Caffeine. A widespread addiction that I promised myself I wouldn’t succumb to until college. I rush out my house door while the straw to my tall, flower-covered tumbler filled to the brim with caffeinated iced tea escapes its top. One drink won’t hurt.
I have energy! It’s a whole new me: excited, present, a little on edge, and somehow feeling fully awake at 6:45am. But, I’m late. During the season of Lent, there is an Eucharist service held every Wednesday morning at 7:15 a.m. in the Episcopal School chapel. This is where I’m heading. I timidly step through the large, wooden door and walk to the side area to the right of the sanctuary to sit quietly behind six teachers and one student sitting on the chairs and distributed asymmetrically. Father Skully, the school’s chaplain, is standing at the front of this pious group, leading them in worship and recitation of prayers. I’m embarrassed and trying my best to silently blend in.
“Welcome, Ashley. Can I tell everyone why you’re here? I thought it was such a cool idea,” Father Skully asks. Well, it was a solid try to not distract the service. “Yes, of course!”
My goal for the day is to fit as many-and as wide of a range of- activities and classes as I can in one day at Episcopal, where, if you haven’t guessed by now, I attend. When I started at this school my sophomore year, there was one statement that I always seemed to run into. In fact, it’s written in the school’s mission. The school prides itself in that it “nurtures and develops the whole child- spiritually, intellectually, morally, physically and artistically -through challenging academic and co-curricular programs.” I wanted to test this by searching for as many opportunities as I could find.
7:45 am - 8:00 am: Office Hours
I head to Ms. Kirschner’s room after Chapel to help organize her bountiful bookshelves. She’s not here, but I start to make it a game of how fast I can stack the same titled books and organize enough for the next group who decides to go help out.
8:00 am - 9:40 am: Block 2
After a quick check in with my normal block 2 class, I excitedly venture to the Academic Commons to observe a SRME class. This stands for Scientific Research Methodology and Experimentation. The class is typically taken junior year and can lead into a summer of more specific research at the LSU science labs and a senior year of the class ESTARR (Episcopal Students Take Action in Advanced Research). I’m met with students who are participating in their own scientific research for the class.
When John tells me the name of his project, How Acoustic Waves Effect the Oscillation Rate of the Belousov Zhabotinsky Reaction, I’m definitely as taken aback as you probably are right now. After observing studies consisting of killing cockroaches and cogon grass, I’m struck with the ability of these students to guide their own projects with just quick answers and guidance from Mr. Dennis along the way.
9:40 am - 9:55 am: Break
It’s time for break and I’m ready. I can’t believe how much I’ve already fit into one day and I’m just getting started! Next up are the English classes.
Sitting at the same long, wooden table where last semester I had an English class based on journalism, I join in on Mrs. Sutcliffe’s podcasts class. The beginning of the class is just Mrs. Sutcliffe going over the instructions for the day, but with a joyful twist. She’s eagerly giving her class the reasons why skills used for creating podcasts can be applicable to their lives outside of school. In her words, “why practicing these things we’re practicing could be valuable.”
Once the class is let out to continue working on their own podcasts, I head to Mrs. Kirschner’s room for the second time in the day. A dim, calm, and comfortable atmosphere meets me in her science fiction class as I listen politely to students read segments of their short stories aloud and then receive valuable and respectful feedback. I’m feeling beyond relaxed and like I may fall into a nap if I don’t have another class to move on to.
Awkwardly sneaking into Mrs. Burton’s class, I sit down in the room filled with the light from the movie screen. I’m not sure what movie they are watching, but it’s something to do with a court trial. After the film is finished, Mrs. Burton greets me pleasantly and asks the class to explain its purpose. It’s a class based on media and culture.
I’m in awe with the wide array of the English classes I did and could have visited and glad I was able to see how productive many different lens can be in teaching the same basic lessons needed for college.
By the time block 4 comes around, I’m feeling the typical drag of the day any high school student may have. It’s time for art class and I couldn’t be happier. My group of three is instructed to begin pasting material on Peyton’s hand to make a paper mache mold of a hand. “This material is what they used to use for casts back in the day,” explains Ms. Kate, “but we’ll use it to design.” My mind is allowed to wander as we focus on pasting. “Ow, it’s actually hurting now that it’s drying,” says Peyton. It’s time to take the mold off, and I’m so relaxed I’m not ready to have to leave. I’m so thankful to be able to have a refresh class.
Lunch is quick and filling. I get the little burst of energy I’m going to need to finish the day off. I also remember in angst that I should start drinking more water before track practice later on.
Before this next part, I should explain how inflexible I am. As a prior gymnast at the age of 10, I typically assume I can still do a cartwheel. That is until I continuously try it and continuously fail each time. I’m usually complaining about my back hurting or how I can’t keep my legs straight. Full disclosure, this isn’t the worst. I can barely even reach my feet when I stretch. I couldn’t imagine what dance class would be like. I may be able to get through it, but I’d definitely be embarrassed at some point. I mean, come on, I also extremely struggle to clap on beat to a song. How would I dance to one? And the most intimidating is that I’m assuming the dancers in the class are all well trained in the art.
To my surprise, the class is high energy, welcoming, and completely non judgemental. The atmosphere even allows me to assess that each student was already a dancer when in reality some had just learned this year. The warm up is fun and involves dance motions and stretches. Yes, I struggle, but I’m not embarrassed. I’m relieved and getting into the rhythm of the class. Before my departure, I get to watch the class practice their dance for the upcoming show. Music is flowing through me as I run with it to get to thesis class.
I would’ve been overjoyed to stay longer in dance, but I am determined to not miss much of thesis. This is the first class since after LAUNCH in which we’re beginning to show our final assignment: creating our own class and leading a class one day. David is teaching today and I can’t wait to see how the dynamic of the class feels.
