Category: Features


by Andie Conlon

Shaira Bedi is a fifteen-year-old from an urban area in India. She lives with her mother, father, grandmother and brother. Her school, a K-12 school much like Chadwick, is one of the best schools in her area. Bedi is here for two and a half months as part of the Roundsquare exchange program. “I leave the day before your finals,” she explains with a smile.
Back in India, visiting Roundsquare student Bedi’s day starts off much like it does here as a student at Chadwick School.
Bedi wakes up early, has classes for most of the day, participates in extra-curricular activities in the afternoon, and ends her day with homework. Despite these similiarities, Bedi’s life in India is vastly different from the life she is experiencing in America and at Chadwick School.
“Well, both schools have people, books and very good teachers, but other than that, they are completely different,” said Bedi.
One of the things that most surprised Bedi was how “relaxed and chilled out” Chadwick is in comparison to Vivek High School, the school Bedi attends in Chandigarh, India. While Chadwick has rules that some students consider strict—blocking facebook, having areas assigned for backpacks, an afternoon tardy meaning a detention—Bedi explains that her school has way more rules in comparison to Chadwick.
“In our school, we have uniforms. We are supposed to get up when the teacher enters. We do not change classes like [at Chadwick]. We have assigned seats and we don’t sit wherever we want to. The list goes on: we aren’t allowed to eat in or after class, and no Ipod, no phone, no headphones and no internet at school. None of that is allowed,” said Bedi.
With changes in her daily routine (in India, her school day ends at 2:00 p.m. and she has lunch at home every day), different styles of teaching math and science classes and new foods to get used to, it is no surprise that Bedi’s biggest challenge has been “adjusting to a new lifestyle.”
Sophmore Catalina Simmons and her family are hosting Bedi during her stay. Simmons was inspired to volunteer as a host after hearing about the Roundsquare Program at an assembly. In the past, Biesman-Simons and her family have hosted visiting students from France, Germany, Scotland  and Wales.
“People always bring new cultures and experiences with them and it’s interesting to learn what different people find surprising about America,” said Simmons. “We’ve learned about the ways people live and [about the] social norms and unspoken rules that we take for granted.”
On Bedi’s first day, she felt that although the transition was sudden, the community helped her immensely.
“Before I entered school, I had these butterflies in my stomach and stuff,” said Bedi. “But it turned out to be better than I expected, especially because the people here were very warm and, you know, they helped me around. I’ve made some really great friends now.”
Bedi has found her place at Chadwick, joining both the swimming team and the Improv class. Swimming and soccer are her favorite activities in India, although in India, extra-curricular activities are done out in the community rather than in school. Bedi’s favorite class is Mr. Detloff’s English class. Math, on the other hand, has been the most challenging.
“Everyone used to say that math is easier abroad because, in India, math is really tough,” said Bedi. “However, the terms used in class, are different than in India, making the class very challenging.”
Still, Bedi is enjoying new ways of learning, including class projects.
“The exchange is about what you give and what you take. I am here to learn about whatever comes and then pass it forward to people in India.”
Both Simmons and Bedi recommend involvement in international exchange. “Hosting is always fun, interesting and a great way to share our culture with other,”  said Simmons.
Bedi has this advice for other students hoping to study in America: “To the students looking to go to America, they should make the best of the opportunities they get here. Also, they should go have a blast. This chance won’t come again.”

by Ally Van Dueren

Lights, camera, action and all; nothing would happen in Laverty if it weren’t for Chadwick’s “men and women in black.”
Headed up by technical director Rodney Rincon, Chadwick Stage Crew is a dedicated group of unsung heroes within the Upper School student body.
The group meets on Monday and/or Wednesday afternoons to build, paint and move sets and set the lighting for shows and performances in the Laverty Auditorium.
With three mainstage high school shows and countless other events each year, stage crew commits many hours to working to make Chadwick shows great.
Rincon has been working as Chadwick’s technical director for fifteen years and considers the lighting booth his second home.
“We are very blessed here,” Rincon said, referring to the state-of-the-art facilities in the Geoffrey Alan Laverty Center for the Performing Arts.
He was fortunate enough to know Geoff Laverty, a Chadwick WOW-to-be, before he passed away before junior year in a car crash. Laverty participated in many theatre and crew endeavors while in the middle and upper school at Chadwick.
“Geoff used to say to me, ‘Mr. Rincon, you’re a genius.’”
Rincon believes that each person in a show serves an integral function in the success of that show. “Either way, you are part of the show,” said Rincon.
Seniors A.J. Ferrara and Spencer LaFrance, two diehard members of Stage Crew, have been under the direction of Rincon for four years and agree that they have grown immensely.
“Working as stage manager is very rewarding,” LaFrance said. His favorite aspect of Stage Crew? “Building things then destroying them. It’s fun to take down a good set as it is to build one.”
Numerous challenges come with being a part of Stage Crew.
“It stinks immensely for them to bring up the lights while you are still changing the set,” said Ferrara.
Senior Nicole Jamgotchian, who has been on Crew for three years now, shares that she was afraid of going on the grid, the place above the stage where members of crew fix lighting.
“The first time I went on, I was scared and never wanted to go up again,” said Jamgotchian. “But, as I started going up more, I realized how fun it is.”
Senior Lisha Kim has been working on Stage Crew for three years and says Rent the Musical in the spring of 2010 was her favorite production to join.
“We always have fun singing backstage during the show,” said Kim.
She also explains that her most memorable and unforgettable moment occurred while working on sound for Hair, when she fought with microphone technician Gordon Firemark in front of Wieds.
Jamgotchian, along with the rest of Stage Crew, is appreciative of all the work that Rincon has put into making Stage Crew a fun and educational activity.
“Thank you, Mr. Rincon, for showing me the ins and outs of Laverty that I never would have seen otherwise,” said Jamgotchian.
Members of Stage Crew, along with Rincon, do not expect much change to come to the tech theatre department at Chadwick in the upcoming years. He hopes that the facilities will be treated with utmost care and respect.
Regardless, Rincon also doesn’t anticipate changes in his students.
Rincon said, “Every time you think you can’t be more impressed by students, they impress me more.”

by Ally Van Dueren

Mainsheet: Did you prank anyone on April Fool’s day this year?
Austin: Yeah!
Grant: I pranked my brother a lot, but sometimes not even on April Fool’s day. I just prank him randomly.
Skylar: My dad got me. When I was going into his room to give him a kiss, he acted like he was asleep and then when I got off his bed, he grabbed me when I didn’t even know he was even awake.
Grant: On April Fool’s day, my friend was like, ‘Oh my gosh, there’s a spider on your head! Oh no! And then she got it off and she was like, ‘April Fools.’” And I was like, ‘I didn’t even know it was April Fool’s. I was just going along for the ride.
MS: (to Grant) You said you prank some people even though it’s not April Fool’s day? How do you do that?
Austin: My brother. I prank my brother all the time. Like one time, I remember I pranked him by saying ‘There’s something in my hair., and then I was like ‘Gotcha.’ It was a lot of fun.
MS: That’s similar to your other one, huh? What about at school?
Grant: I never prank anyone at school.
Skylar: No one at school.
MS: Did your teachers prank you?
Skylar: It was spring break in April, so I went back to my old school and I got my friend, Esme. I said, ‘there’s a worm on your head!’ And she tried to wipe it off and I was like ‘April Fools!’
MS: Do you guys have an obsession with bugs on your heads or something? You all have the same story.
Grant: I love bugs!
Austin: I don’t.
Skylar: Once my friend Murphy tricked me that there was a worm on my back.
Grant: Remember this, Skylar. Worms can’t stick on you.
MS: What else do you guys do in April? When you hunt for things that the Easter bunny left you on Easter…?
Skylar: He put a lot of eggs and I found so many that the eggs kept falling out of my Easter basket!
MS: Well, that’s always a good thing to have happen!
Skylar: So I got a lot of candy, but I just want to eat it all!!! But my mother won’t let me eat it all! I just want to eat it! ALL!!
MS: Was the Easter bunny good to you too?
Austin: I didn’t even know it was Easter on Sunday!
Grant: He didn’t even bring me anything.
MS: Well, he’s a busy man!
Grant: But he travels all the way around the world! Except for Asia and China.
Skylar: Have you ever seen the movie Hop? It’s hil-arious.
MS: Do you have any advice for the upper schoolers? Or do you have anything to say at all?
Grant: Why do you have a camera?
MS: Because we are going to take your picture in a second.
Skylar: Why do you have a phone?
MS: Because we are recording this conversation.
[long pause.]
MS: Are you excited?! You are almost first graders!!
Skylar: I’m not excited at all! I’m scared!
Austin: I’m kinda nervous!!

by Nicole Compton

Mainsheet: It is unique to have three sets of twins in a class under 100. How is it being in the same class as your twin?
Anna Berman: Well, Scott and I never had a class together until 7th grade, English with Dr. Andrews.
Haley Bush:  Abbey and I are great study buddies. She helps me with English and I help her with science.  We studied for the APUSH test together and both did well.
Abbey Bush: It’s honestly the most convenient thing to have a twin in the same grade.  We did the junior year English/History final project together and I think we were one of two groups that didn’t stay up the until five the day before it was due.
Dana Ayoob: Having a twin in the same grade would have been awesome if, one, she remembered the homework and two, we didn’t argue every time we tried to study together.  It’s a nice concept, but in reality never really worked out well for us.

MS: Do you guys have any interesting stories Ayoobs?
DA: I remember when Kari and I were in kindergarten, we thought we were pretty sweet since we were twins and Parent Trap was out around that time.
Kari Ayoob: Our plan was based off of a Sister Sister episode.
DA: So we were in different classes during kindergarten, but the classrooms were right next to each other. One day we came up with this awesome idea: to switch classes after recess.
MS: But you guys don’t look alike!
KA: We were thought it would work since we were both twins.
DA: We were so sure it would work, but we chickened out and switched back into the right class at the last minute.  But it would have been awesome.

MS: Are any of you identical twins?
ABerman: To be identical the one egg splits, so it’s impossible for Scott and I to be twins.
Scott Berman: But it’s weird. Even though people know, sometimes they say happy birthday to Anna and not me.

MS: Bushes? Do you have any twin stories?
ABush: Well, we never schemed to change lines like the Ayoobs, but the first time we ever had a class together was also in 7th grade for P.E. The teacher would go down role call alphabetically, so its like Bush, then another Bush.  Haley was always late, so I would just answer twice. “Bush?” “Here.” “Bush?” “Here.”
HB: She always covered for me while I changed in the locker room.
ABush: We also have this ongoing joke. When we were born, I weighed close to six pounds and Haley weighed almost ten. So we pretend that Haley ate our triplet.
MS: In terms of what you do around campus, how are your schedules different from your twin’s?
ABush: I can’t play any contact sports, unlike Haley. I played soccer sophomore year, but I didn’t really do much for the team.
HB: That’s true. Also, Abbey stole my English powers, but I’m a bit better at math and sciences.

