Issue 1 October 2020

The
Hourglass
october 2020 volume 60 issue 1 disce verum laborum 1888 701 montgomery ave, bryn mawr pa 19010
teaching during a pandemic
How teachers are adapting to technology and finding
new ways to make class inclusive and engaging
By PRESLEY DAGGETT ‘21
Along with all the
new regulations
in our school
day, COVID-19
has presented each department
in the Upper School
with copious problems to
solve and modifications
to make in order to keep
the students and teachers
safe. From a math class to
a makeshift art room, every
class operates differently
to accommodate for online
and in-person students and
teachers.
After hearing from
each department, it became
abundantly clear that a key
player in this weird school
year has been technology.
Between finding new ways
to use it and troubleshooting
its issues, English Department
Chair Dr. Sullivan
said it best: “Technology is
the queen of the English
department right now.”
Teachers across the
other departments agree.
Science Department Chair
Mrs. Epstein explained
how the science department
has been forced to reimagine
labs in the form of online
simulations. She noted
that these changes have
also led to some positive
outcomes, like the opportunity
to bring seminar-style
learning into the classroom,
allowing for even more
in-depth comprehension
of concepts. Similarly, the
math department has used
programs like Explain Edu
to share notes and diagrams
that would usually go on
the classroom whiteboard.
As a community,
we’ve faced the challenge
of keeping every member
of the Upper School feeling
as connected and comfortable
as last year, whether
in school or at home. To
accommodate all the different
types of learning environments,
every classroom
has been equipped with
webcams and microphones
to make the experience feel
Photography by Melody Hao ‘22 Design by Maggie Song ‘21
more inclusive.
Language Department
Chair Madame Mariette
said virtual students now
“have the opportunity to
see, hear, and effectively
communicate and interact
with those who are at
school.”
Even with all the new
measures set in place to
foster togetherness, teachers
admit that things aren’t
always easy in these
strange times.
History Department
Chair Dr. Bunn said, “To be
honest, even those in-person
have felt more disconnected,
as we’ve lost out on
opportunities to talk with
each other and spend time
together.”
Despite these obstacles,
every department has
displayed its commitment
to figuring everything
out in due time. Dr. Bunn
mentioned that the history
department is working to
combat the “awkwardness”
All classrooms are newly equipped with webcams to enhance online learning.
of the school day by listening
to feedback and sharing
ideas.
The music department
is struggling to maintain
the connection between
their students, particularly
in music classes that have
several grades in different
locations. They have faced
difficulties incorporating
technologies into their curriculum
because students
are not allowed to sing or
play wind instruments at
Students are not
allowed to sing or
play wind instruments,
while orchestra
is unable to
perform as a large
group. The music
department finds
solutions in small
groups, but nothing
can create an experience
similar to live
performance.
school, but these same performances
are near impossible
over ZOOM.
Music Department
Chair Mrs. Bensinger explained
that it is hard to replace
the sense of community
that is lost by taking
students out of the collaborative
musical experience.
“We have not really
been able to find an adequate
solution for that
problem. Nothing can replace
a live performance,”
Mrs. Bensinger said.
Nevertheless, the music
department has made
the best of their situation
by redirecting their goals
towards organizing virtual
performances to be presented
in assemblies.
Similarly, both the art
and computer science departments
have been forced
to completely rework their
teaching methods to work
around limitations regarding
supplies and classroom
locations. The new art class
is, as Visual Arts Department
Chair Mr. Delio put
it, “Art off a cart.”
Students and teachers
have less access to supplies,
fewer options for creativity
through performance and
hands-on activities, and
less space to store projects,
which are currently being
protected in the abandoned
lockers that line the school.
Mr. Delio admitted that
the jump from his iconic
sculpture studio to rotating
classrooms has been hard,
adding that all of the teachers
have just been trying to
learn on the fly.
Computer Science and
Engineering Department
Chair Ms. Greer reported
similar experiences in the
computer science room.
“We have learned so
much and we are making
adjustments to our teaching
practices as we learn
the best way to meet our
students’ needs,” Ms. Greer
said.
Open Letter to
Everybody in the
Baldwin Community
‘Coronamerica’: How
Schools are Reopening
During COVID-19
Back to Baldwin:
A Photographic
Presentation
A student shares their
personal experience with the
coronavirus.
As schools across the world
reopen for the school year,
America’s reopenings show
catastrophic results.
Students explore what it
means to be back at Baldwin
amid a pandemic through
photojournalism.
[ See OPINION, PAGE 3 ]
[ See NEWS, PAGE 4 ]
[ See CENTERFOLD, PAGES 6-7 ]
Photograph by Jaclyn Dichter ‘22

2
editoral
Design by Anna Wang ‘22 • Photos Courtesy of Presley Daggett ‘21 and Ava Olson ‘21
The just-Normal
Co-Editors-in-Chief Presley Daggett ‘21 and Ava Olson ‘21 offer the student
body their advice on handling the current reality of the world.
Lavender’s
Lens
GOOGLE CLASSROOM SUCKS
Who designs a learning
management system without
averaging the grade?
By LAVENDER HUANG ‘22
By PRESLEY DAGGETT ‘21 AND AVA OLSON ‘21
Welcome back
Baldwin Upper
School. It’s
been seven crazy months
since our last day of
in-person teaching back
in March and WOW is
life different now. We are
not only living through a
pandemic, but also a civil
rights movement, a time
of severe climate change,
and a global depression
as our country approaches
an incredibly polarized
presidential election.
So let’s just face the
facts: going back to school
is weird. Getting used to
this “new normal” is going
to be weird. Weird and
uncomfortable and scary
and daunting and any other
word you can use to describe
the current reality
that is our world right now.