“SHHH! Everyone silent!” David playfully expresses his annoyance with the class becoming too excited to share the city maps they have made. His class is focused on city planning and for the period each student has created their own layout and is in the process of sharing their ideas before the class votes on their favorites. “Hallie, you can go. And by can, I mean have to.” The class bursts into laughter and the silliness continues, but not without a moment to question the meaning.
“Do you think all of y’alls cities were guided by your values?” Mrs. Sutcliffe asks, and we dive into more discussion.
Speaking of discussion, Mr. Engholm’s ethics class is driven by this very thing. We’re discussing A.I. and robots along with the idea of consciousness. My head is already spinning. Zoe turns to me to fill me in on the movie they had watched parts of, “The Imitation Game”, and by doing so allows me to join in. Before I know it, it’s already been 40 minutes and I have to get to my statistics class.
3:30pm: Track Practice
I participated in cross country this year, but decided to take a break from track and field. Going back for practice scared me. I’d tried to keep up with running, but not to the extent that these amazing athletes do. Thankfully, it was a pre-meet practice, which means a little less of a workout. After the team sit down and cheer, we get to the running. “Oh no, I don’t remember it being this hard!” I laugh to Bethany and Tanya. I get a taste of Coach Jones’ jokes and the joyfulness of the team before I fistbump and say goodbye with a thank you.
In the short time between track practice and robotics club, I remembered there was one part of campus I hadn’t gone to yet. The prayer walk. A hidden beauty that provides tranquil moments of peace and allows for sincere contemplation. I walk softly as I read the signs with Bible verses on them. Then, I sit under the pavilion to stretch because I know I’m going to need it after running!
“Oh, hey Clay!” is my reaction when I see just one student waiting for Robotics to start. Dr. McClean comes in soon after and gives the rundown of how their robot needs to be packaged to be sent off safely. I’m filled with ambition and want to help with something. We begin nailing the big wooden crate. By the time I accidentally spill the nails everywhere, I realize I’m probably more in the way than helping. We finish this task and move to the board where a few other members of the team are looking at parts online to buy in order to fix their robot. I’m easily impressed with the knowledge this room holds and the group’s ability to use their curiosity to create something fun and meaningful memories.
7pm: Little Shop of Horrors
There is no better way to end a day of learning about Episcopal than to celebrate some of its insanely talented individuals. Once again, I’m fascinated by the ability of the school’s students and their hard work to showcase their talents. The songs entertain me while I think more seriously about the deeper message to this humorous play.
I’ve made it through the day. With the help of caffeine, but even more because of the excitement these incredible teachers, students, and classes brought with them. Whether it’s through Chapel services, science experiments, art classes, or athletics, Episcopal School of Baton Rouge truly provides opportunities to “develop the whole child.” Its teachers create a comfortable environment for learning that allows for true discovery. All the child has to do is become involved.
Ashley Solomon has been a student at the Episcopal School of Baton Rouge since her sophomore year and is an Honors Diploma student. In addition to her involvement in the Thesis program, she participates in cross country, Mock Trial, and is the community service coordinator for the National Honors Society. Her thesis explores the importance of mental health in adolescents and the effects of implementing therapy dogs in a school setting.
There is this early childhood memory that I have from my first time flying on an airplane. Like most events that occur when we are young, I don’t remember every minute detail, but I do remember little blurbs: the rev of the engine taking off, greeting the pilot as I boarded and not to mention that feeling of finally leaving the ground and meeting the air. Perhaps what I remember most clearly is, strangely enough, what I was wearing. I remember that the day before we were due to depart, my father came into the house with a package for my sister and me. In that package were two t-shirts: a Princeton shirt for me and a Columbia shirt for my little sister. The next day, at the New Orleans airport, I remember wearing that shirt to board my first flight.
Fast forward fourteen years, I have committed to Princeton University. I wish I could say that the story goes that my family has always dreamed or known that this is where I would end up. But, the story was never that I was going to end up at Princeton. Back on that airplane at age four in that t-shirt, Princeton was by no means my predestined trajectory, but an idea. This t-shirt that my father purchased was a tangible manifestation of a narrative that my parents hoped for me and my sister. It wasn’t a prescription for our future. They wanted to expose us to the idea that it could be possible if we wanted it to be.
Over the last year, the idea of where I wanted to go to college changed every day. Almost like clockwork, I would walk into the kitchen and declare to my family with the utmost confidence that my dream school was (insert school name) University. My family would feign support while knowing with confidence that it would change again the very next day.
This trend continued even through the college trip that we took in the fall where we toured Princeton as well as five other schools with a similar profile. As I walked onto each campus, I fell in love with each for different reasons. This bothered me. I thought that there would be schools that I liked more than others, and I struggled to decide which school to apply for early admission. I had my applications completed for all of these schools and I just had to decide which to pull the trigger on. In fact, Princeton was the last school that I toured and ultimately became my first choice.
After a whirlwind day in New York City, we drove into New Jersey to be ready for our visit at Princeton. Our hotel was right outside of the gates of campus, and even though it was dark outside, I thought it would be intriguing to see this side of the campus. After all, if I decided to matriculate there the campus would be my home during the day and at night time, so I thought it was worth seeing it from this perspective. Driving through the campus at night time left me in awe. There was not a star in the sky on that evening and because of fall break, there were hardly any students either. Even still, the campus sat boldly as if it were not afraid of the dark. With that boldness came this energy. At that very moment I felt the ideas and innovation flowing through its veins, the decorated history sitting in its heart, and most excitingly, the future sitting in its palm wide open waiting for someone to pick up the energy and make a difference with it in the service of humanity. We went back and visited the next day during the day time and the people there were so friendly. As we wandered across the campus, a student stopped me and my family and graciously showed us around. This was not the exception but the norm for the campus. For the first time, in my college search I did not have the intense agenda of an applicant. I felt so much like a student that I even forgot to document my visit with pictures or a visit to the bookstore, a rite of passage on all of my previous tours.