MS: Scott, what about you and your sister?
How are your schedules different?
SB: I play waterpolo and golf. I guess I’m more of the athletic one even though Anna thinks riding horses is athletic.
ABerman: I’ve played so many more sports than you. Soccer, volleyball, swimming…
SB: That was in middle school.
ABerman: I still count that.
SB:  Whatever, I work on the Yearbook also. But fine, Anna is probably the more studious one.
ABerman:  I was the more studious one, until this year when he’s killing me in physics. I’m in chorus, musical theatre and admirals.

MS: Ayoobs, between the two of you, who do you think is the nicer twin?
KA: Definitely me. There’s no question.
DA: Nah, people just think it’s Kari, but if you ask our close friends, they will say me.
KA: Not at all, not even a little bit. They just tell you that so you don’t feel bad about yourself.
DA: Oh, like how they tell me you’re a bad driver? Remember that time you drove up into the ivy?
KA:  That’s not true! Don’t put that in The Mainsheet. I’m a good driver, I swear.

MS: What do you think people will remember you as?  Anyone can answer.
ABerman:  I don’t know, probably as a studious person.
SB: I think for me, it’ll probably be like a student-athlete, even though I’m not really that high up in either.
HB: Dana, you should be the sass queen.
DA: What! Nah, people didn’t think I was sassy until this year.
KA:  Yeah, like no one thought I was a bad driver until this year!
MS: Haley? What about you and Abbey?
HB: I guess the student-athlete sounds like me too. It’s boring, but true. Abbey, you could be the kid with demented pinkies.
ABush: [Raising her right pinkies] Yeah, they don’t straighten at all. It sucked since I couldn’t do jazz hands when I was in Chicago.
KA:  Aww, but I love your pinkies!
MS: Alright, Kari, what about you?
KA: I’m not really sure. Dana, what do you think I am?
DA: Crusty.
KA: What! God, look at what I live with.
ABerman: Scott is worse, trust me.
HB: Dana’s just tryng to help you come up with ideas. Aren’t you supposed to be the nice one?
ABerman:  How about the indecisive twin?
HB: The one that doesn’t wear shoes?
ABush: Dana’s shadow?
KA:  Story of my life!

MS: Is it going to be weird going off to college without your twin, since you’ve spent the first 18 years of your life together?
SB: Nope, not weird at all.
ABerman:  I’m really excited to go off to college, too. It’ll be weird at first, but since my twin is a brother instead of a sister, we already don’t share with each other.
HB: I am going to miss Abbey.  When I was at a summer program over the summer for three weeks, I called her everyday!
ABush: Well, I’m excited to go off to college, but I wouldn’t say I’m looking forward to leaving my twin. It’s like going to a different college than your best friend.
DA: I’m also excited to go off to college. I think it’ll be good fun to try out being separated for once.
KA:  Yes! I’m very excited to go to different colleges and finally not have someone following me around everywhere calling me crusty, meatball, fudgeworthy, turd, tard, stinky, stanky, etc.
MS: Ok, we’ll end on that note. Thank you.

by Laura Gonzalez

Let me ask you: what are you planning on doing in the future? I was probably six when my mom first asked me that question, and my answer was: “Mom, I want to be a construction worker.”
At six years old, I could totally picture myself doing that, but not anymore. I simply changed my mind as I grew older and knew more, as most everybody does.
Knowing what you want to become when you are just 18 is barely possible, for there are many options to choose from. However, in some countries like Spain, you are required to know your response before you start the application process.
In the US, you have more leisure time to chose what you want to pursue, for most colleges wait till sophomore year before you declare a major.
Imagine the pressure you are under if you are as indecisive as I am (I’ve been thinking about it for at least 4 years, I am still clueless and I need to decide by June). Something that I have learned during my stay in the United States is that almost nobody has a clear idea of what they are going to do in 10 years from now.
When I asked senior Marina Place, she said: “Psh no, I’ll probably experiment in college.”
Another important difference between the United States and Spain is the college admission test, the nightmare of most high school students worldwide.
SAT in the US, Selectividad in Spain, A levels in United Kingdom, they are all different depending on which country you are taking it in.
However, to me, they are equally as pointless. Designed to make it easier for universities and colleges to pick their next successful students, they tend not to measure your knowledge; instead, they grade your accuracy when taking a test with insufficient time limit. So, my next question is: Who made them up?
And if you think the SAT is hard, what would you say if instead of multiple options, you had to take a test based on a 100 page book where you have to answer every single question with your own words?
That’s what Selectividad consists of, 3 days in which you have to take an English test, a Spanish test, a Calculus test, a History or a Philosophy test. These are the mandatory ones; although, you have at least two more.
Junior Ally Melido said, “I would rather take four different tests that you can mess up on rather than the pressure of one big test.”
The tests last about two hours, and you can be scheduled to do them any time between 8 a.m and 7 p.m. This madness starts in the beginning of June, and you may wonder: how do we survive?
The key is in many cases: coffee, coffee in the morning, coffee at night, coffee 24/7.
Junior Molly Zuckerman said, “Now that I hear about Selectividad, the SAT sounds really good.”
Unlike the SAT, it’s important to understand that you take “la Selectividad” once in your life, if you don’t want to lose your spot in the university. Besides, it is crucial for you to get a really good grade on “Selectividad” because this is 40% of your GPA (more or less). The other 60% is the average of your grades during the junior and senior year.
Your GPA is just a number, a simple number: nevertheless, it is the only thing that matters to Spanish universities. No interview, no essay, none of those things are necessary– just a paper with your grades will give you the ticket to go to the university.
Which education is better? I don’t really know, but from my perspective, being interviewed before being accepted by an university makes the decision based on interests, hobbies and passions, not just on the GPA. In any case, I don’t know the rest of the Spanish population; however, I am going to study in the US.

by Andie Conlon

Rumors and legends constantly buzz throughout Chadwick School, passed down from sibling to sibling. Some stories are romantic: teachers falling in love and running away to exotic places. Others are simply outrageous: the headmaster is a “were-bull” and grazes on the Main Lawn during a full moon.
Some are scary: the Village bathroom is haunted.  Some have to do with ordinary events that have taken on an “extraordinary” quality as they fade into Chadwick history.
Such is the case with “the Evacuation Plan,” a concept originated by and proposed to Chadwick’s student body by Chadwick graduate Chris Conlon ’09.
Conlon, currently a student at Whitman College, describes the inspiration for his plan.
“Assemblies were too darn long, you know… I realized that one of the biggest obstacles was that people were really, really stupidly evacuating the amphitheater. They were kind of like chickens trying to leave the chicken coop, bumping into each other, and not doing it in a very efficient manner,” said Conlon.
During his senior year, Conlon took it upon himself to find a solution to the chaos that followed each assembly. He designed a protocol for evacuating the amphitheater after assemblies and presented his ideas to the student body.
“The simple plan is that you want to get away from choke points as fast as possible. And so, rather than walk up the stairs so that you can get out of the amphitheater immediately, you walk down to either the main stage area, or up in to one of the wider walkways,” said Conlon.
Conlon’s Plan was very popular among students who were in the Upper School at that time. Junior Zach Blickensderfer recalls the Plan as “a noble effort to organize the chaotic exodus that ensues at the end of every Monday and Friday assembly.”
Unfortunately for Conlon, the actual implementation of the Plan never really caught on. “The one time we did it, it worked really well,” he said.
Some students would disagree. “I remember a while back when we tried it, it only caused more confusion,” said sophmore Bryan Renslo.
“That’s one of the pervading myths about my evacuation plan—is that its complicated,” said Conlon.
Upon graduation, Conlon appealed to the rising juniors and  seniors to carry on with the plan.  Many current freshmen and sophmore, however, appear to be unaware of the Plan’s existence.
When asked if the Plan should be reinstituted, students responded in a variety of ways.
Senior Jaye Buchbinder said, “I definitely think the evacuation plan should be reinstated—since we have failed to teach it to both the freshman and sophmore classes, it has become increasingly difficult to leave the amphitheater.”
Junior Abby Mendez said, “Yes, because certain staircases have become clogged with students leaving after assembly, while others are ignored.”
Blickensderfer said, “Chris’s brainchild must never die!”
Still, many students echoed this viewpoint expressed by Junior Erin Figel: “I think ‘reinstated’ implies that it was once followed, and honestly, I don’t think anyone ever actually did it. But I could be wrong.”
When told that his evacuation plan had been abandoned, Conlon said, “They’re stubborn.”  He prefers to talk about his other accomplishments at Chadwick School, especially his role in the creation of “the Lounge,” a sub-forum that contained many of his FirstClass posts.
“It is my belief that any form of communication is enhanced when it isn’t serious all the time.  For a while I was the only one who made any posts that were unrelated to academics­posts that were creative, funny, or surreal.  So eventually, the Student Council felt my posts needed to be contained,” said Conlon.
Meanwhile, at Whitman College, Conlon has discovered new opportunities to put himself in front of a microphone (he admits that his announcements were one of the reasons assemblies ran long). He performs stand-up comedy, helped to create a documentary about a middle-aged women’s roller-derby team and hosts his own radio show, called, “Sleep Loss,” which features live readings of scary and/or disturbing short stories.
As usual, Conlon continues to put forward new ideas. “I’m interested in war paint catching on as just a casual thing,” he said, “It’s a really good way to shield your eyes from glare and the sun. I don’t see why people don’t just wear it all the time.”
Conlon is pursuing a joint degree in math and computer science and will be spending his summer at Washington University in St. Louis conducting research in the field of computer science.