No matter how much
we wish our lives could
go back to a time when we
didn’t keep surgical masks
hanging on the rearview
mirrors of our cars, the
truth is that things just aren’t
going to be the same
as years before. The rules
that the Baldwin administration
has put in place
to keep us all safe- social
distancing guidelines,
mask-wearing, health
screening, temperature
checks- are not elements
of a “typical school day.”
Editor-in-Chief Ava Olson ‘21
Editor-in-Chief Presley Daggett ‘21
And it’s okay if you’re
upset, uncomfortable, anxious,
or frustrated. It’s okay
if your only goal is just to
get through the day. It’s
okay if you reminisce about
brighter, happier times. But
we, as a community, must
try not to only dwell on
the past or speculate about
the could-have-beens, if
the pandemic didn’t exist.
It is crucial that we
make the best of the situation
we are all in. Together
we must embrace
this “normal”- without the
new- because, in all honesty,
we could be here for
a while. The sooner we
can normalize washing
our hands at every free
moment and wiping down
our desks before and after
use, the sooner we can
let our minds be at peace
with our surroundings.
So on behalf of the
entire Hourglass staff, the
editorial board urges you
to focus on the now-normal
and new future.
Focus on the positives.
Focus on creating
safe alternatives to the traditions
we love. Focus on
the new ways we can adapt
as a school and community.
Focus on the little things
you missed while at home.
Let me make this extremely
loud and clear: Google
Classroom sucks.
Baldwin students have acclimated
to many of the adjustments
made at school due to COVID-19.
One of the most impactful changes
is the switch from PowerSchool
Learning (PSL) to Google Classroom.
However, I believe that Google
Classroom is an inconvenient
learning management system, not
a productive replacement for PSL.
The most apparent and aggravating
change is the lack of a grading
system on Google Classroom.
PSL had a specific tab where teachers
could enter the weight of each
assignment and upload the students’
grades. This way students could
calculate the grades they must obtain
to reach their goals for the end
of the year and focus on improving
their grades in certain subjects.
This grading feature had been
taken for granted until Google
Classroom. For whatever reason,
Google Classroom only allows students
to see their grades for each assignment,
making it impossible for
students to figure out their grades
for the semester in a certain course.
Even if you look past the
grades, put simply, Google Classroom
is not a well-designed system.
While PSL had pages and
tabs for easy navigation to find
the desired topic, Google Classroom
only allows teachers to
add “blocks,” which, on the student’s
end, means endless scrolling
through tons of material.
Since teachers have control
over their page, PSL’s most important
materials are usually on the
top block, and the important assignments
can be accessed through
dropbox. Google Classroom, however,
lacks the elegant divide--having
tabs only for the stream, classwork,
and people-- and chooses to
mesh everything together, making
the students dig for their desired destination
through old, finished units.
[ CONTINUED on the WEBSITE ]
The Hourglass
The Baldwin School
October 2020 Volume 60 Issue 1
701 Montgomery Ave.
Bryn Mawr, PA 19010
Co-Editors-in-Chief Ava Olson ‘21 · Presley
Daggett ‘21 Creative Director Maggie Song
‘21 Junior Creative Directors Anna Wang ‘22
· Sophie Cai ‘22 Layout Editor Hana Ahanger
‘21 Photography Editor Melody Hao ‘22 · Izzy
Antanavicius ‘22 News Editor Grace Halak ‘22
Features Editor Rhea Jain ‘21 Opinions Editor
Kaitlyn O’Malley ‘22 Sports Editor Lavender
Huang ‘22 Arts and Culture Editor Melody Gui
‘21 Media Content Editor Elise Kait ‘21 Website
Editor Krissy Bhargava ‘22 FACULTY ADVISORS Dr.
Diane Senior · Ms. Janice Wilke · Ms. Alex Greco
The Hourglass is The Baldwin Upper School’s newspaper dedicated to
publishing student articles. The views expressed in The Hourglass do not
necessarily reflect those of the school or the editors. All content published
in The Hourglass (including but not limited to articles, designs, graphics,
photographs, and illustrations) are created by Baldwin students for the exclusive
use of The Hourglass unless otherwise indicated. The Hourglass
aspires for its content to be fair and correct, and regrets when it is not.
If you have questions or comments about our coverage, contact the Editors-in-Chiefs
at aolson@baldwinschool.org or pdaggett@baldwinschool.
org. The Hourglass is made possible through the generosity of the Ruth S.
Hochberger ‘68 Hourglass Sustainability Fund. The Hourglass is affiliated
with the Columbia Scholastic Press Association.

opinion 3
Open Letter to Everybody in the
Baldwin Community
Co-Editor-in-Chief Ava Olson ‘21 urges her peers to take COVID-19 seriously and make smart choices
By AVA OLSON ‘21
Over the past few months, one
of the phrases I heard my peers
say most often is “We aren’t
susceptible to COVID-19, so
it doesn’t really matter if we aren’t super
careful. We just won’t see our grandparents.”
While this mentality might have held
true throughout the summer, the start of the
school year opens a completely new chapter
in the timeline of the global pandemic.
his health has still not fully rebounded. The
fatigue and muscle aches from the virus are
still lingering in his body. Additionally, he
no longer has antibodies, thus making him
susceptible to contracting CwOVID-19
again.
I don’t get nervous very easily. I rarely
have pre-testing jitters, and my voice
doesn’t shake when speaking in front of
a large crowd. However, seeing the way
others around me are acting in spite of the
pandemic, I feel incredibly uneasy returning
home and having dinner with my dad. I
worry about driving his car and leaving unwanted
germs all over the steering wheel.
can make, and it’s imperative that we start
consistently making the right ones.