All of this was complemented by what Princeton had to offer me. With a commitment to undergraduates, I will have access to world renowned professors in intimate settings as early as my first year. The Residential College system that resembles something out of a Harry Potter novel piqued my interest and the dedicated alumni who all seem to be devoted to Princeton reminded me of the school spirit here at Episcopal. All of these surface level attributes complemented by the energy from campus that night showed me that this was the school for me.
Even though I am beyond thrilled to have the opportunity to attend Princeton next year, I also know that it is not the only school for me. I am in love with all of the schools I applied to for different reasons, and I am at peace knowing that had I matriculated to any other school, I not only would be happy, but I would thrive. Throughout my college search, I let the process work. I did what I needed to do to present my best self and waited for these signs and experiences to become apparent to me. I know that all of the other schools I applied to would provide me the same quality of education and enrichment, but it is crazy to me that fourteen years later, Princeton would become, officially, part of my story.
Douglas Robins is a senior in his sixth year at Episcopal. He is an engaged member of the Episcopal community as a Writing Fellow, Student Vestry member, President of the National Honors Society and a part of the Honors Thesis program. Douglas also is an active member of the performing arts community and enjoys the flexibility of being able to explore his academic interests and his diverse extracurricular interests all in one school day.
One day earlier this fall, Addie came across “The Pulsera Project” online. She approached us about engaging with the project for the AP-WE service aspect of our AP Spanish class. We immediately were interested and thought that the project would be a great service project for the Episcopal community; a project which would help raise awareness and money for some of the prevalent issues in the Central American communities of Nicaragua and Guatemala. However, we had no idea how much teamwork, planning, brainstorming, and problem-solving would go into the execution of the project here on campus. We are greatly appreciative of all who have helped us on every step of the way, especially Dr. Alvarez who has shown us constant support and help. Looking back on the day when Addie came across the project makes us laugh, but it also inspires feelings of pride and excitement. Every day since September we have pushed ourselves in ways which we have never been pushed and have put together a project which is so much more meaningful and full of community than we ever would have imagined. And it has been totally worth it.
To give a little background on the project, El Proyecto Pulsera or the Pulsera project is a non-profit organization that partners with student-led groups around the US to sell Pulseras (AKA bracelets) made by artists in Nicaragua and Guatemala. The project allows for students in the US and families in Central America to become a part of an empowering experience. We chose to make this project more than just “selling” bracelets and more about sharing the values of the project to encourage global citizenship. A few of the values that we decided to focus on are poverty in Latin America, Solidarity v. Charity, the importance of Fair Trade, and awareness of global issues.
Soon after meeting with Mrs. Spencer and Father Skully we knew that we needed to make the project about more than just selling the Pulseras one day at lunch and then sending back the money. We needed to make the project meaningful, not only for us but also for the entire student body and faculty. We did some research on the Pulsera Project website and searched through their list of values and picked out a few of our favorites. We made it our goal to dive into the four values which we felt represented the project and what it stands for. We felt that these values would be beneficial and educational to share with the rest of the student body. On Monday, March 18, we presented to the upper school during our assembly time about each of the values and more about the project in hopes of not only promoting the sale but also sharing our passion about the foundational values with the student body. We also presented to the middle school during their morning meeting on Tuesday, March 19. Our goal was to demonstrate that the bracelets represent the values and the artists’ individual stories; they are not just a bracelet that one could buy anywhere.
Additionally, we wanted to involve all three divisions and turn what was first just going to be a sale, into what we decided to call “Pulsera Weeks.” Leading up to these weeks which are taking place right now on campus, until April 1st, we needed to get teachers and other students excited. We presented at the middle and upper school faculty meetings about the Pulsera Project and its values and proposed three tiers of involvement. The first level was the Pulsera Fan, a teacher who simply wanted to help promote the project verbally or by putting flyers up in their classroom or writing reminders on the board. The second level was the Pulsera Influencer, a teacher who was interested in teaching a short lesson which incorporated the values of the project. We helped the teachers who signed up to be Influencers by sending them suggestions for lessons which we handpicked from the Pulsera Project website. The highest level of involvement was the Pulsera Agent of Change, a teacher who was interested in doing a long term project or was interested in getting involved directly with the project and organization. We had 27 middle and upper school teachers sign up to get involved. We then made our priority to contact these teachers directly about their next steps. As teachers begin to teach their lessons covering a wide range of subjects and values, we are excited to see how the project continues to spread throughout the community.
Once we realized this was going to be an extensive project that involved almost everyone on campus, we knew that we had to do something in the advisories. Thomas thought of the letter writing activity and planned it out. The activity was completed by students on March 21st. The advisory was given a bio of an artist in either Nicaragua or Guatemala. The artist’s bios were translated into English as a supplement to the Spanish bios so that all of the students and advisors could engage in the activity regardless of their fluency in Spanish. However, the students who understood Spanish were encouraged to help write the advisory’s letter in Spanish which provided an opportunity for Episcopal students that speak Spanish to take the lead of the advisory activity. Students then wrote a letter in either English or Spanish to the artist that they recently read about. Student letters ranged from questions to encouragement to life comparisons between the US and Central America. Each letter will be sent to the artist along with a picture of the advisory and advisor. We hope that this advisory activity will help further illustrate the positive aspects of collaboration so that we may get to know the culture and lifestyles of people living in these Central American communities, with the goal of helping them gain the resources they need to live better lives and creating awareness about global issues in schools around the United States.