by Kelly Lee

Junior Andrew Knox is participating in program called the School for Ethics and Global Leadership (SEGL) in Washing D.C. during the second semester of the school year.
SEGL is a selective, semester-long residential program for high school juniors from across the United States who have shown great leadership skills and promising character.
No students from Chadwick have participated in the past, making Knox is the first student to join SEGL in D.C.
“I really wanted to have a new experience away from Chadwick. I really wanted to meet new people, and this is the perfect program for me. I am very interested in international relations, and this is a school that is tailored to what I want in education,” said Knox.
Adjusting to the new environment wasn’t too difficult for Knox, who quickly made new friends and learned to enjoy the positive aspects of being in an unfamiliar environment. Knox states that he misses everyone at Chadwick, but his busy schedule leaves him little time to think about home.
“I really enjoy everyone here, and it is great to be at a new school for the first time,” said Knox.
Knox’s daily life is hectic, yet productive. On the weekdays, he and his fellow SEGL students leave their house at 8:15 to get on the metro. Each day starts with a morning meeting followed by classes, lunch, and chores.
Weekends officially begin after lunch on Saturdays, where students have English class from 11-1. However, the rest of the time, they have the full liberty to do whatever they want.
Knox says that he usually goes with the flow and explores the beautiful and historic Washington D.C. With easy access to sight-seeing, the student dorms are within a few blocks of the U.S. Capitol building, the U.S. Supreme Court, the Library of Congress, the Smithsonian Museums, the National Mall, Eastern Market and various parks.
For students who want to participate in this program but are hesitant due to worries about the curriculum, Knox assures that the academics issue is not a problem.
The program offers more courses that a Chadwick student would not have the opportunity to take, including Comparative Government and Ethics and Leadership. However, Knox must still fulfill his English, US History, Pre Calc and Chinese courses.  “My entire Wednesday is dedicated to the Ethics and Leadership course, which provides me a break from all the other classes,” said Knox. “This usually consists of D.C. site visits and conversations with guest speakers.”
The semester away hasn’t caused any hesitance towards the Advanced Placement (AP) tests coming in May.
“All the teachers here are good at preparing all of us for the AP tests, so that hasn’t even crossed my mind,” says Knox.
Knox, whose been going to Chadwick since kindergarden, decided that the SEGL program would allow him to partake in new, different experiences.
“I just needed a change from Chadwick.  I needed to be in a new environment for once, and I wanted to have a chance to take classes that I really wanted to take, and SEGL gives me that freedom,” said Knox. “It is also going to be good practice for college. I think that this is an invaluable experience, and I am really glad that I am here.”

by Drew Von Bergen

February 18th

I Am Number Four (PG-13)
Director DJ Caruso, best known for his teen thrillers Disturbia and Eagle Eye, helms this adaption of a bestselling book by the same name.  Alex Pettyfer stars as a young man with special powers who goes on the run to evade capture from powerful enemies.  Timothy Olyphant and Glee’s Dianna Agron costar in this sci-fi adventure flick.

Unknown (PG-13)
Liam Neeson stars as a man who recovers from an accident to discover that nobody, including his wife (Mad Men’s January Jones), believes that he is wh he says he is.  Diane Krugar has a supporting role in this mystery thriller by Orphan director Jaume Collet-Serra.

February 25th

Drive Angry 3D (R)
In this violent 3D action thriller, Nicolas Cage plays a man who escapes from hell to save his baby daughter.  Amber Heard and Billy Burke costar. The writer/director is Patrick Lussier, who also wrote and directed the fun horror-thriller My Bloody Valentine 3D.

Hall Pass (Not Yet Rated)
Owen Wilson and Jason Sudeikes star as men whose wives, played by Christina Applegate and Jenna Fischer, allow them a one-week break from marriage.  The picture comes from comedy veterans the Farrelly brothers, who have previously produced There’s Something About Mary and Dumb & Dumber.

March 4th

Rango (PG)
Directed by Gore Verbinski (Pirates of the Carribean), this animated film features the voice of Johnny Depp as the titular character, a chameleon who becomes the sheriff in a small western town.  The voice actors wore costumes and performed on sets, to help the actors understand the feel of the movie.

The Adjustment Bureau (PG-13)
Bourne writer George Nolfi tries his hand at directing, and reteams with Matt Damon for this adaption of a Philip K. Dick story.  In the sci-fi thriller, a mysterious group does everything in their power to keep apart a young politician and a beautiful dancer (played by Matt Damon and Emily Blunt).

Beastly (PG-13)
The film has been described as Beauty and the Beast with a modern twist. Alex Pettyfer stars as a New York pretty boy whose good looks are taken away by a curse that forces him to find love within a year. Vanessa Hudgens also stars as a love interest.

March 11th

Battle: Los  Angeles (Not Yet Rated)
Aaron Eckhart and Michelle Rodriguez star as Marines in this grand scale special effects-heavy film in which Los Angeles is under attack by alien invaders.  Reactions to the first trailers have been particularly impressive for what seems to be the first huge budget release of the year.

Red Riding Hood (Not Yet Rated)
Amanda Seyfreid stars as Red Riding Hood in this adaption of the classic tale.  Twilight director Catherine Hardwicke is at the helm, and film is being aimed at the Twilight crowd.

by Susan Wang

The Chadwick schedule, although sometimes daunting, represents an expected and ordinary school day in the minds of common American teens. However, when compared to the schedule of a high school in Japan, students can recognize the similarities and differences in the educational systems and their values from different parts of the world.
As any typical Chadwick student knows, the school day begins with an early wake up call to get to class before 7:55 in the morning. With six classes before lunch, the academic day ends at 1:15. After lunch, a student may participate in an extracurricular activity, such as Model United Nations or community service. Students then head down to the gym for sports practice until 5:00 p.m., compelling them to arrive home as late as 6:00 p.m.
With hours of homework left to complete, students rigorously work until they can enjoy a hot shower to relax after the end of an eventful day. Then the cycle repeats.
Mayumi Hori, a student at Gifu North High School in Japan, wakes up at 6:00 in the morning to get ready for school. She puts on her school uniform, which consists of a navy blue skirt, blazer and knee-high socks, a white shirt and a red ribbon. When she is ready, she bikes to a small rice paddy near her street where she meets her friends to bike to school.
After locking her bike in front of the school, she takes four of her six classes before lunch. After lunch, she takes the remaining two classes before heading to Visual Arts Club, which is one of the many options of activities a student can participate in after school.
After Visual Arts Club, Hori bikes to a train station and takes the train to a tutoring center fifteen minutes away to receive extra help in both English and math. After hours of practicing math problems and reading English dialogues, she rides the train back to her bike and then bikes back to her house.
By the time she is home, it is 10:30 at night. Hori is exhausted, but she still needs to complete the rest of her homework and review for the next day’s classes. As a result, she usually cannot go to sleep until midnight or later. Then the cycle repeats.
Chadwick and Gifu are similar in that they both require strong study habits, but in some cases they require different features for each student to fufill.
At Chadwick, almost all of the students are involved in sports after school. Whereas, at Gifu, students can participate in either Japanese cultural activities, such as visual arts and chorus, or they can be involved in various sports. There are no sport requirements, but all students are required to be enrolled in a Physical Education class whether or not they are involved in a sport after school.
Their differences in their educational systems provide reason for Chadwick’s and Gifu’s differences.
Unlike Chadwick and other schools across the United States, there are only three years of high school in Japan. All students, from both public and private schools, are required to wear their school uniforms appropriately everyday.
At some schools, faculty members may be more strict than an average Chadwick student is used to. Japanese faculty members may stand in front of the school gate to make sure that no girls are wearing skirts that are too short, and no boys are sagging their pants too low.
In addition to the many differences in their education systems, admission to public high schools in Japan depend on the student’s score on the National High School Entrance Exam. Consequently, admission is not based on location of residence like it is in the United States.
This means that even if a student lives next to a distinguished public high school, he or she cannot attend it unless his or her score is high enough  on the Entrance Exam to pass that school’s admission process.
With similar a similar drive and focus that American students use to pass the Scholastic Aptitude Test (SAT) for college acceptance, Japanese middle school students begin these examination process techniques at a much earlier age.
Similar to American high school juniors with tutors for the SAT, many Japanese students go to private tutoring centers called “jyuku” after school in order to prepare for the entrance exam.
Although Chadwick and Gifu reside in different countries with varying cultural beliefs and traditions, high school students seem to share a common drive and focus to obtain success.

Chadwick Couples

by Sarah Lindstedt

Mainsheet: So I’m sure you three are all aware of Valentine’s Day that’s coming up in February.
All: Yes.
Mainsheet: What do you guys think about Valentine’s Day? Why do you think it’s important?
Andrew: Because it’s about giving and love.
Mainsheet: Why do you like Valentine’s Day?
Joshua: I like Easter more because when I’m seven I’m going to get a real baby bunny.
Ava: Well, I like Valentine’s Day because for homework we get to make valentines for everyone in our class.
Mainsheet: Oh wow! You are going to get a lot of valentines then!
Ava: Yes.
Mainsheet: Do you have anyone in mind that you would want to ask to be your valentine?
Ava: Well, I have a crush on a boy in my Sunday school.
Mainsheet: Are you going to ask him to be your valentine?
Ava: No!
Mainsheet: Why not?
Ava: I don’t know . . . I’m scared.
Joshua: You really have a crush on someone?
Ava: Yes I do.
Mainsheet: What do you like most about this boy that you’d want to be your valentine?
Ava: Um . . . he’s a really cute dancer.
Andrew: I’d want Colin to be my valentine, but he’s sick.
Mainsheet: Have you guys ever been in love?
Ava: I have!
Mainsheet: Tell us about it.
Ava: I was in love with a boy when I was in preschool, and I didn’t keep it a secret, so I would kiss him all the time in our dance class.
Mainsheet: Wow you sure like dancers, don’t you?
Ava: Yes, I do.
Joshua: You kissed him?!
Ava: What? It’s not that embarrassing.
Mainsheet: Anyone else ever been in love?
Andrew: Colin is my best friend, and I like to play with him a lot
Joshua: I hate being in love.
Mainsheet: Why?
Joshua: Well I never have . . . but it’s gross!
Mainsheet: Do you guys have any plans for Valentine’s Day?
Ava: I normally go bowling with my grandma.
Mainsheet: That’s an awesome tradition to have. Do you have anything else you’d like to say?
Joshua: Happy Valentine’s Day, Upper School!