I share this story not to add more concern
among our student population but to
shine a light on the reality we live in today.
We need to learn how to put others before
ourselves. We need to recognize that most
of us students, as a generation, are incredibly
fortunate not to have serious health
concerns during a global pandemic.
There is nothing enjoyable about
breathing through two layers of fabric for
most of the day. There is nothing enjoyable
about washing your hands until they’re
chapped. But it is imperative that we realize
we are all sharing these negative experiences
together in order to follow safety
protocols and protect the welfare of our
families, friends, and communities.
So please realize that everybody in our
Baldwin community has a person in their
lives that is at risk of severe illness from
COVID-19. That person can be a parent,
sibling, or close friend, and not necessarily
a grandparent. We need to start acting
like every person is at high-risk for severe
illness. It is unreasonable to tell those who
have high-risk members in their family to
stay home when there are simple ways to
keep everybody safe.
We are so privileged for the opportunity
to learn at school in person. But this
privilege is something that can easily vaporize,
and engaging in unsafe activities
will have consequences beyond harming a
single family, friend group, or class. Your
choices impact the entire future of our
in-person community.
This past March, my dad contracted
COVID-19 and spent several days in the
hospital. Upon leaving the hospital, he had
lost over 20 pounds and lacked the aerobic
I know I am not the first person to feel
ability to walk up a flight of stairs.
anxious about unknowingly transmitting
COVID-19 to an at-risk loved one, and I
Now months after being discharged, won’t be the last. But there are choices we
Mulan 2020
After six months
of missing out
on movie theaters,
Mulan’s
2020 live-action remake is
the first movie I have seen
in an actual theater, as many
begin to reopen in China
with strict guidelines. The
experience was an utter
disappointment, and it was
not only because I had to
wear a mask and there was
no popcorn. (Spoiler alert
below, but you don’t need
to watch it anyway).
Setting aside the lackluster
action scenes, unnecessary
edits, weirdly
worded passive voice, and
even the political controversies,
this is a bad movie.
The 2020 remake of Mulan
removed all of the funny,
entertaining parts from the
1998 animated version and
added in elements that were
not historically accurate or
symbolically relevant; this
resulted in a plain, boring,
and easily overlooked film.
Mulan’s 1998 animated
counterpart, which became
a cultural phenomenon and
an integral part of many of
our childhoods (including
mine), was a vastly different
movie. The character
“Mulan” was portrayed
as a brave soul but a weak
warrior, and the plot revolved
around her training
to become stronger, eventually
using her wit to defeat
enemies. Audiences loved
the movie because of its
funny dialogue, discussion
of gender dynamics, and
complex female character.
These are qualities that the
2020 Mulan remake ultimately
lacks.
The most obvious fault
of the movie is the poor
screenwriting for the story
arcs. In an attempt
to make Mulan
more “realistic,”
the screenwriters
and directors decided to
cut out the fan-favorite tiny
dragon Mushu but instead
gave Mulan a GPS-like
phoenix and a magical Chi
that makes her the strongest
warrior. Mulan had her
Chi all along, and the only
conflict of the story is that
she must activate it within
herself, which is apparently
totally real and not at all
fantasy.
I just have so many
questions about this Chi:
Does everybody just have
a little bit of it? Can you
make it grow or make it
stronger? If boys have more
Chi than girls in reality, is
this movie saying that only
boys should be allowed in
the army? Can you destroy
your Chi? Should I go to
work at Cinemasins?
While this element
could be a fun tweak of
the story, the subsequent
Graphic by Sanae Hagino ‘21
the worst disney
Live-Action Remake?
By LAVENDER HUANG ‘22
writing fails to make Mulan
connect with the audience
at all. Throughout
the movie, Mulan was not
relatable, nor an interesting
person. Though Yifei
Liu’s unimaginative performance
may contribute to
the unlovable character, the
writing pushed the character
Mulan to a pedestal that
the audience cannot easily
empathize with. She’s no
longer the girl who was bad
at pouring tea and trying to
escape her chores but rather
the magical warrior who
can easily jump from roof
to roof catching a chicken.
Throughout the movie,
Mulan had no growth that
I could grasp. While I was
rooting for 1998-Mulan to
finally become strong and
powerful, the only enemy
of 2020’s Mulan is, apparently,
herself, fighting
against the barriers of her
own Chi (which, not speaking
for everyone, isn’t an
everyday struggle I wake
up to). Since I couldn’t care
less about her growth, her
success felt like a party that
I was not invited to and involved
none of the joy that
I usually feel towards
Disney characters.
But even if we don’t
talk about Mulan’s growth
(or lack thereof), there’s little
to praise about the movie.
I guess I liked the scene
when Mulan takes off her
armor and flings her hair
around?
Even Gong
Li, a brilliant actress
by all accounts,
couldn’t make much out of
her character, who had an
incredibly awkward
and unexplained character
development that
looks extremely forced.
Furthermore, the ending
of her character made no
sense: why did she have to
take an arrow for Mulan,
when her character was apparently
able to kill someone
before they blink? Why
not just kill the enemy?
Also—what is a witch even
doing in Ancient China,
where they’ve never heard
of witches?
Like many of the movie’s
cultural inaccuracies,
this could be easily solved
by having a more diverse
team of screenwriters, or
even just humble screenwriters
who remotely care
about their story, their characters,
and the movie’s legacy.
The 1998-Mulan told
little girls and boys out
there (including me) that
we don’t have to fit into societal
stereotypes. We have
the power in ourselves to be
whoever we want to be, as
long as we work hard. But
what’s this movie’s message?
That Mulan is strong
because of her Chi, and it’s
too bad that you don’t have
it? Why does this movie exist,
except to make Disney
even wealthier?