Both the middle and lower school have been an integral part of the Pulsera Project success at Episcopal. We divided and conquered and Maia and Christine got in touch with Mrs. Smith and Mrs. Henderson about involving the lower and middle school in the sharing of the project’s values and also in the sale. Mrs. Smith mentioned to us that Mrs. St. George, the eighth grade World Geography teacher was interested in incorporating the project somehow in her classes and Mrs. Henderson told us to talk to Mrs. Boudreaux and the fifth grade teachers, since we came to the conclusion that many of the topics from the project may be too mature for lower school students below fifth grade to grasp. We formulated a plan with both Mrs. St. George and Mrs. Boudreaux to involve the lower divisions in the project. With Mrs. St. George’s eighth grade classes, we planned a lesson that taught and created awareness about schooling in Nicaragua and how many families cannot afford to send their children to school because they need to work during the day, or cannot afford the uniforms required for school. We centered the lesson around larger discussion questions which inspire thinking such as whether or not education is a natural right, or if there were any possible solutions to make education more readily available and affordable for these Nicaraguan families. The entire Pulsera Team went and taught the lesson for one block and Mrs. St. George continued the lesson with the rest of her blocks. Additionally, we went and spoke to the fifth graders about the values and the project. We were pleased when a group of fifth grade students came forward after our presentation and showed interest in being part of a fifth grade team of representatives for the Pulsera Project. Our hope is to meet with these students and collaborate with them so they can act as leaders and promoters of the project and its values in the lower school. The fifth grade has already bought 200 Pulseras and will be selling them in their Global Market this April.
The Pulsera sale started Monday the 18th and will continue through April 1. We will have 2 more sales for upper school in front of the clock tower in the quad during lunch on Tuesday, March 26 and Friday, March 29. We will also be having a middle school sale on Tuesday, March 26 in the rain garden during their morning break. Our goal is to inspire members of the student body to spread awareness and help others. Economic aid is just one part of the mutual exchange from The Pulsera Project which also includes the sharing of knowledge, ideas, and life experiences for the benefit of all. On top of the impact abroad, pulsera sales change the lives of students in the U.S. as well, educating them about life in Central America while cultivating student leadership and awareness of global social issues. Each bracelet represents the values of the project and the hard work and creativity that was put into each work of art.
Please consider coming out and purchasing a Pulsera for $5 or asking us a question about any aspect of the project and its values! Thank you for all of your support already. We are looking forward to hopefully selling all of the 600 Pulseras that were sent to us and possibly another entire shipment which we have requested. Our collective support at Episcopal will go towards empowering nearly 200 Central American artists by providing fair trade jobs, housing programs, scholarships, healthcare, and more!
Episcopal African Heritage Club
Congratulations to four members of the Episcopal African Heritage Club! A team of students including Madi Bell, Zykia Howard, Justin Thompson and Serena Thompson recently placed first in the 25th Annual Collegiate Black History Quiz Bowl hosted by the Southern University Ag Center and the College of Agriculture.
River Road Chapter of National Charity League
The Episcopal robotics team had a great showing at the recent Rock City Regional competition in Little Rock. Students did a great job of scouting the competition and making improvements to the robot with each match. The group performed well in qualifying matches and was even chosen by another team to be a part of an alliance in the quarterfinals.
District Literary Rally Winners
Congratulations to Katie Knight! Katie earned second place in the Literary Rally's art competition. Her piece, entitled Hand with Ice Cube, received recognition in Category III 2D Color: Drawing, Print-Making, Photography and Digital Art. The art exhibit is a district only event unique to the Southeast Louisiana District Literary Rally.
Congratulations to the Episcopal District Literary Rally winners!
Students qualifying for District and State and earning a Southeastern Scholarship are:
Ajit Alapati – Principles of Business
Abhay Basireddy – Advanced Math – Pre Calculus
Clay Burton – Calculus I
James Christian – Advanced Math – Functions and Statistics
Eugene Jiang – Algebra II
Celia Kiesel - Civics
Joy Lee – Biology I
Carter McLean – Spanish II
Alex Nelson - Chemistry
Adam Reid - Physics
Bethany Reid – Spanish IV
Justin Thompson – French III
Gracie Veillon – Calculus II
National Essay Contest Winner
Episcopal's gold and blue mock trial teams faced tough competition at the recent regional mock trial event. Congratulations on a great showing! Read more about the event here.
National Classical Etymology Exam
Eight students from Episcopal recently earned recognition on the National Classical Etymology Exam (NCEE). Congratulations to the following students:
The NCEE, which was administered in October by the National Junior Classical League, is based on English vocabulary words that are derived from Latin and Greek with an emphasis on academic and SAT vocabulary words. The contest measures a student’s mastery of Latin and Greek derivatives.
Upper School students recently hosted the sixth annual LAUNCH Day to celebrate learning. The student presentations were entertaining and impressive. Visit the LAUNCH webpage to watch the student presentations.
After a long day on the job, running errands or even just fighting Baton Rouge traffic, many of us can’t wait to return to our home to relax and unwind. Home. It is the place where children take their first steps, where teens pin a corsage on their first date and where families simply enjoy time together. Home represents a larger sense of community. Home is hope. Home can provide strength, stability and self-reliance. But what if owning a home is out of reach?
According to the US Census Bureau, 58.8% of homes in Baton Rouge are owner-occupied. Nationally, that number is 64.4%. This means many local residents don’t have that oasis to call their own. For the past 17 years, Episcopal students and faculty have been working with Habitat for Humanity of Baton Rouge to boost homeownership in the local community and help more families realize the dream of having a place to call their own.