Mainsheet: So, what’s it like being a second semester senior?
Lindsay Szper: It’s really starting to sink in that this is the end of Chadwick for me.  It’s going to be so weird not coming back here next year.  So far the workload hasn’t changed that much, but I think my mindset has. I’m trying to cram as much Chadwick as I can into my last two months here. I’m playing softball, doing Starmites, maybe joining Chorus, Foreign Language Society is hoping to kick it up a notch this semester, and I want to get to know a bunch of the people I haven’t talked to enough in 13 years. So, it’s going to be a busy couple of months, I think. But fun busy. I’m so excited.
MS: What is your favorite aspect of being finished with the college process?
LS: It’s nice not having that extra little college thing on my mental to-do list.  I have one acceptance letter to University of Iowa. Waiting on the rest of my schools’ decisions has been a bit of a drag, but recently I’ve started to mentally photoshop myself into the brochures Iowa sends me. I’ve been cheering on the Hawkeyes at Big Ten basketball games, making snowmen, and starting a novel in a coffeeshop somewhere in Iowa City. So that’s been fun!
MS: What activities do you participate in at Chadwick? Which is your favorite?
LS: I did Debate for a long time.  Now I do Improv, Mariners, Spanish tutoring, cross country, softball . . . I think that’s about it.  Oh—and I’ve been going on the third grade trip every year since ninth grade. That’s a good one. Hanging out with the Chadwick eight-yeat-old population for a few days every year is the best. Honestly, we don’t play enough in high school.  And kids are so much smarter than we give them credit for! Last year, I think, I went on a hike with the youngest Toups kid, and he was teaching me all about the oil crisis.  Crazy.
MS: Many students know about your participation in CITYterm during the first semester of your junior year. Can you tell us about your experience?
LS: I’m not sure what to say other than that I absolutely loved it there.  Probably the best decision I made in high school was going to CITYterm (next is signing up for cross country). I was talking to Ms. Wund the other day, who did the week-long teacher version of CITYterm a few years ago, and we came to the conclusion that the program is kind of like a big cup of coffee.  It wakes you up so much.  One of the big ideas of CITYterm is that you can learn from everything around you, from city councilmen to homeless women to spider webs. Spending four months at a school that thought this way really woke me up to all the stuff there is out there to see and learn about. Going there permanently cafeinated my brain and life, and I feel so much more aware of and interested in basically everything.
MS: What was your favorite part of the trip?
LS: For me one of the best parts of CITYterm was living in a dorm with like-minded people. That’s one of the things I’m most looking forward to in college. I don’t have any siblings, so  it was totally new for me to live with people my age. Hanging out in the common room and watching late-night movies and sharing and clothes and secrets and stories with all the girls on my floor were all major CITYterm plusses.
MS: Do you plan on living in New York City when you’re older after your experience?
LS: Probably. My best friend from Texas and I have already started planning our apartment for five years from now.
MS: What part of the country are you most interested in for going to college?
LS: I want to go anywhere with snow that isn’t California.
MS: What about it attracts you the most?
LS: Ha, I don’t think I’m all that picky. I just don’t want to stay around here very much, since I feel like after seventeen years in LA, I’ve kind of been-there-done-that with California. Also I love seasons. I already know I’m that kid that will yell “IT’S SNOWING!!!!” at the top of my lungs in the middle of whatever class I’m in when winter starts. I can’t wait.
MS: Do you have any ideas of what you’re going to major in?
LS: Probably writing, linguistics, foreign language or some combination of the three. Basically I want to major in words.
MS: What do you think you’ll miss the most about Chadwick when you leave next year?
LS: Definitely my friends. There are so many great people at this school, and as much as I’m ready for the next step in education and life, I know I’m going to miss all my Chadwick friends so much.  I hope we all keep in touch!  Thank God for Facebook, I guess.
MS: Any parting words?
LS: I guess just thank you, Chadwick, for thirteen amazing years, and have a great rest-of-the-year and rest-of-Chadwick to my grade and the whole upper school. It’s been awesome up until now, and I can’t wait to see what the next two months will hold. We’re going to have so much fun.

Daniela Chung
Freshman

Mainsheet: Where are you from?
Daniela Chung: I study at Markham College in Lima, Peru.

MS: Why did you choose Chadwick as your exchange school?
DC: I have a friend that went to a conference in Canada. So he met any people all over the world from different schools, and he introduced me to some different girls from Chadwick. They told me many things about it, and it seemed like a good idea. Also, the weather is better here than the weather in Canada.

MS: What are the biggest differences between your school in Peru and Chadwick?
DC: Everything is in English, so I started thinking in English. It is a great difference from Spanish to English. The schedule is different, but if you study it, it is pretty similar. Many things are really similar, but the different distribution of grades and the hill is really different from my school.

MS: What is your favorite part so far of coming to Chadwick?
DC: Meeting people and the variety of activities.

MS: What are these activities?
DC: So far, just dropping into things like this and MUN. And I think I’m starting lacrosse next week, for the first time in my life.

Ethan Williams
Sophomore

Mainsheet: Where are you from?
Ethan Williams: Where I go to school or my nationality?

MS: Both.
EW: Well, I’m English but I live and Scotland and go to school in Scotland.

MS: What school do you go to?
EW: Gordonstoun.

MS: Why did you choose Chadwick as your exchange school?
EW: Because my sister and my dad had both been here and really loved it; therefore, I thought I’d come and have a look.

MS: What are the biggest differences between your school in Scotland and Chadwick?
EW: The weather, and everybody is much happier. The teachers are much more chill.

MS: What are some of your favorite aspects of Chadwick?
EW: I like where it is. It’s in a nice place, and it’s a nice campus.

MS: Are you thinking of signing up for any activities or joining any sports?
EW: I play soccer, but I’m not allowed to play here. I’d be too good. And because of the California CIFs.

(Stella, Shaun, and Andrew)
MS: So you three are all in Kindergarten?
All: Yeah.M

MS: How is that going?

All: It’s good.

MS: What’s been your favorite part of kindergarten so far?
Stella: My favorite food is bananas and my favorite part is recess.
MS: What do you do at recess?
Stella: Play.MS: What kind of things do you play?
Stella: Tag, chase boys…Shaun: She pokes a lot of boys.
Stella: No! Just two.
Shaun: Jake and Ryan.
Stella: Yeah that’s all.
MS: Well, you seem quite busy then.
Andrew: I like ice cream for dessert!
MS: Okay, so right now we’re in the month of December. What kinds of things are in December that you know about?
Shaun: Hanukkah!
Stella: Christmas, Santa, Christmas trees.
Shaun: I know some things that we did about Hanukkah.
MS: Do tell.
Shaun: We ate latkes, and we got a dreidel.
Andrew: And chocolate coins! There were big chocolate coins.
MS: What holidays in December do you guys celebrate?
Stella: I celebrate Christmas.
Shaun: And I celebrate Christmas.
Andrew: Christmas.
MS: Do you know of any other holidays in December other than the ones we talked about?
Stella: I know one! Ramadan. But that wasn’t in December.
Andrew: I know Diwali.
MS: Nice! Any others?
Shaun: There’s that Kwanza one, too.
MS: You three are so informative.
Andrew: Oh wait! There’s something in February… Valentine’s Day.
Stella: I know something else about February. We leap seconds and leap hours. But I like Christmas because we get presents and we get to decorate a tree, which is really fun.
MS: Do you have anything in particular that you want for Christmas?
Stella: I want a big, big bike with two wheels because the one I have now has three wheels and I’m ready for two. And I want to get my ears pierced, but my mommy says I have to wait until I’m nine.
Shaun: I want an arcade speedball, Uno, a real magic wand!
Stella: I want a real magic wand, too!
MS: What would you do with a real magic wand?
Shaun: I don’t know…
Stella: I would want to turn people into frogs!
MS: If you could create your ideal holiday…
Stella: What’s an ideal?
MS: Okay if you could create your own, best holiday, what would your holiday be like?
Shaun: I know! Eat apples.
MS: What would your holiday be called?
Shaun: Apple Day?
MS: That sounds like a fun day.
Stella: I’d play with my mom and dad.
MS: What would you call it?
Stella: Play Day!
MS: Anything else you’d like to say to the high school?
Stella: I like you because you come over and play with us.
Shaun: I’d say good job.
MS: For what?
Shaun: For the oldest kids for winning that tug of war thing.
Andrew: Yeah, the seniors got points and the juniors didn’t.
Shaun: They’re the champions!

by Molly Zuckerman

Students don’t normally like getting F’s, but they certainly enjoy these three F’s: Formspring, Facebook, First Class. All of the new ways to interact, both anonymously and regularly, on the internet, bring up the question of where Chadwick stands on potential issues and interactions between students.
Formspring is a new phenomenon that has hit the internet over the last few years, rising quickly in popularity with the younger generation. It is unique in that anyone can ask any of their friends questions on their profiles, but they are all anonymous.
The website has the ability to  bring out the worst in people, for they are now able to ask whatever secretive and offensive question that they have always wanted to ask but never dared.         Even though the website is based on the basic human desire for drama, many Chadwick kids use the website religiously.
Sophomore Isabella Gradney said, “Being rude or cruel to someone over Formspring really just shows how weak a person is, that they aren’t strong enough it to your face. and have to hide behind the title of ‘anonymous’. It’s unnecessary and really naïve.”
Head of Middle School Charlton Jackson also has some opinions on the nature of Formspring and how it affects the Chadwick community.
He said, “an issue [that] we did deal with was apparently there was a student who was I guess received a lot of mean spirited comments on Formspring.”
According to Jackson, Chadwick’s policy on internet interactions is “if you are a member of the Chadwick community, then we expect you to abide by the core values in your interactions with other members of the Chadwick community, whether you’re at Chadwick school or are not at school […] the policy for Facebook or any other web service would be the same as face to face interactions, so if the was a student threatening another student outside of school, we would deal with it the same way as doing that on Facebook, or on any other online service.”
To put it as simply as possible, Jackson said, “in any type of interaction between student to student […] we would deal with it.”
However, some students have a different opinions.
Sophomore Jack Kirkpatrick says, “I don’t think it’s a school’s job to control online happenings that do not take place at school.”
Junior Jasper Burns agrees with Kirkpatrick’s views on school control; he said: “it seems that generally online social networking cannot be monitored, and also that the problem is not large enough to warrant a school intervention.”
Also in agreement about the potential overreaching of power is junior Raxon Cho, who said, “I think that the school shouldn’t control what happens outside of school. The school can like advise people to like not be involved in cyber bullying and stuff, but I don’t think they should try to monitor stuff that happens outside of school.”
FirstClass is another online source that the school is directly connected to.
Jackson says, “It’s not like your private account and that goes for teachers as well, so anything that is done through the first class system is considered school property.”
However, this in no way means that teachers spend hours reading your emails for fun.
“If an email were sent that was inappropriate or mean spirited or just not aligned with the school’s core values, and then typically, the way we find out about it is someone will bring it to our attention,” said Jackson, “we don’t go through and check all the emails because that would be way too many.”
Facebook is another online site that students should remember the core values on.
Jackson said, “If you were saying things that just weren’t true about the school, it is something that, that’s been dealt with in the upper school.”
An example of a case that involves that school dealing indirectly with comments on Facebook happened last year. Freshman Christie Lane had made a Facebook group called, “You know you go to Chadwick when,” as a forum for people to post funny stereotypes of jokes about going to Chadwick School.
However, she deleted the group after an announcement was made at assembly about having talks with people who let things that were bad for Chadwick remain on Facebook. She doesn’t remember everything that was written in her group, but in reference to a negative image of Chadwick, Lane says, “Someone wrote something racist on it but I can’t remember.”
This incident shows the line that Chadwick takes when protecting its image, and also upholding the core values for its students.
Jackson said, “It’s [online comments are] more a bigger picture of being a member of the Chadwick community, that’s what it’s basically about, so by being a member of the Chadwick community you are expected to abide by the core values.”