Even when wealth is
the goal, I would much
prefer the 2019 remake
of Aladdin, which had an
excellent soundtrack and
amazing visuals, or even
the 2017 remake of Beauty
and the Beast. Although
Belle had an extremely
underwhelming dress and
Emma Watson was typecast
based on her role as
Hermione, at least Disney
had the decency to preserve
the souls of the original stories.
Even The Lion King
with its creepy, Cats-like
CGI, brings out my childhood
nostalgia with many
heartwarming moments.
Mulan could’ve been
inspiring. It could’ve
been entertaining. But the
screenwriters ran away
from any opportunity of
making this movie remotely
bearable. The 2020 remake
of Mulan fails on all
accounts. And no, it’s not
worth the 30 dollars plus
Disney+ subscription.

4
NEWS
By GWYNETH CONGER ‘23
On September 11, Baldwin
marched forth boldly to “reopen”
for the first time since
Governor Wolf’s mandatory
quarantine this past spring. Accompanied
by other local schools, such as Shipley,
Haverford, and Agnes Irwin also standing
“at the end of the beginning” in Churchill’s
words, we set out this year ready to meet
the inevitable challenges with preparedness,
determination, and unwavering unity.
Across the nation, thousands of other institutions
did the same.
This year schools have been forced to
turn to the government for help, technology,
and equipment in order to reformat
their campus and create the safest environment
possible. Our Residence has been
transformed into the Middle School. This
“new norm” involves the entire class wincing
as the teacher’s microphone squeals
feedback, the words “my computer’s having
problems today” becoming commonplace,
and a student jumping to reply to her
friend during lunch but then realizing she
needs to put her mask on first.
Without other options, we must adhere
to enforced social distancing and consistent
mask wearing for our community’s safety.
Many schools employ similar measures
to those in use at Baldwin: separating the
grades, installing hand-washing stations,
decreasing room capacity, and frequently
disinfecting surfaces. Other schools also
do random COVID-19 testing, provide
distanced bus seating, place tape on the
sidewalks, and give spare facial coverings
for students who can’t change their masks
“
every day. These are all measures that were
previously unheard of before March 2020.
Unfortunately, despite all of the safety
precautions, the reopening of schools has
been catastrophic in America. In the first
month after institutions began reopening
in August, the Children’s Hospital Association
recorded that the amount of known
COVID-19 cases in children rose to 90%
more than the original average prior to re-
opening. Seven states paused reopening
because of health concerns, and nine states
went back to doing school completely virtually.
Despite the high number of cases present,
some states like Georgia, Florida,
and Missouri reopened their schools. In a
few rare instances, like in New York and
Washington D.C., the enforcement of CDC
In the first month after institutions began
reopening in August, the Children’s Hospital
Association recorded that the amount of known
COVID-19 cases in children rose to 90% more
than the original average prior to reopening.”
regulations among those under 18 has decreased
the amount of new COVID-19
cases per day. However, with the majority
of schools choosing to reopen rather than
risking defunding, coronavirus cases have
soared.
Yet in the rest of the world, where the
rules on social distancing, testing, and
containment are much stricter, COVID-19
rates are far lower, allowing for different reopening
conditions. For instance, Denmark
only has to institute “protective bubbles”
of space between classmates. Sweden has
reduced every class to 50%, and both Japan
and Germany have administered staggered
school-day schedules, to name a few.
The United States pales in comparison.
With slow testing results, rarely effective
instant containment, and consistent disregard
for social distancing, the U.S. has had
the most COVID-19 cases in the world. As
of October 21, we have had around 8.25
million infections and over 220,000 deaths.
While other factors undoubtedly play
a part in these numbers, more can always
be done in schools and other institutions to
reduce the number of COVID-19 cases. As
of now, the health and lives of 56,000,000
school children, as well as their teachers,
families, and friends, are at risk.
It’s necessary for many reasons that
students return to school. Going to school
regulates students’ physical and mental
wellbeing and develops their social skills.
Certainly, Baldwin’s preparations are
among the best that Coronamerica has to
offer. However, even Baldwin has to adapt
to ever-changing conditions. While I’m
scared of going back to virtual school, in
the end, we might not have a choice.
coronamerica
HOW SCHOOLS ARE REOPENING
DURING COVID-19
Students are returning to school while
the pandemic continues to rage across
the United States, a move that has
proven catastrophic in many states.
Photography by Megan Cooper ‘21
Graphics and design by Maggie Song ‘21

news 5
the pending fate of
international chinese
students in america
Worsening U.S.-China
relations in addition to
the pandemic make
the fate of international
Chinese students
uncertain as they pursue
education thousands of
miles apart from their
family and homeland
By MELODY GUI ‘21
With the pandemic, the racial
unrest and protests, the
wildfires, the tornadoes,
and the election, 2020 has
been a strange year for many Americans.
Chinese citizens living in the U.S. experienced
additional challenges this year on
top of everything else.
Depending on whether or not you are
an avid reader of international relations
news — or how closely you’ve been following
the whole Trump-is-going-to-ban-
TikTok news because it is a matter of huge
concern to you — you may have heard
about the worsening U.S.-China relations
this year.
With
fundamen-
holding a view that
celebrates the value
of intellectual and
cultural exchanges.
In May the
Trump administration
announced its
plans to revoke the
visas of thousands of
graduate students and
researchers in the
U.S. who have
military
ties. But
what constitutes
a
military
tie? It
is not
clearly
de-
college because he
was worried that it
would be very difficult
for him to
apply to American
medical schools as
a Chinese citizen.