The annual Habitat Youth Build is supported by Episcopal, Catholic High School and St. Joseph’s Academy and sponsored by the Albemarle Foundation. Lynn Clark, Habitat Executive Director, says since 2001 students and faculty have built 19 homes for area residents. “It’s amazing to witness the generosity and hard work of the students, teachers and faculty as they come together to make a difference in the life of a deserving local family,” says Clark.
The annual Habitat build is Episcopal’s largest service learning project every year. Service Learning Center Director Matt Holt says annually more than 100 students contribute hundreds of hours of service to the effort. In addition, numerous faculty and staff members help organize the shifts in advance of the build days and spend time on site chaperoning student activities. Holt says students are not there to observe. Students are donating sweat equity as they install siding, framing and plywood. They also put in windows, cabinetry and landscaping. While the thought of such physical work may intimidate some, Holt says everyone who participates walks away with a sense of accomplishment and pride. “There’s nothing more meaningful than helping someone achieve the dream of homeownership,” says Holt. “It is a pleasure to share this experience with our students.” The significance of building these homes is not lost on the student builders.
“The act of building a house is both physical and metaphorical - we are not only literally raising the walls on a structure that will eventually be a house, but we are also metaphorically creating a new life, a new beginning, for someone,” says senior Alyssa Macaluso, who appreciated the opportunity to be stretched beyond her comfort zone. “I smashed more than my fair share of fingers, bent more than a few nails, but it’s an experience that I hope I have the ability to repeat again. Habitat’s an amazing opportunity, at any point - from raising the walls to putting up siding and painting. In addition, the experience of having a future homeowner work alongside you as the house comes together is both beautiful and precious.”
Aside from lessons on the proper way to frame up a window or how to cut in with a paint brush, Youth Build students are also learning what it means to help their neighbor. “These students learn firsthand about poverty, its effects, and the need for affordable housing,” says Clark. “They are uplifting our community one family at a time.”
“Working for habitat is probably one of the most demanding service projects that the Center for Service Learning sponsors,” says senior Douglas Robins. “To me, however, it is the most rewarding.” Robins recognizes the importance of creating a home for families, where they can come together, relax and escape the stresses of the day. “When we think about what a home is in this way, the work that we are doing with habitat is more than just building a place for people to sleep. We are building a set for a family to live out their lives. Like I said, Habitat is hard work. But what brought me back and what will continue to bring me back is that through building a home, I am not just building a structure, but I am building a future. A future for all the people who will lay their heads on the pillows for this family and for the families who inhabit it for years to come.”
Habitat of Baton Rouge has built or rehabbed 353 homes in the local community. At each build site, current and future homeowners work side-by-side with volunteers, with each homeowner completing 255 hours of their own sweat equity. These homeowners purchase their homes with an affordable, no-interest mortgage. In addition, Habitat provides the homeowners financial literacy classes to help them budget and manage their finances so that they can sustain their home for years to come. Clark says all of this is critical for providing more families a safe and stable home. She says families who own their own home flourish, build wealth and break the cycle of poverty. High homeownership rates have also been shown to boost a community’s overall home values, lower crime rates and improve school systems.
Episcopal senior Emily White recognized the impact to the community as she arrived at the build site. “I learned that the row of houses leading up to the one we were working on were all Habitat Houses! That’s awesome,” she says. “I hope the owner of the house enjoys her home and I really want to see the finished product of this project.”
Students and faculty are able to make such an impact in just four weekends. Senior Pierson Luscy says the time spent was well worth it. “Before doing this service, I was looking for a job to attend on my weekends or as much as I could, but after going through the experiences, I dealt with, being great people and enthusiastic attitudes, I am planning on shortly to make Habitat for Humanity apart of my weekly routine” he says. “For the first time in a very long time, I felt like I did something productive.”
Seeing the students’ passion and excitement for helping a neighbor is rewarding for the Episcopal faculty and staff who volunteer their time. “In working with Habitat, I see Episcopal students at their best – compassionate, cooperative, flexible, funny,” says Writing Center Director Dr. Alan Newton. “They’re also handy with a paintbrush or a hammer.” Longtime Habitat supporter Sarah Pulliam agrees. “This is one of the most worthwhile things we do with the kids,” she says reflecting on the sense of accomplishment students and faculty feel after working a shift on site.
After the hammering and painting has stopped later this month, a Baton Rouge mom and her two daughters will have their own home. They will cook in their own kitchen. They will take pride in making the space their own. We are proud of the all of the students and volunteers who supported this effort to make their dream a reality.
A government that reads its citizens’ emails, tracks its citizens’ movements, and listens to conversations of citizens in their homes was once the subject of science fiction novels. That such a society would exist in the democracy of America that was founded on principles of freedom and natural rights was unimaginable. But recent developments in technology that is in the hands of most Americans on a daily basis have made almost constant surveillance readily available to the government and to large companies. The founding fathers of the United States could never have envisioned the issues created by modern technology and terrorism.
Mass surveillance is not high on the list of concerns for the average American. Most adults are more concerned with the highly politicized nature of the government, the government shutdown, or the next big election. Perhaps following Edward Snowden’s reveal of the vast extent of government surveillance, people became more aware of the ways it can be used unethically. But many Americans believe that if “I have nothing to hide, I have nothing to fear” and do not consider the possibility that the government may use mass surveillance to invade their personal privacy. Now more than ever, the discussion of surveillance needs to be happening in our homes.