Mainsheet: First, tell me about yourself.
Ryan Halvorsen: Well, that’s kind of a broad question, but I guess this is senior year, so it’s just kind of a stressful year with all the college applications and classes.  You know, all my friends  are hearing back from colleges, and I have been hearing back from colleges myself, so it’s been like a crazy time but also a really cool time because we are all kind of leaving Chadwick and going off on our own adventures.
Mainsheet: How long have you been going to Chadwick?
RH: I have been going to Chadwick since I was a freshman, so I have been here for only four years.
Mainsheet: That’s not too bad. What colleges are you looking at or which colleges would you like to go to?
RH: I am looking at a lot of colleges.  I don’t have like one decided in particular, but you know like I applied to schools back east and a few in California as well, so I am trying to get a wide variety, so then if I get accepted to the universities I applied to then I would have a wide range of choices and opportunities.
Mainsheet: What do you want to major in?
RH: I want to major in political science or international relations.
Mainsheet: So far, what do you like most about senior year?
RH: What do I like most?
Mainsheet: Yeah.
RH: I think the thing I like most about senior year is that this year has opportunities for incredible closure. Everybody is trying to finish up everything they wanted to do, so this year I played water polo for my fourth year. It was really fun. We had our banquet over the weekend, so it was just like a celebratory thing. Even though I was finishing, it was really cool because I got through all four years of playing water polo.  I am also doing a musical, and I did one last year.  It’s kind of fun trying out all those different things that I didn’t get to do freshmen, sophomore year, finishing off my time here at Chadwick on a good note.
Mainsheet: That’s great, and what are you looking forward to as a second semester senior?
RH: I think I am looking forward to for one thing, no college applications, so that will be all done with, and we will just be waiting for responses. I think just being able to spend more time with my friends, because everyone has been so focused with their academics and colleges, so everybody has been kind of isolating themselves. I am hoping that in second semester, we will be able to hang out more often.
Mainsheet: Are your friends being secretive about their college decisions?
RH: I think it’s just how Chadwick is.  A lot of people like to keep their colleges personal.  It’s kind of their personal thing, so I won’t ask them if they got in or not.  I would just wait until they tell me if they want to tell me.
Mainsheet: What have you been doing lately other than college applications?
RH: We are starting our rehearsals for Chicago, so I am pretty excited. I also admiralled for the orchestra concert last week. I was able to park and stuff, and that was pretty fun.
Mainsheet: Do you have any winter break plans?
RH: Pretty much just staying home. Kind of hanging out with the family.  It’s been like a tradition at my grandma’s house every year.  All of my mom’s side of the family comes together, and we have a holiday/Christmas festivity.
Mainsheet: What’s one thing that no one knows about you?
RH: I guess an interesting fact about me is that one of my aspirations to do in the future is like learn how to fly a plane. I have always been really intrigued about flying, so this is like a weird goal: I have to get a pilot license.

By Ally van Deuren

It’s the most wonderful time of the year…Stanton Calendar is back for its third annual competition among Chadwick students!
Stanton Calendar is a 25-day holiday adventure open up to any students up for the challenge. Students are asked to post pictures on the Stanton Calendar website, created by Omar Qazi, that relate to the theme of the day.
Stanton Calendar was officially made a Chadwick tradition by senior Nicole Stanton during the December of her freshman year.
She originally aimed to spread holiday spirit amongst twelve of her best friends by creating a paper calendar with a special holiday event for each day of December leading up to Christmas.
Once Qazi got wind of this calendar, he moved quickly and decided to make a website and go commercial.
Stanton comes up with the themes for each day, which get posted on the website at midnight.
Students can then begin brainstorming and posting pictures individually or in a group that relate to the theme of the day. Examples of themes include “Make a Snowman,” “Take a Bubble Bath,” and “Perform a Random Act of Charity.” Qazi maintains the website and all of its pictures.
There are many changes to look forward to during this holiday season’s Stanton Calendar competition.
This year, Stanton explains that she is helping Qazi out with the commercial aspects of the competition more so than in previous years.
Since Qazi usually makes a good deal of money from advertising, all proceeds will be going to charity this year. Stanton and Qazi are also taking requests for events that inspire creativity.
“There’s been a lot of controversy in the past about who’s won,” said Stanton, “so this year we are making stricter rules.”
She explained that in order to win, one must not only participate in all events, but he or she must also produce creative pictures that coincide with the theme of each day.        “Last year, it was based on completing the tasks,” said sophomore Moises Valencia, who is participating in this year’s competition with sophomore Peter Biedenweg, “[but] it’s a lot more competitive this year.”
Stanton also explained that there is an emphasis on being appropriate during this competition, as this has been an issue of concern in the past two years.
Another new thing to look forward to on the website is an instructional video to inform all participants of Stanton Calendar of logistical issues.
Most students agree that Stanton Calendar is the hub of cultural life on campus during the holiday season.
Junior Ben Gorman loves to see “the way [the students] interpret the different tasks. It puts the school in the Christmas spirit.”
Stanton agrees wholeheartedly with Gorman.
“I think it’s a fun thing people look forward to,” Stanton said. “It’s a stressful time of year for many of us, and [Stanton Calendar provides] one silly thing a day that will help that.”
Both Stanton and Qazi will collaborate during Winter Break to decide the winner of the competition.
To view students’ pictures or submit your own pictures, visit http://www.stantoncalendar.com.

by Laura Gonzalez

It’s been over three months away from home, and definitely they have been the best three months of my life. Being able to live in the US for a year, going to a school like Chadwick  and meeting such amazing people like Chadwick students is my own American Dream, as I would say in Dr. Andrews’ class. However, although I love the U.S., it’s also true that sometimes, it can be very different than Spain.
There’s a video online about culture shock, where a guy gives important advice to exchange students, the golden rules to survive in the U.S.
First, if you meet someone for the first time, don’t kiss him/her on both checks like you do in Spain, just, shake hands; otherwise, he might think that you are flirting.
Second, there’s something called security distance. Let me explain. If you don’t know someone pretty well, at least maintain 1 meter distance from him or her. Even if you know that person, there must be 50 cm between the two of you. I did try to cancel this security distance once, and I ended up sitting in the sofa alone.
Thirdly, saying thank you for everything is considered polite all over the world. Nevertheless, in the U.S. it’s really important not to forget about those two words if you want to seem grateful. Believe me, the rate of thank you/per day is twice in America what it is in Spain.
One more thing, if you live in California there’s at least one rule: love In & Out.
During my time here, I’ve learned by experience how useful those tips are and how different two countries can be. If I had to summarize how my experience has been so far, I would need just one word: AMAZING.  Starting with Chadwick, Homecoming Week was memorable. It was a totally new world for me; since at my old school, we never did any activities together as a grade. Decorating the whole campus, sleeping over at the Hills’ house, being woken up by Arjun Bedi, working on the dance for the homecoming game and going to the homecoming dance later on that day are moments that I wouldn’t change for anything. Before I came here, one of my friends told me, “So, Laura, you know what you have to do, right? You have to become a cheerleader and stand by the locker waiting for the quarterback to ask you to the prom.” I didn’t become a cheerleader, and Chadwick is amazing not only because of prom, formal or homecoming; it’s the people and both academic and athletic programs which make it special.
Thanks to Chadwick, I’ve become part of the water polo team, I’ve been drinking water for the first three weeks of practice and above all I’ve been having fun with water polo fans. Surprisingly, I’ve talked to my teachers about more than science or English, more than history or photography, I’ve talked to them about PERSONAL STUFF, WHO COULD IMAGINE THAT TEACHERS ARE NORMAL PEOPLE? Lost and Found became my life and were memorable because of Maddy’s cry, Talia’s dance, Fiona’s dance and the other scenes of the show. This season, Chicago is the center of the theater production, and my prediction is that it’s going to be AMAZING.
Apart from the school, I’m totally in love with California. Partly because of the weather: at this point in Spain, I would be wearing enough clothes to have just a little frame for my eyes in order to be able to see. Because of the sunset: I don’t know if you still appreciate it, but the Californian view from Rolling Hills makes my day every afternoon. And of course, because of surfing: I’m still not really able to ride a wave but at the end of the school year, I’ll be a pro or at least I’ll try.
Finally, all the moments that I’ve lived, wouldn’t have been the same without the amazing people that I’ve got the chance to meet. Thanks for letting me get into your world. I hope I’m leaving behind as many good memories as the ones you’re giving to me.