This is not a
rare case. The
majority of Chinese
families
who send
their children
to
study
students’ at Baldwin — simply want to secure
a better future for their daughters.But
now we face growing scrutiny from the
U.S. government and live under the fear
that we might be expelled from school and
forced to leave the country if we choose to
study a major that could be considered a
threat to America’s national security.
For international Chinese students in
the U.S., 2020 has been especially hard.
On top of cultural differences and the
language barrier from being in a foreign
country, many international Chinese students
now face American xenophobia, the
uncertainty of their future in this country,
the dilemma of staying or
leaving, and the overwhelming
anxiety
from seeing the relations
between their
home country and
the U.S. continue
to intensify day by
day.
Many international
Chinese stu-
tal differences in political ideologies,
U.S.-China relations have never been particularly
good, but they have continued to
sour and hit the lowest point in decades this
year amid the pandemic. Some new sources,
such as The New York Times, CNBC,
and The Washington Post, even go as far
as to claim that the U.S. and China have
started a new Cold War.
As tensions between the governments
of the two countries continue to escalate,
many Chinese citizens and immigrants in
the U.S. are suffering its consequences.
There are many examples of recent events
that signal the intensifying relations between
U.S. and China, such as an ongoing
trade war that has lasted for more than two
years, President Trump blaming China for
the pandemic and calling it the “China virus,”
the battle over technology, and a diplomatic
escalation in July that started with
the U.S. ordering China to close its consulate
in Houston.
Of all the Trump administration’s decisions
on the Beijing front, the one that
has affected Chinese students who are currently
in the U.S. the most was their initial
expulsion from the U.S. if they didn’t have
any in-person classes.
American universities have pushed
back against the administration’s move,
fined,
and
this
r u l e
could be interpreted
in a broad sense, imposing
further educational
restrictions on
Chinese students who
come to the U.S. for the
purpose of obtaining a
good education.
These restrictions
have a wider impact
than it seems. For example,
as STEM students
are more susceptible
targets of these
restrictions than students
who study the humanities,
many Chinese
high school students applying
to colleges in the
U.S. are now reconsidering
their intended major.
A Chinese friend of
mine who is a freshman
at Duke Kunshan University
told me he withheld
from taking the pre-med track
in
abroad
in the
U.S. are
middle-class
households,
with one or
both parents
working to
pay the kid’s
full-priced
tuition, since
most U.S.
colleges do
not provide
financial
aid to
international
students.
The mindset that
education can change
one’s future is pervasive
in China and is
deep rooted in the
minds of Chinese
parents. Most Chinese
parents who
send their children
to the U.S. alone
— families such
as mine and all the
other international
dents at Baldwin are here by themselves
while their parents are thousands of miles
away.
Just recently the Trump administration
ordered the ban of WeChat, the biggest
social media platform in China with 1.2
billion users worldwide, and made real the
prospect that a 14-year-old Chinese student
at an American high school could lose their
source of live communication with their
parents in China.
Fortunately, the ban on WeChat was
temporarily put to a halt as a judge blocked
the ban with a preliminary injunction. But
an appeal from the Trump administration is
still pending, like the fate of Chinese students
in the U.S.
While we can certainly sit and ponder
if globalism is on the fall and nationalism
on the rise, having an awareness and understanding
of the circumstances faced by
your fellow international Chinese classmates
will help continue to make Baldwin
the inclusive, warm, and kind community
that we are.
Graphics and design by Maggie Song ‘21

6 the hourglass | OCTOBER 2020
back to
baldwin
Photographers explore what it means to be
back at school during the pandemic
BALDWIN COOKIE REPLACEMENTS: FIELD CHAIRS
Jaclyn Dichter ‘22
Students used to rush to the cafeteria to get the last of the Baldwin cookies, and now the
long lines are for field chairs: field chairs that are vital for relaxation outside.
BASKIN’ IN THE SUN
Sophia Ran ‘23
Increased time outside has given students like Zoe
Ross ‘23 more opportunities to enjoy the sunshine.
SIX FEET APART WALKS
Trisha Yun ‘23
Freshmen in the Upper School follow the social
distance policy in the science building.
TIME FOR CLASS
Elina Emami ‘21
Due to new procedures and the absence of many of our fellow classmates, Rhea Jain ‘21
now sits alone in an empty classroom, Zooming into class. Is this what we signed up for
our senior year?
SOCIALLY REMOVED
Elina Emami ‘21
In order to follow CDC guidelines, we have to practice social distancing. Isabelle
Kauffman ‘21 finds herself staying the recommended “6 feet apart” from her classmates.
But how much further do we have to go?

centerfold 7
SIX FEET APART
Jaclyn Dichter ‘22
The “Six Feet Apart” sweatshirt in front of the Residence
(a Baldwin landmark) encompasses a part of Baldwin life
during COVID.
LINES FOR STAIRS
Trisha Yun ‘23
The new one-way path stickers including the six feet
apart policy directs students even on stairs.
OUTDOOR LUNCH
Melody Hao ‘22
Students spread out on the lawn during their lunch break.
While everyone used to cluster together in the cafeteria,
lunches are now held outside whenever possible.
5-MINUTE BREAK
Elina Emami ‘21
In the past, we took full advantage of our breaks between classes to grab a snack or
talk with friends. This year, Layla Siahatgar ‘21 uses her breaks to sanitize.
THE PAINT OF PRIVILEGE
Stephanie Hulme ‘21
We may see our world as an endless rule, especially during COVID-19, but there is a
privilege to being a part of a community with the resources to open a school. While we are
six feet apart during lunch, we must remember we are still together.

8
sports
To Play or not to play
THe Dilemma of fall sports
By IZZY THOMPSON ‘23
You’ve heard
both sides of
the argument,
and you must
have an opinion: Should
we have a sports season
this year?