When our country was formed, the founding fathers wrestled with balancing the rights of the people with the need for a strong central government. Their solution was to create an amendment to the Constitution that protected American citizens from government involvement in their lives. We know this today as the Fourth Amendment. While the right to privacy is not specifically set forth in the Constitution, it is inferred from the Fourth Amendment in combination with elements of the First, Third, and Fifth Amendments. Case law including Roe v. Wade, Katz v. United States, and Carpenter v. United States have also contributed to the development of the right to privacy.
How does this right relate to technology? Technology is a normal part of the daily lives of most Americans. Most of us have cell phones, and many of us use features on our phones that can be used to place us at a particular location at a certain time (i.e. Find my Friends or Snapchat’s Snapmaps feature). Similarly, GPS devices can be found in modern cars. Many people have laptops with webcams or use home assistant devices like Alexa or Google Home. Theoretically, the government can access those devices to obtain information about Americans through two important laws: the Foreign Intelligence Surveillance Act (FISA), and the Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism Act of 2001 (USA PATRIOT Act).
FISA establishes the protocol for the surveillance of foreign intelligence suspected of espionage or terrorism when that person is located outside of the United States. The PATRIOT Act, passed just 45 days after 9/11, allows for surveillance of both foreign and domestic suspected terrorists. These laws give the government vast powers with the potential for widespread and unethical violations of the privacy rights of Americans because they allow for surveillance not only of suspected terrorists, but also of people with remote connections to suspected terrorists.
To comprehend the privacy debate, it is important to understand the reason the government needs to access information of its citizens. National security became a priority following 9/11 and the War on Terror. In order to protect its citizens, the government has the power to use technology to access certain communications for the purposes of stopping terrorist acts before they happen. One way the government does this is to surveil and collect communications of suspected terrorists by accessing their cell phone records, bank records, GPS location, emails, medical records, etc. Many Americans feel that such surveillance is acceptable if it could prevent another 9/11, a school shooting, or some other terrorist attack. While this point of view is certainly warranted, we must be careful to avoid the proverbial “slippery slope” that could lead to even more amplified government surveillance as has been seen in Big Brother-esque societies like China, Singapore, and India, and even in western cultures such as Great Britain, France, Switzerland, and Germany.
China has developed frighteningly invasive technology to monitor the actions of its citizens. They have recently created a new robotic Dove that has the capability to blend into the environment because it looks and acts exactly like a bird flying in the sky. These Doves are fitted with high definition cameras, GPS antennas, and a flight control system, and they are able to climb, dive, flap their wings, and turn in the air. Because they look like real birds, they are able to evade both human detection and radar. They can fly up to 25 miles per hour for 30 minutes. The Doves have been used to surveil the Chinese people in provinces known for displaying anti-Chinese sentiment. The Chinese also have new facial recognition technology that scans the public for criminals. Huge outdoor screens at busy intersections display lawbreakers, including those guilty of minor crimes such as jay-walking, and they even list the names and show the faces of those that have not paid their debts. Chinese law enforcement is testing a new sunglass surveillance program that uses technological glasses to pick individuals out of a crowd. If the face or information matches a suspected criminal, police seize the person then and there.
Based on information gained from surveillance, the Chinese government arrests people that are deemed to be a threat to the government, even if they are not suspected of committing a crime. They are able to get away with this extreme extension of government surveillance because it is under the guise of preventing Islamic extremism and terrorism, much like the rationale of the American government.
Alarmingly, surveillance laws and technology similar to those found in Asia and Europe have made their way to the United States. Amazon’s Rekognition program, which allows photos and videos to be uploaded to Amazon and compared to facial scans from a live camera feed, has been used by law enforcement in Orlando and Oregon. Rekognition can identify over 100 faces in a crowd by just comparing photos to the real feed. There are undoubtedly some benefits to these technologies, but they can easily be used to target minorities, immigrants, protesters, and other groups.
While in some cases surveillance is seemingly beneficial in that it can lead to the arrest of criminals, it is crucial to understand that the government can use surveillance for sinister purposes. It is also critical to consider the limitless power that the government could gain over its citizens through surveillance that could be used to thwart fundamental principles of American ideology. If the government can use its surveillance powers to stop evil such as terrorism, it can also use the same powers to commit evil. In its most basic form, such powers could easily allow for the regulation of speech or press, to deny rights based on race or religion, or to silence critics of the government. This is not so far-fetched an idea to imagine in the current political climate. Those that believe such a society could never exist in America need to think again. It is imperative to understand the balance required between the need for protection against foreign terrorist threats and the inherent right to privacy.
If you own a smartphone, a home assistant device, or a laptop, you could be the subject of surveillance. These devices can easily be accessed by the government and essentially used to follow your every move. While this is cause for concern for many privacy advocates, it is not realistic to expect modern Americans to give up their cell phones or go off the grid. But you should be aware — be aware of what you say in your home, be aware of what you type on your phone, and be aware of how you act around your technology — you never really know who is watching.
David Whitehurst is a senior in his seventh year at Episcopal and a graduate of St. James Episcopal Day School. He is a captain and varsity runner on the Episcopal cross country team and a state champion track athlete. David became interested in the Constitution and technology through his AP Government class, and his thesis evolved to focus primarily on the right to privacy. David is the owner of a smartphone, a laptop, and an Alexa device.
My parents used to monitor my video gaming pretty heavily. Every good parent worries about exposing their kids to violence too early. If a game had a drop of blood, I couldn’t play it until I was twelve. So I sweat bullets as I shot at aliens spewing green blood when I played “Halo 3” at a friend’s house when I was ten. But when I was twelve, I was allowed to play “Team Fortress 2,” a multiplayer game sporting gentle violence - little enough to pass their test while entertaining my increasingly maturing interest. My parents’ focus was on the modest violence, but something far more dangerous slipped under their radar: the economic side.