by Margot Zuckerman and Vanessa Contratto

If you are a part Chadwick’s daily life, familiarity with the complicated schedule is essential for maintaining one’s sanity.
Chadwick’s current Middle and Upper School schedule is a combination of block and non-block periods. The plan behind the block part of this schedule has two main purposes: one, giving students a break when it comes to homework each night, and two, allotting a longer class time so projects can be worked on for longer, and more in-depth lessons can be taught.
In 2002, the current schedule was implemented. It was a work of all of the teachers’  ideas put together by math teacher Michael Cass.
Because of Chadwick’s schedule, students complain about the amount of homework due for Tuesday, but enjoy the extra time afforded to them during free periods.
Freshman Rebekah Roberts, believes the block schedule is nice when it comes to homework, but she found the new schedule hard to adjust to in the beginning of the year.
“At first in was kind of confusing, […] but I got used to it,” she said.
Middle School math teacher Yasuko Morihara believes a block schedule is not as beneficial for math as it is for other subjects.
Morihara said, “A little [math] everyday is better than large chunks.”
Aside from the rotation of classes on each day, the amount of time allotted for each class period at Chadwick seems very foreign to some of our friends who attend neighboring schools, as well.
A non-block day, such as Mondays, Tuesdays, or Fridays, consists of six academic classes each holding time slot of forty-five minutes. On the block days, Wednesdays and Thursdays, students attend only three academic classes for 80-minute periods.
The 215 minutes spent in class per week at Chadwick is far less than the total amount of time for each class at nearby schools. At Mira Costa High School in Manhattan Beach, students spend 280 minutes in each class per week, and the students have each class every day. And, at Palos Verdes High School, students have a three block classes each day and spend a total of 285 minutes in class per week. In comparison with these two schools, Chadwick has very short individual class times.
Despite the shorter class periods, Chadwick students still get out of school later than both PVHS and MCHS students: PVHS’s average school day finishes at 2:50, and MCHS’s average school day finishes at 2:55. Chadwick’s school day ends at 3:40.
However, these other high schools have their sports practices after school, while Chadwick’s sports start anywhere from 3:00 to 3:30, cutting into the school day. And, at Chadwick, a higher percentage of the student population is involved in sports compared to its neighboring schools.
Besides the issues of sports, Chadwick’s school day is significantly longer than other high schools, even with its much shorter class periods. The long school day doesn’t affect some of the student body, like seniors, who are permitted to leave school as soon as their classes are finished.
Senior Kari Ayoob said, “In terms of the whole day, […] I’m never here past like two o‘clock anyways.”
Aside from these exceptions, the question still arises of why Chadwick has a longer school day but shorter class times than neighboring schools. The key in this answer is what classes Chadwick offers after lunch.
In both the Middle and Upper School, all academic classes have to be short enough to be finished before lunch, leaving much time for clubs, activities, sports and free periods in the afternoon.
Morihara believes that these activities are beneficial to the students’ pleasure and are something unique to Chadwick.
However, Morihara said, “There is a lot of time that I think could be compressed” because of the activities, but she admits that her daughter valued these greatly once she graduated from Chadwick. Nonetheless, Morihara believes that longer class times would help her students learn more. Chadwick has a much shorter school year than most local and international schools, which is why Morihara feels that longer class times and school days are necessary.
Similarly, Cass believes the 80-minute class periods are necessary for projects, group work, and anything else that might not be manageable in 45 minutes.
On block days, he says, “I feel a lot freer to plan more creatively and let my students work more together and use the time to collaborate on problems that are more time-consuming.”
Cass also believes the additional time for arts is unique to Chadwick’s schedule.
“Not only does it dedicate time to the arts, which is a wonderful outlet for many students, but it also gives free time to the students not involved in the arts,” he said. “Those students can use the time to rest, socialize, or even see teachers for extra help that might not otherwise happen.”
Dean of Students Lauren Stern believes that Chadwick’s schedule is valuable, and if anything, there should be more time allotted where students can participate in student leadership groups.
Stern believes that groups like Student Council, the Community Service Advisory Board, and other clubs should have a longer amount of time during school to meet so students who are unable to come to early-morning meetings or who are involved in other activities during seventh and eight periods will still be able to participate.
In a recent survey, many students commented that they want a full block schedule every day. They said that having a full block schedule lets you go into more depth in class, get more accomplished and gives you less homework to complete every night.
Students also commented that 7:55 is too early to start, especially for students who have farther to travel to get to school.

Because of the length of the school day and the sports they participate in practice late into the afternoon, students are unable to participate in out-of-school activities.
When sports have away games, athletes must participate late into the evening. When they get home, they have 5 or 6 subjects of homework to complete almost every night, causing them to go to bed very late and having to wake up early to get to school on time.
Having an all block schedule could let students leave school earlier and have more time for homework, which would be a valuable change. This is what about one fifth of the students who took the survey thought is the best idea.
Overall, though Chadwick’s class schedule can be confusing and is controversial, most people agree that it is on the path to becoming a good fit for all. Morihara may be speaking for more than herself when she said, “I sure like teaching here!”

STUDENT OPINIONS AND RESPONSES

-It’s good. Not so long that you (Usually) dread going to class or count down the minutes to the bell, but not so short that you cannot learn anything. 45 minutes is a good length.

-Non-block days make the classes go by gruelingly slowly, even to a miserable pace sometimes. Those days feel three times longer than block days, and they’re probably less efficient too. We don’t get as much done.

-Sometimes I wish we could have all block days so we could focus on one thing for a longer period of time without wasting minutes changing classes.

 

So when exactly did our school newspaper, the Mainsheet, start? Back in 1937, when the school was still a small boarding school, the minute student body united to create the Foghorn, Chadwick’s first news publication. For this year’s 75th anniversary, we would like to commemorate major events in Chadwick’s history as seen through our the eyes of our “ancestors”: the student journalists of the Mainsheet.
In the summer of 1954, a group of Chadwick students and alumni went on an expedition to find a sea snake. They were successful and brought the snake back to share with schools and colleges in the area. It ws the first live sea snake brought into captivity alive.

Blast from the Past is made possible by the contributions of Chadwick Archivist Fran Pullara.

 

by Woody Hansen

The first live sea serpent in captivity was delivered to the Marineland curator last month by Mr. and Mrs. Hamner. Not the legenday giant, crested reptile of the old salts’ yarns but a 2-foot-long sea snake, the sea serpent was flown from Guayamas, Mexico, to Tijuana, where the Hamners took delivery. This rare and deadly reptile was captured off Baja California by a marine zoological expedition headed by Dan Mulford ’53, the Hamners’ son-in-law, who is a zoology graduate student at Colorado College.
With Dan are his wife Judy Hamner ’56, Billy Hammer ’57, the Hamners’ son, a junior at Yale; Matt Overton, former Chadwick student; and Chadwick sophomores John Muchmore and Bobby Earle.
The expedition, which took off from the Hamners’ campus residence early last month in two jeeps, is based at young Overton’s La Paz cottage. The party cruises from there. It is collecting specimens for Colorado College, Yale University, UCLA, and Marineland. All but the two Chadwick undergraduates are graduate or undergraduate zoology majors at their colleges.
If you should see in the sand of a Mexican or Central American beach a wriggly track suggesting an animated wire had passed that way, the trail may have been made by a sea snake. For, Mrs. Hamner states, the sea snake has a keel-shape belly. Stretched out, the snake topples on its side, so it prefers the sea, to which its family (Hydeophidie) has become adapted.
And what elaborate equipment was used to capture this rare, death-dealing serpent in the open sea? “An oar,” says Mr. Hamner. “They slugged it over the head with an oar while the crittur (sic) was basking (sun snoozing to you) on the surface,” he added.
“But what do you suppose they want to pay us for this unduplicated speciment, after all the expense and trouble of getting it here,” he demanded truculently—
“Only $10— ten measly dollars.”

by Drew Von Burgen

December 17th

TRON: Legacy (PG)
Twenty-eight years after the original cult classic, Disney is betting big on this high-tech 3D sequel. The sci-fi action film stars Garrett Hedlund as a young man whose search for his father, played by Jeff Bridges, gets him caught in a digital world. Olivia Wilde and Michael Sheen also star. Although the film is directed by newcomer Joseph Kosinski, it is already receiving praise for its stunning visuals and its score by French electric duo Daft Punk.

How Do You Know (PG-13)
Reese Witherspoon stars as a former athlete who gets caught up in a love triangle with two men, played by Paul Rudd and Owen Wilson. Jack Nicholson has a supporting role. Written and directed by Oscar winner (and frequent Simpsons writer) James L. Brooks, this romantic comedy looks to be a contender for the Golden Globe’s Best Picture Comedy or Musical category.

December 22nd

True Grit (PG-13)
In this Western, Jeff Bridges stars as a Marshal who helps a young girl find her father’s killer, played by Josh Brolin. Matt Damon is also featured in the film by Oscar favorites Joel and Ethan Coen.

December 31st

Blue Valentine (NC-17)
Michelle Williams and Ryan Gosling star as a couple who fall in and out of love. The two are said to give Oscar-caliber performances, but the film caused controversy recently after receiving the rare NC-17 rating for “a scene of explicit sexual content.” The company behind the film is appealing the rating, which would allow the film to play in significantly more theaters than its current rating would allow.

January 7th

Season of the Witch (PG-13)
Nicolas Cage stars in this action film about a 14th century soldier who is put in charge of transporting a young girl accused of being a witch. Director Dominic Sena does not have the best track record, and the film has been delayed several times to avoid competition, which is usually not a good sign for the quality of a film.

January 14th

The Green Hornet (Not Yet Rated)
Seth Rogan stars as the heir to a vast media empire who decides to begin fighting crime. With the help of his assistant, played by Jay Chou, the two masquerade as villains in order to hunt down real ones. Cameron Diaz also stars in this action film, which is being converted to 3D after being shot in 2D, a technique which rarely (if ever) produces quality results.

The Dilemma (PG-13)
Vince Vaughn plays a man who must make a tough choice after he discovers that his best friend’s wife, played by Winona Ryder, is having an affair with another man, played by Channing Tatum. The film’s trailer came under fire recently, due to a gay slur. The scene was removed from the trailer, but is still in the film, according to director Ron Howard.

With a new school year upon us, let’s take a look at some new classes that Chadwick is offering in the Upper School. Varying from art to language to statistics, a multitude of advanced levels of subjects are available, as well as a couple of totally new courses.

Concepts in Art, Concepts in Art Honors
Teacher: Annie Webster, with help from the entire Art department
This advanced level course is for seniors who desire the greatest amount of free choice in designing a project that is tailor-made to their interests.  Students may choose to work independently or in groups to complete either one major piece or a series throughout the semester. The work in this course will involve some risk taking, working with independence and motivation, and possibly collaboration with other students.  Students will continue to work with an independent study contract, defining their course of study in terms of overall concept, number of pieces, technique, scale, and duration of time allotted.
Constitution and Law
Teacher: Sanrda Piercy

A history elective course designed for first semester sophomores, Constitution and Law is organized around discussions of current political issues and legal and civil rights. While the course covers some legal history, the class focuses on how changing interpretations and applications of the law affect current practice in law enforcement and legal proceedings in both criminal and civil law. Students will learn and debate about civil rights, different legal and governmental philosophies and systems, rules of evidence and key court rulings.

 

 

Advanced Environmental Sciences
Teachers: Anita Shier Bruton, Tori Fay
This new advanced course in Environmental Science will provide students with the scientific principles, concepts and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems and to examine alternative solutions for resolving or preventing them. Students will also become familiar with the local environment of Los Angeles and the issues that are relevant to citizens in this area through regular examination and evaluation of current events. Students will gain first-hand knowledge of the environment and human processes through on-site examinations of ecosystems, a habitat restoration project, a water-treatment plant, an active landfill and a recycling plant.

