. I do stand with the Christian, Jewish, and Islamic conviction of the dig-nity of each human life, but I differ from these faiths in my belief that there is no lawgiver other than ourselves, our human community. For me, freedom and flourishing are the ultimate ethical values, and this law upholds these values.

In contrast to the very real despair and existential suf-fering that this law is designed to address, objections to the law point to hypothetical scenarios: risks of misuse and exploitation, the thicker end of the wedge. The ex-perience of Oregon, a state which for eighteen years has had a comparable law to that proposed for Massachusetts, provides a powerful rebuttal of these objections. Would the new law be abused, leading to an avalanche of patients seeking help in ending their lives? The Oregon data indi-cate not. Would racial minorities and economically disad-vantaged groups figure disproportionately among those receiving the medicine? The Oregon data indicate not. Is Oregon now cutting health care for those approaching the end of life? No. The people of Oregon do not appear to have lost their trust in the medical profession, nor are there insidious attempts underway to broaden the scope of the law in that state. Not all slopes are slippery. By contrast, the suffering that this law would certainly help avoid is all too real.

I’d like to end by broadening the context of this topic. For several reasons, including changing demographic patterns and ever more effective medical technology, we will all increasingly have to face challenging questions about the end of life. And strange as it may seem, doing everything to prolong life is not always the most loving treatment for those approaching death. In fact, sometimes it is tantamount to abuse. Ask doctors, or better still, ask nurses, who see these realities up close, not on Grey’s Anatomy. There is a distinction between actively hasten-ing death on the one hand, and withdrawing life sustain-ing treatment on the other. But in both cases, I suggest we need to confront the reality that sometimes death can be a friend, not an enemy.

As Brits like me know very well, this state has a proud history of leadership in championing personal freedom. In my view, this law is a responsible, careful, and loving attempt to face uncomfortable but vitally important reali-ties, and we will be morally richer and more human for doing so. I want to live in a society that cherishes human dignity so much that it supports those who, having satis-fied the strict safeguards in this bill, seek help in ending their lives at a time of their choosing.

Teacher OpinionDr. Willard

Page 13October 31, 2012

Student-Teacher Discussion: Assisted SuicideAssisted suicide, also known as “medically induced death,” put simply, describes the process

whereby doctors help patients die by providing them with drugs that catalyze dying. Its potential legality is being debated and decided during the Massachusetts election this November.

Don’t forget to give some thought to ballot question #2 before heading to the polls on Tuesday, November 6th.

The Rivers Edge

Opinions

Dear Olga,

I’ve been feeling a little down since the football team lost at homecoming. I just can’t seem to move on. My Redwing spirit levels have plummeted - How do I get those wings soaring again??

-Gloomy Game-Watcher

Dear Gloomy Game-Watcher,

While we feel your pain, do keep in mind that this game was a huge disappointment for many people and you are not alone. It was definitely rough, but the team gave it their all, and it’s important for them to know that their die-hard fans like you will always keep the faith. As for restoring that Redwing spirit, try slapping on the face paint, deck your-self out in some red, and at-tempt to imitate the majestic cry of the Redwinged Black-bird (check out this excellent video to achieve perfection: http://www.youtube.com/watch?v=q3QicOAiBXk). If all else fails, the schools famous chocolate chip cookies should do the trick.

Dear Olga,

I still can’t read clocks with the big and little hands... Is this bad?

-Dependent on Digital

Dear Dependent on Digital,

I believe the type of clock you are referring to is an analog clock. The ability to read ana-log clocks is a skill that takes some practice to acquire. If this deficiency hasn’t hindered your daily affairs, it might be okay to continue with your life as you always have. However, it couldn’t hurt to learn, es-pecially because most of the clocks at Rivers are analog and not digital. The most important thing to remember is that the little hand (the shorter of the two) always points to the hour, and the big hand (the longer of the two) always indicates the number of minutes. First look at where the little hand is set to discover the hour, and then look to the big hand to figure out the minutes. It’s easy to get confused at first, but after a bit of practice you’ll become a pro.

Dear Olga,

In one of my classes, I have to sit next to this kid who is slow to understand the mate-rial. During class, he’s always asking me for help, and I don’t

want to be rude, so I help him. But it always puts me behind, and it looks to the teacher like I don’t understand either. I don’t want the teacher to think that I can’t handle this class, but I feel bad saying anything because I don’t want to insult the other student. I know I can, but my teacher looks at me like she thinks I can’t keep up and it feels terrible! What should I do?