Many argue that close
contact sports would put
a larger number of people
at risk, and therefore, fall
sports should be canceled
altogether.
ents pushed for a safe and
practical sports season, believing
it was necessary for
the students. Many players’
college decisions depended
on this season taking place
in order to obtain their
signatures.
All their efforts paid
off-–– in late September,
the Central League revised
their plan to postpone
sports until January 2021
er, sports teams must
follow as many safety procedures
as they can, and
administrators still have the
power to cancel the season
if COVID-19 cases rise in
the area.
While both sides continue
vigorously to support
their claims, the Central
League has decided to let
their schools- Harriton,
Lower Merion, Upper Merion,
Radnor, etc.- play, but
the Inter-Ac League is still
standing by their decision
not to facilitate any games.
Among most fall sports, tennis is one of the few that can still be played, although special care must be taken
to follow proper safety procedures. Mimi Salgado ‘21 plays Theresa Kay ‘21 at BBT practice.
School administrators,
faculty, students, and parents
on the Main Line are
debating the best way to approach
the 2020 fall sports
season amidst a global pandemic.
Schools on the Main
Line are deciding between
two options: some are going
back to interscholastic
competitions, and others
are holding sports’ practices
but not competing outside
their school.
For schools that aren’t
having games, the main
concern is that most fall
sports are contact sports:
soccer, football, field hockey,
etc. These sports do not
permit athletes to be socially
distanced while playing,
and wearing masks when
running is often difficult.
While the teenage-athletes
themselves are not
highly susceptible to greater
health risks associated
with COVID-19, the main
concern is how far this virus
would be able to spread
with this new mixture of
students from all grades,
ages, and schools. Even
worse, the athletes could
bring the virus home to the
elderly, those with auto-immune
disorders, and those
with underlying health conditions.
The coronavirus
could have a detrimental,
if not catastrophic, health
effect on these individuals.
Prior to the Central
League’s decision to have
a season, there were many
rallies and petitions to have
a fall sports season on the
Main Line. Opinionated
groups of students and par-
scholarships or be recruited
for sports.
Parents and student-athletes
alike argued that it
would be cruel not to let
players at least try to have
a season. They claimed
that all athletes would
wear masks and try to
follow safety procedures,
even though
social distancing
is impossible for
most sports.
Many started
spreading
petitions on
social media,
urging
other student-athletes
to sign and
show their support
for a sports
season, some petitions
amassing more than 2,500
and decided
to let their
schools play
(Daily
Times).
Howev-
With the coronavirus
still spreading across
the U.S., it’s essential for
schools to take safety precautions
while also taking
care of student’s physical
and mental health. Every
student must decide for
themselves whether
or not they will
be practicing this
fall, but hopefully,
this piece can
provide some
more helpful information
about
what people are
debating regarding
this sports
season.
Design by Grace Halak’22
Photography by Izzy Antanavicius ‘22 and Elina Emami ‘21

Design by Melody Hao ‘22 • Photo by Dan Gaken/Flickr
Features 9
The Show Must Go On
Performing Arts
in the Time of a Pandemic
By AVA OLSON ‘21
Many of Baldwin’s
performing
groups sound
very different this year,
with the Orchestra missing
their entire woodwind
section, and no singing
to be heard in the chorus.
Photo by Jessica Lamontagne ‘22
The performing arts community
at Baldwin is adjusting
to new rules that
completely change the way
musical groups and stage
productions operate in the
midst of the pandemic.
Not only will productions
look different
this year at Baldwin, but
Maskers, Baldwin’s theater
club, is unable to carry
out their normal activities.
“I’ve seen a few productions
that just weren’t
socially distant or people
didn’t get tested beforehand.
There’s a lot of stuff
that just wouldn’t fly at
Baldwin, so there isn’t
really a model that we
can bring directly to the
school,” Maskers member
and theater aficionado
Lucy Bonin ’21 said.
“Typically in a school
year, we start the beginning
of the year with finalizing
the show choices. We
would’ve held auditions,
and then Maskers would
deal with promoting the
show, we might go to the
Simpson Center during
lunch to work on the sets,
and we would start planning
Homecoming or other
events,” Bonin said.
Bonin plays a large
part in the Maskers club,
performing the primary role
of stage manager while also
writing plays, acting, directing,
and helping out with
tech elements on the side.
Recently, Bonin was commended
by the Philadelphia
Youth Playwrights for
her original play, Birdseye.
Currently, Maskers
has a virtual-cabaret
planned, where both in-person
and online students can
participate. There are also
plans to have a production
of Shakespeare in the Park.
“What we’ve learned
through science is that outdoor
productions are much
safer than indoor ones. As
the year progresses and as
we grow more accustomed
to this system of learning
in a variety of ways- either
online or in-person- we
are going to see if it’s possible
to do a full show or
parts of a show and how
we’re going to accomplish
that,” Bonin said.
Beyond Baldwin, the
theater community is facing
immense safety challenges,
and major production
companies and actors are
losing economic revenue.
“Broadway, which is
a huge source of income
for New York as well as
for theater artists, has been
closed since March. Many
regional places are finding
ways to do theater, but
I’ve seen a lot of unsafe
productions popping up.
So it’s really about navigating
safety but also managing
to create art during
this time,” Bonin said.
Despite the limitations
surrounding in-person theater
productions, there are
still several ways people
can stay in touch with the
performing arts community.
“There’s huge online
theater collections that you
can watch. Philly Young
Playwrights have a lot of
ongoing submission contests
that you can be part
of if you like writing for
theater. In terms of performances,
I think Mr. Warfel
is a great resource if you
just want to learn a monologue
and get some recommendations,”
Bonin said.