AP Mandarin Chinese
Teacher: Jianmin “Jassy” Luo
The new Advanced Placement level added to the Mandarin Chinese curriculum at Chadwick is a highly advanced class that serves as both a Chinese language course as well as an introduction to the interdisciplinary field of Chinese culture. The main focus of the added course is to allow students to have the opportunity to experience a variety of themes and influences in Chinese history, geography, sociology, literature and politics. The course aims to enhance the students’ immersion into the language and culture of the Chinese-speaking world as well as challenge the students to use language as a means to study different disciplines, subjects and topics, rather than just the language itself.
Advanced Statistics
Teacher: John Braafladt
The purpose of the Advanced Statistics course is to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are exposed to four broad conceptual themes to go about studying information: exploring data, describing patterns and departures from patterns; sampling and experimentation, planning and conducting a study; anticipating patterns, exploring random phenomena using probability and simulation; and statistical inference, estimating population parameters and testing hypotheses.

So when exactly did our school newspaper, the Mainsheet, start? Back in 1937, when the school was still a small boarding school, the minute student body united to create the Foghorn, Chadwick’s first news publication. For this year’s 75th anniversary, we would like to commemorate major events in Chadwick’s history as seen through our the eyes of our “ancestors”: the student journalists of the Mainsheet.

In October of 1960, when Chadwick was still a boarding and day school, a violent fire surrounded the campus and burned parts of it. The following article appeared in the December 2, 1960 issue of the Mainsheet.


Replacement of the garages, trees, and shrubs destroyed last Oct. 1 by the canyon fire that did more than $50,000 estimated damage to the campus dominates rehabilitation plans disclosed this week by Commander Chadwick.

Volunteer planting of new trees and shrubs by students, alumni, and others as a memorial to the late Pierre Fatio, whose accidental death preceded the fire by only a few weeks, already is being organized.

Pierre’s beloved rose garden miraculously was untouched by the flames, which only slightly scorched in passing the roadside hedge of Chez Pierre.

The new and longer garage unit will be built along the northerly edge of the upper athletics field, and the main parking area adjoining Roessler Hall will be widened to the canyon rim where the old garages stood, Commander Chadwick said.

Property damage included, besides the garages, scorching of portions of the Ellis house and the senior girls’ dormitory plus water damage to the latter.

A jeep, a spray rig and other equipment of painting contractor Bud Tewell, and virtually all the possessions of teacher Tom Tyler except his MG and his boat were destroyed. Total loss was only partially covered by insurance, Commander Chadwick said.

The painting equipment had been stored in the grove which burned near the Ellis house, and Mr. Tyler’s effects, including his travel slides, college notes, and clothing, in the garages. He was in process of moving his living quarters.

Chief campus damage, however, was to trees and shrubs with which Chadwick began beautifying the campus more than two decades ago. This destruction, Commander Chadwick suggested, cannot be estimated in money.

A new gasoline service pump and scorched trees adjacent to Roessler Hall and Vanderlip Auditorium attest to the narrow margin by which Chadwick’s chief buildings escaped the leap-frogging flames. Failure of the gasoline pump to ignite when the neighboring garages were totally destroyed is regarded as miraculous.

Heroic efforts of Mr. Ellis and the few other faculty members and students on campus on this homecoming weekend [a weekend when boarding students went home] are credited with checking the spread of the flames until county firemen could join in the fight. Low water pressure almost negated their efforts, but an abrupt shift in the wind from westerly to northerly came to the firefighters’ aid.

The Chadwick plant, observers reported, then became an island in a sea of fire as flames enveloped the area, jumping Crenshaw canyon and ascending its southerly slope, where it destroyed one residence and damaged others.

The blaze, Mr. Ellis said, was first evident late Saturday afternoon as an apparently insignificant flicker in dead calm atop the canyon to the west. But, as though it had signaled for the afternoon breeze, the fire was soon roaring down and across the canyon before a strong wind, and within minutes, the garages were blazing. And, campus residents were fighting to save the school.

They were able to evacuate cars from the garages and furniture and personal effects from the senior girls’ dormitory and to partially wet down menaced buildings. Arrival of the professional fire-fighters, who chopped away burning parts of the dormitory roofs as they strove to build up water pressure with a pumper, tipped the scales in favor of this dorm, where Mr. Tellington had been working with a small hose line. School fire-fighting equipment had been kept in the garages.

Meanwhile, Mr. Ellis, having been assured safety of John Mueller’s vulnerable frame domicile and the stables and having assigned crews to strategic tasks, found his own house surrounded by the blazing trees and bushes. His freshman daughter Jean Ann’s presence of mind in closing all the windows is believed to have saved their house, as window glass cracked from the heat.

Mr. Wenrick, his wife and daughter removed to safety at the Hamners’, protected his house, just south of Chez Pierre, with a garden hose, as did P. G. Lee, playing another puny hose stream atop his roof as the fire roared past to cross the road into the Ellis grove.

Driving his burning jeep while he doused flames with a can of water, Mr. Hamner guided firemen to standpipes and strategic vantage points until chief danger was over.

As the flames leaped the entrance road above the gymnasium, firemen pumped water from the swimming pool and were able to keep the flames from the strip of evergreens below the main campus.

Mr. Cori, who with his wife lives in the house formerly occupied successively by the Bill Birds, the Ralph Mazzas, and Mrs. Spurr, also protected this property with a garden hose.

Other stalwarts in the emergency were seniors Jan Stillwell, Kay Stromberg and Sue Ellis, who evacuated furnishings and personal effects from the senior girls’ dormitory. Paul Mitchell, Duncan Lewis and Dennis Thompson, the only male students on the Hill, fought the fire ad evacuated cars at the garages where Tom Rucker ’59, is reported to have worked to near exhaustion. Several unidentified alumni home from college and day students living nearby also are reported to have raced to the scene and joined in the fight and/or in keeping sightseers off the premises, as did senior Gordon West and other students the following day.

Like others of the faculty and most of the student body, who were enjoying the weekend holiday, the Chadwicks were at Borrego Springs and only learned of the fire late Saturday night. They paid enthusiastic tribute at Monday morning assembly to Mr. Ellis and the others whom they credited with “saving the school.”

by Drew Von Bergen

Oct 15

 

Red (PG-13)

Bruce Willis, Helen Mirren, Morgan Freeman and John Malkovich star in this action-comedy about former CIA agents who come out of retirement after being framed for assassination.  While the director (Robert Schwentke) doesn’t have any really solid work under his belt, the cast may be enough to make this an entertaining popcorn flick.

 

Oct 22nd

 

Paranormal Activity 2 (Not Yet Rated)

Not much is known about the sequel to last year’s low budget surprise hit.  The teaser trailer offers very few details, and the production of the film has been top secret.  Rumor has it that Katie Featherston will reprise her role as the heroine from the first movie.

 

Hereafter (PG-13)

Matt Damon stars as a former psychic, who can communicate with the dead. Director Clint Eastwood is stepping out of his comfort zone with this film, but he consistently creates great movies, so it’s hard to imagine that it will disappoint.

 

Oct 29th

 

Saw 3D (Not Yet Rated)

Saw 3D is the seventh, and supposedly final, film in the torture horror franchise that has been doing great at the box office every October.

Since the plot has become so convoluted over the course of the series, and considering only a select few like watching movies with this degree of unpleasantness, you probably already know if you’re going to see this or not.

 

Monsters (R)

Hailed as the next District 9, Monsters follows a journalist and a tourist trying to survive in a region of Mexico that has been invaded by aliens.  The director (Gareth Edwards) did all the special effects himself and made the entire film for a shockingly low $15,000.

 

Nov 5th

 

Megamind (PG)

In this 3D animated family film, Will Farrel voices Megamind, a large-headed villain who is constantly thwarted by his nemesis, Metro Man, voiced by Brad Pitt.  Tina Fey and Jonah Hill also lend their voices to supporting rolls.

 

Due Date (R)

Todd Phillips, who directed The Hangover, returns with another comedy. Robert Downey Jr. stars as an expectant father who must rely on an aspiring actor, played by Zach Galifinakis, to get back home in time.  With fantastic actors and a great director, there is no reason that this can’t live up to the standards of The Hangover.

 

127 Hours (R)

Oscar-winning director Danny Boyle follows up last year’s Slumdog Millionaire with the true story of mountain climber Aron Ralston.  Portrayed by James Franco, Ralston’s arm was caught in a boulder for five days, before he severed it with a dull knife.  The film received glowing reviews out of film festivals, despite audience members reportedly passing out due to the extreme nature of the action.

 

 

by Sarah Lindstedt

Mainsheet: All right you three, tell me each of your guys’ names.

Evan: Um, I’m Evan.

Skylar: I’m Skylar.

Ava: I’m Ava. Hi!

MS: Nice to meet you all! So how have your first weeks of kindergarten at Chadwick?

Evan: They’ve been good. My favorite part so far was going to the library and getting new books.

MS: What kind of books did you get?

Evan: I got a bunny that had, like, twelve or twenty something pages, and I got a book about animals blending in. And now I need to get a new book.

MS: Do you have a favorite book?

Evan: Um yeah, my favorite book is this Star Wars book.

Ava: I have this really funny Rapunzel book.

MS: What’s so funny about it?

Ava: Well, the prince says all these things to throw down, and Rapunzel can’t hear him, so she throws all these weird things down on him.

MS: What were some of the weird things?

Ava: The prince said, “Rapunzel, Rapunzel, let down your hair!” And instead, she put down her underwear.

MS: No way.

Ava: Yes way.

MS: So do you like princesses?

Evan: Um, I don’t!

MS: Well, Evan, do you like princes?

Evan: Yes I do.

Skylar: I like Jasmine.

MS: That’s a great princess.

Ava: Princesses are ok.

MS: Why only ok?

Ava: Eh, I don’t know.

MS: Well, today you all dressed up in brown potato sacs, right?

Evan: Yeah! And we saw the purple team pull the rope! The black team was like pulling this way, and then when we yelled, “Pull!” the purple team went, “Pull pull pull pull pull.” And then the purple team won.

MS: Yes they did! So in the high school, which class is your favorite class? Which color team is your favorite?

Evan: My favorite color is blue.

Skylar: I liked the purple team.

Evan: Oh, me too. I like the purple team.

MS: That’s a good team to like. So the purple team has been walking around dressed up as royalty, like kings and queens. Do you guys like kings and queens?

Evan and Skylar: Yeah, they’re really cool.

MS: Well why do you like kings and queens?

Evan: Kings are my favorite because they’re like the big bosses of everything. And queens are pretty.

Skylar: I like them because they get to sit in a royal chair.

MS: Well if you had a royal chair, what would it look like?

Skylar: Big. And those pointy thingies on the top. And it would be purple.

MS: Would you ever want to live in a country where you were ruled by kings and queens?

Skylar: Yeah!

Evan: Yeah, that would be pretty cool.