-Frustrated

Dear Frustrated,

It’s really great that you’ve been kind enough to help your classmate, but your top priority needs to be your own work as a student. It’s perfectly okay to tell the other student that you have to focus and suggest that he ask the teacher instead of you. You should also mention to your teacher either after class or some time outside of class, this exact question. The way you asked it in this column is a perfect way to phrase it for your teacher as well. I’m sure your teacher would be happy to help, and it’s important that he or she knows where you really are in the class. As long as you say it in a way that’s respect-ful to the other student, you should not feel bad about voic-ing your concerns.

Dear Olga,

My friend came to me yes-terday and told me that they tried cutting themselves. They said that it was just once and they had had friends who had done it before and it wasn’t a big deal. They said they would never do it again, but I can’t help but be a little concerned. Obviously, they don’t want any-body to know, but I’m afraid it won’t just be this one time. Should I tell somebody?

-Concerned Friend

Dear Concerned Friend,

Cutting is a problem that can get very serious very quickly. If it happened once, it is likely that it could happen again be-cause it is a form of self-injury that results from very strong emotions and is a pattern that’s difficult to break once it begins. It can be difficult as a friend to understand why someone would intentionally want to hurt themselves. Often people cut as a way to relieve pain and stress that feels over-whelming and to relieve emo-tions that people have trouble expressing otherwise. First of all, you must tell an adult. Al-though your friend might be angry at you at first or hesitant

to tell an adult themselves, their safety comes first. Learn-ing that a friend has been cut-ting themselves can be shock-ing and distressing, and if you feel that you need to discuss it with somebody, I would ad-vise that you speak to a trusted adult, such as an advisor, par-ent, coach, or guidance coun-selor. Keep on checking in with your friend and make sure they know that you’re always there for them. Don’t reprimand or be angry, just be there.

Dear Olga,

I know I failed my history test last week but I’m too ner-vous to bring it up with my par-ents. They get really upset if I get anything less than a B. I honestly tried my best, it was just a really hard test. Should I say something, and if so, when and how?

-Stressed ‘Bout the Test

Dear Stressed ‘Bout the Test,

What really matters is that you gave it your all. Being up-front with your parents is prob-ably the best solution. Talk to your parents when your sib-lings are not around, and just explain to them what you ex-plained to us. They may be a bit disappointed at first, but it’s important that you don’t keep the grade from them be-cause they will only be more upset if they find out from an-other source instead of you. If they have serious concerns about your performance in his-tory, encourage them to give your advisor or history teach-er a call, and come up with a compromise or proactive solu-tion for the next test, such as setting up a meeting with the teacher a week in advance. I’m sure your parents will come to understand that you tried your best and will continue to put your best effort into that class.

Dear Olga,

Do you even go here? I don’t think I’ve heard of anyone at Rivers with that name before...

-Skeptical Student

Dear Skeptical Student,

Yes. Olga is everywhere.

Dear Olga,

What do you do when you run into that guy from school over the weekend whom you vaguely know of, but never talk to? You know he’s in your grade and you know his name, but you don’t have any classes with him. Do you say hi and hope

that he knows who you are, or do you acknowledge the awk-ward eye contact and casually walk by?

- Awkward Anonymous

Dear Awkward Anonymous,

If they seem like a nice person from what you know of them, always say hello. If they seem to be of question-able character, there’s nothing wrong with disappearing into the crowd and leaving your ap-pearance undetected.

Dear Olga,

I’ve always wondered what to do when in this everyday predicament: someone is walking just slightly behind me, but not with me. That awkward distance where if you hold the door for them, you force them to run while you wait and watch, but if you don’t, you end up slamming the door in their face or just missing them. Do you hold the door, or do you not? A lot of my friends have had this prob-lem, and we can never seem to find the solution. Any ideas?

-Distressed Door Holder

Dear Distressed Door Hold-er,

Yep. We’ve all been there. It’s always polite to hold the door. That way you can laugh about the situation together if it becomes awkward rather than sitting together in the nurse’s office holding an ice pack to their face.

Dear Olga,

My friend and I both really want to make an upcoming varsity team, but there are a very limited number of spots. In the past we’ve always made the same teams, but now there’s a chance that one of us will get cut. He’s a great guy, and I don’t want to see either one of us crushed if the other doesn’t make it. How do we make sure the competition doesn’t get the best of us?

-John the Jock

Dear John the Jock,

It can be great to have a friend that helps drive you to improve. You can use this competition as motivation to improve your skills, and make it a positive instead of a neg-ative situation. Agree before-hand that no matter how the teams line up, you will sup-port and respect each other.

Dear Olga,

Where did Mr. Caplan get that rainbow umbrella? I want one.

-Jealous

Dear Jealous,

Why don’t you ask him? I’m sure he’d be flattered, and who knows? He may even let you borrow it some time!

Dear Olga,

I am a dashing young man with a highly attractive facial structure and jaw line. I have often been told that I could re-ally rock the mustache. I some-times wonder what would hap-pen if I just stopped shaving. Do you think I should go for it or would it be too much?