Despite theatres being closed,
students can still watch plays online.

10 the hourglass | October 2020
INSIDE THE AMERICAN
BUBBLE, WE’RE SANITIZED
TO MODERN SLAVERY
EXPLORING THE IMPACTS OF AMERICAN COMPLacency
By SOPHIA LEE ‘22
W
hen you hear the
phrase “all lives
matter,” what’s
the first thing that
comes to your mind?
If you’re like me,
your automatic response
would be to
recall news stories of
racial prejudice that
have left no part of
the media untouched.
But when has the
notion of “all lives
matter” increasingly
narrowed to only
include the 328
million American
residents
of the world’s
7.6 billion?
Here’s
an undiluted
truth
—
no
matter
your
economic or
racial status in the
U.S., if you live in
America, you are solidly
considered to be among
the top 10% of the world
in terms of money and
available resources. Yet
despite this privilege,
American exceptionalism
has only been
increasing as these unalienable
human rights
which we take for granted
appear to only apply
to ourselves, the
global minority,
when we turn a
blind eye to the
rest of the world.
“
With society
advancing
more rapidly
than ever, one
would assume
that social rights
are also being
equalized at an
unprecedented rate. In
the U.S., yes — but it’s
wrong to assume this to
be the case for the rest
of the world where dire
poverty has driven more
than 40 million humans
into modern-day slavery,
a practice more prevalent
and versatile now than
ever before in history.
In a 2018 study published
in The Washington
Post, it was found that
the average American
estimated the
global median
annual
income
to about $20,000.
However, the actual individual
makes just a tenth
of that figure: $2,100. It
was also discovered that
in general, the common
American would believe
themselves to be among
the top 37% of the
world’s income distribution
when they actually
placed solidly among
the world’s top 10%.
In other words, even
the poorest Americans
live in conditions considered
far above true
poverty, where human
trafficking of the most
Our perspectives are
dominated by our direct
surroundings and the
narrow focus of the
media”
destitute alone generates
150 billion dollars per
year, two-thirds of which
comes from commercial
sexual exploitation.
This market has
even spread to include
the U.S. As of recent
years, cybersex has
grown in popularity as
a new form of trafficking,
where forced child
pornography is sold for
thousands of dollars online
to customers tomers
all over the world. The
International Justice
Mission, a world
wide
volunteer organization,
estimated that around
47% of cybersex
trafficking victims
are 12 years old or
younger with some being
only a few months old.
Learning of this
for the first time a few
months ago, I was
shocked, horrified, and
somewhat frustrated.
How could so many in
America be so blind to
such dark and convoluted
truths beyond our
direct surroundings? I
also wondered, mystified,
what I could do as a
teenage student to make
a difference that reaches
others in completely
different continents. I
realized that through facilitating
awareness of
crises like modern slavery
to wider audiences
such as young peers, a
ripple effect on America’s
future influencers
can potentially impact
the lives of generations
to come. No matter our
ages, we can all contribute
through efforts like
funding rescue missions
(through organizations
like IJM), furthering
awareness
of international
slavery
within our respective
communities, and remembering
our blessings
as we seek unique ways
to support the millions
of global victims who
are too often forgotten.
With the assistance
of technology, we are the
most globally interconnected
generation in history
— yet somehow, the
majority of the people
in this country remain
unaware of those
disenfranchised and
left unrepresented
due to their lacking
resources. Our perspectives
are dominated
by our direct
surroundings and the
narrow focus of the
media, generating
an American bubble
of complacency
that distorts the
ugly truth beyond
our borders with a rosier
reflection and a reminder
of our internal issues.
As a child, I grew
up used to hearing my
parents regale their difficulties
as South Korean
immigrants to America:
of the language barrier,
of my father dumpster
diving for cockroach-infested
furniture, and of
my mother constantly
pulling all-nighters in
high school, sewing
clothes with my
grandmother
to pay the
rent.
This
was my
interpretation
of
rock bottom.
And the
victims of atrocities
that are perpetually
being
committed around
the globe? Those
people were outside
of my comprehension
because inside of
my sheltered, American
bubble, no one
ever expected me to
acknowledge them.
Design by Hana Ahanger ‘21

features 11
When quarantine first began,
I expected to be stuck
at home for just a few days.
However, one week turned to several,
and soon enough I was forced to face
the reality: it would be months before
I would leave my house for anything
more monumental than a grocery trip.
As the weeks dragged on, my constant
companions were boredom and anxiety.
To distract me, my mother suggested
picking up some new hobbies or starting a
new project. In the end, however, I didn’t
attempt anything “new.” Enough of my life
was new: the masks, the social distancing,
the virtual classes. I wanted something familiar,
something that would take me back
to simpler times and remind me of the happy
days I spent hand-in-hand with friends.
So instead of trying to learn to knit or
becoming the Next Great Baker, I picked
up a book. It was an old favorite from
when I was young, Harry Potter and the
Sorcerer’s Stone. In the pages of this book,
I left behind rising death counts and political
squabbling and entered a world of
magical mayhem and old literary friends.
My Disney+ subscription got more
use during quarantine than it had ever
before. I loved rewatching childhood favorites,
dancing with Disney
princesses, and witnessing
happy endings.
These stories, which
had brought me such
joy when I was little,
reminded me
that some things never
change, and there’s
always reason to hope.
When I returned to school, I
was surprised to find that I wasn’t
the only one turning to childhood stories
for happiness and comfort during
such a strange and difficult time.
Grace Colluci ‘23 took advantage
of all the spare time
quarantine offered by
rereading some of her
favorite books from
Middle School,
the Percy Jackson
series. Colluci
said that she had always
loved to read but
didn’t usually have time
because she was so busy
with school and extracurriculars.