Ava: No, no, I wouldn’t. That would be terrible.

MS: Ava, why wouldn’t you want that?

Ava: ’Cause then you’d have to be bossed around a lot.

MS: Yeah, you’re right. You don’t like to be bossed around?

Ava: No, I’d want to boss other people around.

Evan: Wait, I want to boss other people around, too!

MS: So would you want to live in a place ruled by kings and queens?

Evan: Yeah, but I’m going to grow up to be an astronaut, so I don’t have to worry about having to listen to any of those kings and queens when I’m in space.

MS: Well, whether or not you want to live in a place with kings and queens, we don’t live in a country with royalty ruling the land, right?

Evan, Skylar and Ava: No.

MS: So what do you think about our political system today?

Ava: I like it.

Skylar: I like the horse.

Evan: I remember when we’d go to these places and there’d be this magic person, and he’d do a funny magic trick and say “abra-ca-cobra” and then a necktie turned into a cobra.

Ava: What?

Evan: Yeah, then I was like, “Get out of here!” And there were big kids that showed us songs and dance moves and everything. Like “I am the birdie.” That was really fun.

MS: Do you want to say anything to the high schoolers?

Evan: Wait, you guys are highschoolers?

Skylar: Happy Halloween!

by Kelly Lee

 

 

 

 

 

 

 

 

 

 

 

To everyone’s excitement, Jack Sage Nordlund was born on June 9th at 10:00 a.m. Even with the baby in the house, the Nordlund’s always have everything under control: neat as a pin.

Erin Nordlund said, “[Being a mom] is fantastic! I would have never predicted that it would be this challenging or tiring, but I’m loving it, and we just feel so lucky to have such a wonderful and healthy son.”

The parents think that Jack’s physical features resemble Pete Nordlund more than Erin.

“He looks like Pete and nothing like me! He has Pete’s eyes and chin. I don’t see myself in him at all, but I notice my sister and my dad,” said Erin.

Jack is a loud and curious baby, and the parents are pleased to report that he reacts to music excitedly. Whenever the Nordlunds play music or sing, Jack starts bouncing elatedly.

“I like to think that this is because he heard so much ‘Rent’ music while hanging out in my stomach,” she said.

Jack’s favorite activity is lying on his back and hearing Mrs. Nordlund sing “Old McDonald” or “Itsby Bitsy Spider.”

Like his parents, Jack loves to eat. Erin said, “He would be a happy camper if he could just drink milk all day long.”

About two weeks ago Jack began smiling and giggling.

“He can scream for thirty minutes and then crack a smile, and suddenly all is perfect and forgiven. Nothing beats a good smile! I say ‘thank you’ to him every time,” said Erin.

by Kelly Lee

“Everything is different, but I love every moment,” said Tori Fay, concerning the presence of her newborn son, Oliver.

“Some parts of the day are louder (crying) and others are a lot quieter (Shh!).”

The Fays have a bottle, a binkie and a burp cloth in almost every room of their house.  “Little Ollie”, the nickname that the Fays gave their baby son, wakes up about three times a night: 1:30, 5:30 and 6:30.  Everytime he wakes up, he is fed and entertained.

Late afternoons are often his grumpiest time of day, so there’s usually quite a bit of crying. He takes his bath around 7 p.m., and then it’s more milk, quiet time and asleep by 9-9:30 p.m.  Then the cycle begins again.

By far, his favorite activity is looking out the window next to his changing table.   the “magic window.”  When she puts him down on the changing table, he starts to smile and wiggle all his arms and legs in excitement.  He also loves to play with his dad who is constantly inventing games to play and voices to use with him.

“Being a mom is emotionally and physically exhausting. This is a way harder job than teaching,” said Fay.

When she was asked about the future plans for the baby, Fay said, “Future plans, really? I’ll be happy if he figures out that those things passing in front of his face are actually his own hands. Truly, cudos to all the stay-at-home moms out there.”

by Molly Zuckerman

Mainsheet: So, to start things off, what game were you just playing over there?

Spencer La France: Modern Warfare 2.

MS: Is that one of your favorite computer games to play?

SLF: One of them. I mean, there’s a problem with hackers and such, but if you know the game you know the problems, so…

MS: Do you play a lot of computer games? Is that your favorite thing to do?

SLF: Um, not really, I play when I’m done with my homework and such. Other than that, I mean it’s just kind of a relaxing thing to do sometimes.

MS: That’s cool. What clubs are you in at Chadwick anyways?

SLF: I’m not in any clubs, but I am in Stage Crew, and I’ve been in Stage Crew since…AJ, how long have we been in Stage Crew?

Anthony Ferrara (AJ): Ninth grade.

SLF: Ninth grade.

MS: So is AJ one of your best friends at Chadwick, would you say? Are you BFFs?

SLF: Pretty much.

MS: Pretty much? What kinds of things do you guys do when you’re together.

SLF: No idea. We just kind of stand around outside what used to be the Pub Lab and, let’s see, we get lunch and just stand there.

MS: You just stand there? You wouldn’t talk about anything?

SLF: Random discussions, no real topics.

MS: What’s a normal conversation you would have if you’re talking with your friends? About anything?

SLF: Um…

AJ: That would imply that they’re normal conversations.

SLF: Yeah, like he said.

MS: What’s your favorite class at Chadwick?

AJ: Dr. B’s physics class hands-down.

SLF: Oh, definitely Dr. B’s physics class. Not physics, but physical science. Explosions. I also made a helicopter. It flew.

MS: So do you think most of your favorite memories came from that class?

SLF: Yeah.

MS: What would you say your favorite memory or experience has been at Chadwick?

SLF: Can’t really think of one, except one generally good experience. I mean, no single event stands out in my mind, except when my helicopter actually worked. And my classmates will agree with this, I was definitely happy until it flew into my face.

MS: What are you most looking forward to once you graduate Chadwick?

SLF: Liberation, freedom and being able to take care of myself without getting challenged.

MS: Where are you looking to go to school?

SLF: In Ohio, there is Wittenburg, Wesleyan and then Cornell. Not the one in New York, it’s in Iowa and they do this thing where it’s one course at a time. So that interests me as well.

MS: And I’ve been wondering, what’s with the hat?

SLF: I have always liked pit helmets, and I finally got one. Why not wear it?

MS: Oh, okay.

SLF: And it’s…it’s functional and it works and I think it looks cool.

MS: What’s your favorite food?

SLF: Bavarian liquor cake from, do you guys know Old World. You know, where they hold Oktoberfest sometimes?

MS: I don’t…

SLF: Well, they’ve got this great cake, they make it there, and…it’s to die for. Best cake I’ve ever had.

MS: What TV shows or movies do you watch or like?

SLF: Futurama, repeats of Firefly, repeats of Stargate SU1 and American Dad.

MS: What’s the last movie you saw, and what’d you think of it?

SLF: Last movie I saw…is that as in “in theaters” or…

MS: Either one.

SLF: In theaters, the last movie I saw was probably Avatar, which was a severe disappointment. I mean, I’m waiting for the sequel when the humans come back with our pension for destroying things that get in the way of natural resources and completely firebomb the planet and strip mine it. I mean, you know that’s going to happen. Did the Native American’s survive after Custer’s Last Stand? No.

AJ: Custer didn’t survive either.

SLF: Well, no, but one minor setback…

AJ: Everyone gets to die.

SLF: Exactly.

AJ: Free murder, wholesale!

SLF: You’re not going to put that in the issue, are you?

MS: Probably, we probably are.

SLF: Oh. Well then, CHARGE.

MS: Do you have anything else you want to say to any incoming freshman or last words as you leave Chadwick?

SLF: Hmm. Be yourself, don’t be annoying.

by Alex Geffner-Mihlsten

Since the opening of Chadwick International (CI) in Songdo, some teachers have migrated from the original Chadwick to the second school in Korea.

So far, two individuals at Songdo came from Chadwick. Jeff Mercer is the assistant head at Chadwick International, while Ginger Puffer teaches kindergarten.

People had voiced concerns about whether the administration could remain focused on PV Chadwick with a new school. Headmaster Ted Hill responded by electing Mercer to oversee Songdo’s Chadwick.

“Mercer was made the assistant head, so that I’m not in Korea all the time and I’m not devoting an inordinate amount of time to it,” said Hill.

Mercer currently alternates between staying in PV and Korea, maintaining an active connection for both schools.

“I think [Songdo] is amazing,” said Mercer.  “Driving in on this trillion-dollar suspension bridge, into a brand new city is quite the experience. The city has a very western feel, , with a lot of land set aside for parks and lakes.”

Mercer was excited to become involved with the teachers at CI. He praised them as being similar to teachers at Chadwick.

“The teachers of Songdo are energetic, bright, capable and kind,” said Mercer. “They are true pioneers, in that they signed on to teach at Chadwick International without an actual contract.”

Mercer further praises the teachers for taking the first big step in establishing Chadwick as an international school.

“These are people willing to test the waters of this new school without any assurance of how it will turn out for them,” said Mercer. “The teachers are truly committed to the school’s mission and vision, and they certainly weren’t afraid of the ambiguity.”

Hiring new teachers was a difficult process. The government did not give a license to Chadwick until a few weeks before the school year started.

“We received the license for the school on June 25th. People knew about it before then, but the school could not advertise until then. They had to finish an eight month process in three weeks,” said Hill.

Mercer decided to go to CI to help the school get a successful start to its first year.

“I wanted to be involved with the process of helping to ensure that Chadwick International is infused with the Chadwick’s mission, vision, and values,” said Mercer. “I also want to ensure the comfort of all the students in Korea. I felt that if we are asking our students to take responsible risks and to value other perspectives and other cultures, it would somehow be, obviously, hypocritical for me not to ‘walk the talk.’”

The other Chadwick teacher who moved to Korea is Puffer, who used to teach kindergarten at Chadwick and now teaches the same grade level at CI. Puffer was the only teacher from Chadwick who volunteered to shift to the new school.

“No teachers have been sent to Korea,” said Hill. “In fact, Ms. Puffer simply volunteered to go to Korea, and Mr. Mercer goes back and forth between Chadwick International and Chadwick. Technically, of course, we haven’t assigned teachers to switch schools.”

Hill also truly encourages the ongoing bond between the two schools. “The faculty over there is awesome, so if we can get some teachers to come over here and teachers from here want to teach over there, it would be great. Both schools have teacher housing, so teachers could switch schools without any housing difficulties. ”

Teachers such as sixth grade teacher Connie Schneider and Athletic Director Rollie Johnson already visited Korea.

“In the future, we ultimately hope for teachers to move back and forth constantly,” said Hill.