-Macho Mustache Man

Dear Macho Mustache Man,

If you’ve got it, flaunt it. If you can truly rock the mus-tache, as you say, then don’t let anything stifle your enthu-siasm. However, if you have a girlfriend or a special someone that you are trying to impress, make sure to weigh in their opinion as facial hair can be a major turn off for some people. P.S. Alec Long may have some words of wisdom that he would be willing to share with you on this topic if you feel that you need a mentor with real life ex-perience.

Dear Olga,

I have a main friend group that I tend to hang out with, that consists of five people. We usually do stuff together, but the other night they all had a party, and I knew about it but wasn’t invited. How should I react when they talk about it around me without looking and feeling awkward? I know I shouldn’t feel bad about it, but I can’t help but wonder why I was the only one. Should I ask them about it or just let it go?

-Left Out of the Shindig

Dear Left Out of the Shindig,

Being the only one on the outside can be confusing and can hurt. It’s understandable to want an explanation, but you don’t want to create dra-ma or cause an uncomfortable situation. I would recommend that you don’t address it to the entire group, but if the issue really bothers you, bring it up with one of your closer friends within the group.

Olga Says... Dear Rivers students,Need advice? Whatever your problem is, Olga’s got’chu.

October 31, 2012Page 14

The Rivers Edge

OpinionsRivers leans towards Romney in our mock presidential electionContinued from page 1

You know you need this grade. You spent all last night studying for this test. So you think, big deal, I’ll look at my neighbor’s paper. It’s just one answer. But then, in your moment of sheer desperation, you suddenly remember those two words that immediately put an end to your wrongful actions: Integritas et Sedulitas. Integrity and Perseverance.

Unfortunately, this is not always the case. Actually, it is usually never the case. The typical student at The Rivers School today ex-periences many different examples of cheating throughout his or her lifetime. And growing up surrounded by so much deceit seems to be causing a shift in students’ attitudes towards cheating in general. More people are doing it. More people are getting away with it. Some of the country’s best baseball players, such as Mark McGuire, Barry Bonds, and Roger Clemens, have openly admitted to having taken steroids to give themselves an unfair advantage. Earlier in the fall, students read in the paper about dozens of varsity athletes at Har-vard University who were implicated in a cheating scandal. Moreover, Lance Armstrong was stripped of his seven Tour de France titles after being accused of “doping” before races. It seems as if every day the world wakes up to find a different news story about some-one who tried to beat the system, whether he be an athlete or a businessman on Wall Street. Students today have seen some of the world’s most respectable figures get away with cheating. The coun-try’s view of these dishonesties seems to indicate a gradual decline in morality, which in turn affects this generation’s students.

Cheating continues to be a widespread issue in modern society. It is increasingly popular with athletes, businessmen, students, and politicians. Some wonder whether it deserves all the attention it re-ceives. And besides, it is difficult to see the connection between a major league baseball player’s injecting himself with steroids and a nervous teenager’s looking at his neighbor’s test. While all of this may be true, students and those popular figures mentioned above do have one major thing in common: the desire for success and the need to live up to others’ expectations is so great that it outweighs the possible consequences of cheating. While some believe there are bigger issues to worry about, emphasizing the downsides of cheat-ing on a larger scale might be what stops a student from academic dishonesty.

The percentages of those cheating academically have increased exponentially over time. According to a study done in New Bruns-wick, New Jersey by Rutgers University professor Donald McCabe, in the 1940s, only 20% of college students admitted to cheating during high school. Today, that statistic is between 75 and 98% of college students. With a greater emphasis on success and grades, students today are more likely to take the easy way out. And they’re less likely to feel guilty about it.

Just last year, in Long Island, seven teenage students were ar-rested for their involvement in a SAT cheating scandal, in which one teenager found a way to beat the system and took the test for at least six different students. And this is not as rare as one would think. With the goal of going to college in mind, these six students were willing to forget about many of the values and morals that their parents and schools taught them, because they, like many other stu-dents nationwide, were looking at the short-term picture. To most teenagers today, what matters most in the end is the grade, the numerical value that will get them where they want to be. It appears that fewer students appreciate the benefits of hard work.

One school alone cannot solve the issue of cheating. It may nev-er be completely resolved. Nevertheless, Rivers can take action to help diminish the amount of cheaters on campus. A solution like the “town meeting” held last year, which was an open forum led by the senior class presidents for students to discuss cheating, is not the most effective one. For the most part, Rivers students know about how serious cheating really is. But, in any school, when two teenag-ers stand in front of their student body to address why cheating is so bad, things are bound to go awry. Although students can provide us with an insight that some teachers cannot, the teachers ultimate-ly have to define what cheating is and how to go about punishing it. These discussions should be kept for more intimate settings like individual classrooms or advisories. Additionally, no act of cheating should be dealt with lightly. Sometimes it takes a student’s senior privileges being taken away or receiving a zero on an assignment for him to realize that no instance of cheating, whether it is looking at someone else’s test or outright plagiarism, is acceptable.