In a time where people have an increasingly high digital presence from a young age, many children seek knowledge online, usually starting with math and spelling games. But many, like my young nerdy friends and I, progress to more complex lessons, whether knowingly or not. Often parents and/or schools teach children the value of money in a straightforward way. Whether through a chore system at home or some fake currency in exchange for privileges at school, a variety of controlled environments have been used to instill good economic habits in kids. They are physically handed money for their work, and they physically hand it back when they want to exchange it for something else. Children see that it is limited and represents a hard day’s work. However, due to a variety of institutions in video games like “Team Fortress 2” (TF2), “Counter Strike: Global Offensive” (CS:GO), “Fortnite” (the forbidden one), and many others, young gamers (especially those between the ages of 12-16) learn from distorted systems that ultimately harm their understanding of the economy and teach poor economic habits.
The most apparent layer of deception that often leads kids and adults alike down the rabbit hole of frivolous spending is a phenomenon called “invisible money.” Kids observe this phenomenon every time they go to the store and see their parent swipe their credit card to pay for groceries. Similarly, when money is used to in TF2, in the same way that many kids find it difficult to equate a piece of plastic with actual money, the tradable flashy cosmetic items in “Team Fortress 2” and “CS:GO” hold real monetary values, some ranging to thousands of dollars. Part of the economic crash in the early 2000s is attributable to the inability to identify credit cards and other online transactions as physical exchanges of currencies. Not even adults are immune to this phenomenon, and kids certainly are no exception when money goes even further from its true form, from credit card to virtual cosmetic.
Across various games and formats, fostering positive economic morality of young gamers is also in question. Though the numbers for this are a bit more ambiguous, scamming other players for their hard-earned loot in the name of making a quick buck is far too common. The community of traders in TF2 is more of a cutthroat bazaar of individuals, each trying to trick each other for profit than a supportive community enjoying the game. A far more tangible phenomenon is outright gambling in several games. The mechanisms mimic those of slot machines, reward players rarely (similar to casinos), and potentially instill the same addictive habits. The odds of children becoming frivolous spenders from playing these games are certainly higher than them becoming violent maniacs. It’s easy to look at the surface of any game with a “T for teen” or higher rating and determine its appropriateness based on the amount of blood. It’s hard to look past what’s highlighted by the media and consider the gentler, arguably more harmful aspect of these games. Any way you cut it, video games rarely foster the knowledge and positive economic habits that people need before they merge into the workforce and grow up. The best thing society and parents can do is teach children in a safe, straightforward environment how the world really works so that they don’t learn it from a parallel yet severely distorted one online, like I did.
Taner Morgan is a senior at Episcopal and came from St. Luke’s as a freshman. He’s been playing video games like the ones discussed here and just about anything on the market since he was five, and they’ve influenced how he approaches the world, for better or for worse. In the case of shaping his economic habits, maybe for worse, as his thesis research follows. Taner is the captain of the wrestling team and has been wrestling for three years. He is also a part of the drum corps and co-president of film club. Taner plans to attend LSU Honors College and study mass communication.
Madeleine Cope, Senior Thesis Student and Dancer, compels us to get out from behind our desks and utilize movement in our learning experiences.
What does dance mean to us? Is it an art form, utilized for its expression and creativity? Is it an athletic form that can lead dancers down an elitist path as we see in reality competition shows? Or, is it an enjoyable activity pursued by people all around the country for sheer pleasure and enjoyment? Whether we know it or not, we witness dance more often than we think. From seeing it on TV, on the VPAC mainstage , or even at social events, we can all admit that dance is a platform for expression that has been an element of life for as long as we have known. Although we have seen dance via different mediums for ages, it seems as though we haven’t utilized dance for what all it can do for us. Recent research has shown that dance can have meaningful benefits outside of places like a stage or TV screen; in fact, it can be utilized in our daily lives during a school day for our academic success.
Cognitive psychology teaches us that to create long-term memories, we have to make our material and ideas personally meaningful to us. This is accomplished by associating knowledge with other concepts or activities we have experienced. Jane Bonbright, a researcher for the National Dance Education Organization, notes that retention can also be facilitated and catalyzed by incorporating more areas of the brain in the initial encoding process for establishing long-term memories. Because dance can combine all of these psychological concepts and provide as an active and engaging learning system for children, it has the ability to be a great device for not only teaching children of young ages but for establishing well-suited academic habits in its students. Although it may seem a bit hasty, or even a bit radical, we should start considering dance as a way to facilitate brain development and the creation of higher retention rates among young learners.
In Jamie Steele’s research study for the Journal of Dance Education, she focused on the academic success of a fifth-grade class learning about different means of energy through dance. Steele not only found that the students left the class with greater communication skills from the group assignment but the students were able to, “...explain (1) visually through diagrams, (2) kinesthetically through dances, (3) verbally through explanation, and (4) manually through a [hands on project]." In this sense, Steele discovered what researchers like Bonright have recently uncovered: that dance can combine many of the essential skills needed by modern young students to succeed, while also being able to allow children to learn via an active format that enables the brain to facilitate the creation of long-term memory.
Needless to say, dance has some untapped benefits for young learners that most of us did not even realize. Knowing this, we must question: why haven’t all schools utilized dance education or other active learning methods like it so that students may reap its benefits? While traditional learning methods are often effective, I argue that experimenting with the use of active learning systems, like dance, may allow students to reach an untapped potential that will enable them to have better academic success. As Dr. Adrienne Sansom writes, “[Dance] is a modality [that] helps us gain knowledge through the body and grasp the essence of learning from within, connecting to ourselves in the deepest, most direct ways.” If we take Dr. Sansom’s sentiment and learn to apply it to an upcoming generation of learners, not only will they be able to make deep connections to their content, but they may be able to see inward and discover the value of meaningful learning.