Collucci chose to reread
these books for a specific reason.
“I wanted to read ones I knew I would
like, so I went back to my old books that
I read when I was younger because I
knew that I loved them,” Collucci said.
The
Magic
of
Stories
By MAKENNA WALKO ‘23
Like me she found joy and comfort
in returning to the books of her childhood.
Colluci said, “Percy Jackson kind of
gave me a will to live. It reminded me of when
I was younger. And it just gave me something
to do, something to look forward to.”
Lisa Evans ‘23, who
rewatched The Lorax
during quarantine,
described
a similar effect
from childhood
movies.
Evans
said, “The Lorax
reminded
me of my childhood
when times
were happier and everything
was colorful and
rhymed perfectly-- a pretty
stark contrast from today.”
She also rewatched
The Hunger Games series,
which brought back memories
of her friends and
made her look forward
to the possibility of seeing
them again soon.
Izzy Thompson ’23,
who, in her own words,
“watched a lot of the old
Disney princess movies
from the 50’s, 60’s, 70’s…
You know, about three
times each,” agreed that
old movies have a sentimental
value and
familiarity that drew
her to them during
quarantine.
“In the
boredom
of it all,
I went
back to
what I
knew.
I knew
I liked
them. They were childhood favorites.”
When asked if these movies helped
her cope with the heaviness of coronavirus,
Thompson said they were
“comforting in the moment” and always
left her “feeling good” aftward.
Quarantine was a difficult time for
many people, but it also gave me and many
others the time to reflect on what matters
and return to the things we love the most.
Those of us who turned to stories for hope
and comfort during the pandemic were reminded
that no matter how much the world
around us may change, revisiting our favorite
stories will always be a homecoming: a
way of finding joy in everyday life and returning
to the tales that made us who we are.
Design and graphics by Sophie Cai ‘22

12 back page
BALDWIN IS BACK
As we are separated by six feet of distance, grade cohorts, and even computer screens, the small
moments that make our Baldwin community special are even more important.
Taylor’s tips
Surviving School COVID Style
By TAYLOR LEVINSON ‘21
1.
Go outside during your free
period. Even if it’s just for 10
minutes, getting some fresh air
can make you more motivated,
less stressed, and clear-headed
so you can be more productive.
2.
Obtain food or objects that
were comforting to you when school
was “normal.” Keeping some of
your old routines, even if it’s something
small, can go a long way.
3.
Find quiet spaces. During
outdoor lunch or a free period,
try to look for a place you
can spend time working alone
and recharging your energy.
Elina Emami ‘21 and Isabelle Kauffman ‘21 safely greet each other at the start of the new school year.
By KAITLYN O’MALLEY ‘22
While the back to school
season for the Baldwin
Bears looks different this
year, Baldwin’s sense
of community and school spirit are as
strong as ever. As we are separated by
six feet of distance, grade cohorts, and
even computer screens, the small moments
that make our Baldwin community
special are even more important.
As an in-person learner, I’ve had
the opportunity to experience some
of these special moments firsthand,
such as Winnie riding through campus
on a bicycle and balloon arches
adorning the many different entrances.
As we walk single file down the
hallways and sit in our spray-painted
squares on the field during lunch, it is
such a privilege to be able to see many of
our friends and teachers again. The protocols
implemented by Baldwin have allowed
me to focus on my learning, and
I feel safe throughout the school day.
One of my favorite parts about
Baldwin is getting to see my friends
Be sure to
check us out online at
follow us on instagram
every day in a safe environment.
Ryan Murphy ’22 said, “What I
missed more than anything during our
spring semester on Zoom and in the
summer was the social aspect of school:
hanging out with friends, talking/
“
Being on
campus, sitting in
an actual
classroom, it all
feels strange but
a good strange, a
strange that used
to be normal.”
meeting with teachers, sports, clubs etc.
Being on campus, sitting in an actual
classroom, it all feels strange but a good
strange, a strange that used to be normal.”
The time and effort that Baldwin
has put into allowing all of its students
to learn in person or through a virtual
www.hourglassnewspaper.com
@hourglassnewspaper
platform is astounding and is not an
experience that many other schools
are able to provide. As I walk oneway
down the halls, I cannot help but
think about how happy I am to be back.
Originally, I was extremely nervous
at the thought of returning to campus
in person. The fear of contracting
the coronavirus was fresh in my mind;
however, after attending the orientation,
I was confident in my decision to attend
school in-person and felt assured that
Baldwin was taking every step possible
to ensure the safety of their students.
Murphy said, “Now that we
are back in person, I am so glad that
I decided to come. My favorite part
about being back to school in person
is the rebuilding of connections with
my peers, as well as my teachers.”
Baldwin has done an excellent
job making their education available
to every student this school year, and
I am forever grateful for the opportunity
to be back on campus again.
Design by Anna Wang ‘22
Photography by Megan Cooper ‘21
4.
If you’re zooming in, try
to Facetime someone during
lunch. This can help bridge
the gap between you and the
in-person students; it also gives
you someone new to talk to.
5.
Log into Zoom a few minutes
before 8:30/12:10.
6.
Have portable laptop and headphone
chargers with you at all times.
7.
For online learners, create
some form of a daily routine. It
can be really easy to lose track
of time when you’re at home,
but having a routine can make
you feel much more productive.
8.
Purchase online copies of
your textbooks.
9.
Stay in contact with people
who aren’t in your grade.
10.
Follow the rules in and out
of school. Staying socially distant
and wearing our masks not
only protects our health, but the
health of our family, friends,
and the Baldwin community.
[ CONTINUED on the WEBSITE ]