So, you’re still sitting there, craning your neck in an attempt to see your neighbor’s paper. The school motto may not be the first thing to pop into your head when you’re about to cheat on a test. But you might recall what happened to another student who was in a very similar position to the one you’re in. It might have been a Riv-ers student or someone you heard about on the news who cheated, but remembering his punishment alone should be enough to get you to stop. Until the world is a place where people making the right choices, continually abiding by hard work and dedication, stressing the consequences of cheating might be the only deterrent for to-day’s students.

Editorial By Devon Kelliher ‘13Creativity Director

that, at Rivers, the ratio of Demo-crats to Republicans is nearly one-to-one; in a recent poll ask-ing which political party students identified with, 27.2% said Re-

publican, 28.3% said Democrat, and 44.5% said independent.

However, I do not believe that being more conservative than expected is the reason that the school is voting Romney in this election. When presented with the 2008 presidential election ballot, Rivers students overwhelmingly chose President Obama over Sen-ator McCain. The numbers show

that it’s actually the independents that sway our school’s vote. The change of heart between the Democrat in 2008 to Republican in 2012 would suggest that poli-cies and issues matter to students far more than party lines.

The poll yielded yet another interesting result: 7.7% of stu-dents responded that they did not support gay rights. From one perspective, this number is lower than expected; even in Massachu-setts, 12% do not support legal recognition of gay relationships.

However, in other regards, the number is alarmingly high for a

school that so openly and firmly stands for gay rights, as demon-strated through its sponsorship of GSA assemblies and Day-of-Silence. My own personal beliefs on the matter aside, is it right for a

school to endorse a belief even if almost 2 out of every 25 students disagree?

Even if that belief is consid-ered to be “morally correct” by a large majority of the population, it makes me uneasy to think that there are students who are being told that their opinions are wrong by their school.

Even more unnerving is that

28.6% of students feel uncom-fortable voicing their political opinions at school.

While I oftentimes have kept my own beliefs to myself so as not to create friction amongst my peers, I have never felt that I would be attacked or disadvan-taged in any way for sharing my views.

How do we, as a school, bal-ance “standing up for what is right” with “being accepting of all beliefs”? Or is that inherently contradictory? How do I, as a stu-dent, voice my opinions without squashing someone else’s?

October 31, 2012 Page 15

Results of Edge’s Mock

Presidential Election

Rivers Students’ Beliefs About

Social Issues

THE QUAD

-Laugh, Breathe, Relax-It’s a sunny day here on the Quad.

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Arianna Zhang Editor-in-Chief

The Rivers EdgeEditor-in-Chief.................................Arianna Zhang ‘13Assistant Editor...................................Sam Higgins ‘14Opinions Editor.................................Maddie Bauer ‘13Creativity Director..........................Devon Kelliher ‘13Sports Editor.....................................Louis Shaevel ‘13Assistant Sports Editor.................Louie Rabinovitz ‘14 Staff Manager..........................................Joey Sack ‘13Layout Editor..............................Simi Mirchandani ‘13Photographers......................................Julie Arnold ‘13

Alexandra Gaither ‘15Sydney Fisher ‘15

Staff Writers..................................Meghan Morgan ‘15Rachel Silverman ‘14

Jenny Park ‘14Henry Lober ‘14

Jen Lowell ‘15Marissa Birne ‘15

Christine Yang ‘16Silvia Curry ‘16

Faculty Advisors......................................Mary MertschPreety Sidhu

Contributing Writers: Samuel Berger ‘13, Chris Tomaselli ‘13, Briggs Hupper ‘13, Genna Schindel ‘15

thE rivErS EdgE iS puBliShEd By thE StudEntS of thE riv-ErS SChool And mAy BE SuBSCriBEd to for tWEnty dollArS A yEAr. thE EdgE iS A forum for thE idEAS And ConCErnS of thE StudEnt Body, And lEttErS And ContriButionS from thE EntirE rivErS Community-StudEntS, fACulty, StAff, pArEntS And Alumni- ArE WElComEd And EnCourAgEd. unSignEd lEttErS Will not BE puBliShEd, But nAmES Will BE WithhEld upon rEquESt. WE rESErvE thE right to Edit All lEttErS Both for SiZE And ContEnt. plEASE SEnd to thE Editor, thE rivErS EdgE, 333 WintEr StrEEt, WESton, mA 02493.

by Devon K and Maddie B