Madeleine Cope has been a student at Episcopal since Pre-K and is currently a high school senior. In addition to her involvement with the Honors Thesis program, Madeleine participates in Episcopal’s Dance Ensemble, acts as Co-Choreographer for Episcopal’s Lower and Middle School musical productions, participates in Episcopal theatre productions, and is a Math Tutor for Episcopal’s Math Center. Her thesis revolves around the concept of utilizing new education methods, especially those involving dance education and active learning environments.
Senior Thesis Student and Oboist, Lauren Smith, shares ideas from her thesis, arguing for more inclusive and diverse classical arts, which would allow all children to see themselves represented on the stage.
Music has the ability to touch the souls of individuals and move the masses. It has been at the center of social revolutions, and its captivating nature has withstood the test of time. We are fortunate here at Episcopal to have access to many art forms and opportunities. It was here where I first became a musician, picked up an instrument, and had the opportunity to join a musical ensemble.
A particular genre that has truly revolutionized almost all music that we hear today is classical music. Without it, the world would be quite a dull place. “Classical music” is a broad and insufficient term used to describe a plethora of music types, and sometimes we tend to forget that. Its elements exist in your favorite songs and movies, and surprisingly, it even played a tremendous role in the innovation of hip-hop and pop music.
The “orchestra hit” is one of the most used samples in pop and hip-hop music. Its sound takes the form of a musical bang that draws the audience in and helps drive the song’s beat. The orchestra hit was originally sampled in the early 1980s by Peter Vogel, the same person that created one of the first sampling and sequencing synthesizers in the mid-1970s. This sample was from Igor Stravinsky’s Firebird, which was originally scored in 1910. The particular moment in Firebird that the orchestra hit was sampled from was at the beginning of a scene called “Danse Infernale du Roi Kastchei.”
Though classical music may be everywhere, when it is performed in its traditional essence, it is quite exclusive. The full glory and splendor of classical music is not available for everyone to enjoy freely. There are a plethora of reasons supporting why classical music is indefinitely reserved for people of a certain demographic, but the stigmas attached to the music type as well as socioeconomic, historical, and psychological factors all play a role in why this art form is still so rooted in a traditionalistic mindset, despite the progressiveness of other art forms.
People love to have role models, especially when they look like us. Where the problem lies in classical music is that there are not enough role models for black and brown artists. Yes, there are some, but the amount is miniscule. In solely American orchestras as of 2016, less than 1.8% of participants were black and less than 2.5% were Hispanic. That amount is even less for ethnic participants when assessed on a global scale, especially considering that classical music, as most recognize it, is originally from the Eastern Hemisphere of the world, particularly Europe, although it has rhythmic and percussive influences as well as modal influences from Africa and Asia.
When I was much younger, I loved to watch performances of the Berlin Philharmonic, one of the world’s leading orchestras. The performances I watched on YouTube most definitely contributed to my ever-growing love for classical music. As much as I looked up to each and every performer, particularly the oboists and the conductors, I always found it difficult to truly see myself playing among them, let alone conducting the musicians, as an adult. I felt so distanced from the classical musicians that passionately played their instruments on my computer screen.
Yes, it was and is a dream of mine, but I never saw anyone else that looked like me to demonstrate that it was a legitimate possibility.
Classical music is expensive. Buying instruments (many of which cost thousands of dollars), the materials needed to play (e.g., reeds, ligatures, tools), and paying for lessons are some examples of the tedious expenses required to be considered as a classical instrumentalist. For musicians coming from underserved communities, which are oftentimes densely populated by people of color, receiving a musical education of the same caliber of their mostly white counterparts is especially difficult due to the prominent socioeconomic disadvantages.
As human beings, we all have preferences, whether implicit or explicit. When it comes to viewing performers on a stage, due to general social psychology that has been influenced and molded by history and racist justifications, if a ballet or symphony is being performed, the performers are expected to be white. So much so that the very principles of ballet performance are centered around identicality and the reference is a white-skinned, fairy-like performer. Even in symphonic performances, visual aesthetic preferences may lead people to expect a stage composed of similar looking people due to the art forms’ emphasis on symmetry and synchronization.
Diversifying the arts, specifically classical music is essential to its growth and ultimately its survival. The traditional aura surrounding classical music as it relates to what type of people are the dominant performers and observers is counterintuitive to the definition of art. Art is a “diverse” range of creative activities, but in classical art that is still performed today, the diversity element is inadequate. Diversifying classical music does not necessarily mean contemporizing the music itself, but rather taking measures to make it more inclusive for all individuals, especially because it is such a powerful medium of expression that can be life-changing for anybody no matter their skin color.
Lauren Smith has been an Episcopal student since Kindergarten, and she is currently a high school senior. She is a member of the Honors Thesis Program, and her thesis addresses the lack of representation in classical art forms, specifically in classical music and ballet, and how in order for the arts to progress, diversity is a necessity. Lauren is an avid participant in the arts. She is in Episcopal’s Wind Ensemble, Concert Band, Jazz Band, the Louisiana Youth Orchestra, and a variety of other ensembles. Lauren is also an Episcopal athlete who has participated in numerous sports over the years, and she plays multiple other instruments aside from the oboe, including the piano, saxophone, and clarinet.
Episcopal student artists are sharing the joy of the season with song, dance and music. Here's a look at recent festivities on campus and throughout the Baton Rouge community.
Photos provided by Episcopal senior Mason LaFerney.
Beyond Woodland Ridge
Congratulations to Episcopal students who are sharing their art with the Greater Baton Rouge community.