Issue 6-Final

The
Hourglass
MAY/JUNE 2021
VOLUME 60 iSSUE 6 DiSCE VERUM LABORUM 1888 701 MONTGOMERY AVE, BRYN MAWR PA 19010
THE CASE AGAINST
TIMED TESTS
By MAKENNA WALKO ‘23
Is the clock running out on timed tests?
Many students can relate to
the grueling, anxiety-inducing
feeling of rushing
through a test, desperate
to finish before the clock runs out. There
comes a point where the questions blur
together, and the only goal is to have
something, anything, written for each
question by the time that clock hits zero.
It’s an awful feeling, not just because
you can practically see your grade slipping
down the drain as your time
runs out, but also because,
often, you know the
material. But when
your time starts
dwindling, the
exam is testing
your speed, rather
than your knowledge.
This is the problem
with tests that don’t allow
students enough
time to think through
questions and form
clear, thorough an-
testing environment created by timed
writing… inhibits the complex processes
of thinking and articulation that enable
students to produce quality writing.”
Psychology professor Morton Ann
Gernsbacher notes that a more effective
method of evaluating student knowledge is
the untimed test. No longer fearing running
out of time, students can focus on demonstrating
their understanding of the material.
“When students request extended
time or time and a half, what they are requesting
is not to feel the pressure of time
ticking off; not to experience anxiety about
running out of time,” Gernsbacher said.
Untimed tests are also more inclusive.
As Gernsbacher highlights,
studies show
that removing
time limits improves
students’
perfor-
grounds, students for whom English is a
second language, and students with disabilities.
Technically, those who need extra time
can access it with official documentation.
However, according to Gernsbacher,
“a wealth of data points to the fact that
many students with less visible disabilities,
such as anxiety, depression, chronic
health conditions (e.g., Crohn’s disease,
lupus), dyslexia, and other learning disabilities
forego obtaining instructional
accommodations because of stigma.”
Another reason many students who
could qualify for additional time refrain
from doing so is “because of the exorbitant
expense of obtaining the required documentation.”
Many stucan’t
afford to
procure these
documents,
leaving
them
d e n t s
Some say that timed tests help prepare
students for college entrance exams such
as SATs and ACTs, but often college acceptance
relies on grades as much as standardized
test results—and untimed tests
correlate with higher grades. Additionally,
timed exercises could be incorporated into
the curriculum as ungraded activities to alleviate
student anxiety while simultaneously
helping them prepare for standardized tests.
Another alternative to timed tests,
along with the obvious untimed exam,
is more opportunities for project-based
learning.
Projects allow students
to engage with
the material in flexible
ways, encourage
creativity and
col-
s w e r s .
T h e y
put students
in a position
to choose between finishing the test
or taking the time to think through the
questions. In such circumstances, even
the most prepared students struggle.
According to an article in Education
Week, the stress provoked by timed
tests “impedes the functioning of working
memory and reduces achievement”
for even the most capable students.
In cases of essay-writing, a study
in Inquiries Journal contends that “the
mance
from underrepresented
back-
with no
choice
but to
struggle
against grueling
time
constraints.
labo-
ra-
tion, and
promote
critical thinking
without placing the unnecessary burden
of anxiety and time constraints on students.
“In addition to improving tests’ validity,
reliability, inclusivity, and equitability,
removing time limits from power
tests allows students to attenuate their
anxiety, increase their creativity, read instructions
more closely, check their work
more carefully, and learn more thoroughly
from prior testing,” Gernsbacher said.
That sounds like the kind of
learning experience that teachers, as
well as students, should embrace.
Learning Basic Life
Skills Isn’t Sexist
CENTERFOLD:
Free Speech and Social Media
Farewell To...
Home economics class needs
to make a comeback, but this
time, it shouldn’t be sexist.
Home ec classes teach valuable
lessons that both men and
women should learn.
In 2021, people don’t just talk or
read or write about their views
and opinions; they post about
them on social media, a massive
platform with an almost infinite
audience who will listen.
As we approach the end of the
2020-2021 school year, we
have to say goodbye to a few
beloved teachers: Mr. Kountz,
Mrs. Nardelli, and Dr.
England.
[ See OPINION, PAGE 3 ]
[ See CENTERFOLD, PAGES 6-7 ] [ See FEATURES, PAGE 10 ]
Design and graphics by Anna Wang ‘22 • Photography by Jessica Lamontagne ‘22

2
EDITORIAL
Design by Emily Zhang ‘23 • Graphics by Anna Wang ‘22
EDITORIAL
A parting message from the Editors-in-Chief of The Hourglass,
PRESLEY DAGGETT ‘21 and AVA OLSON ‘21
In April, milk cartons littered the second
floor of the schoolhouse. They
were cradled in the arms of the seniors
as if they were their newborn
children. They sat on desks in every classroom,
prompting every teacher to ask, “Do
I even want to know what this is for?”
To the rest of the world, these were
eighteen-year-old girls hauling disgusting
milk cartons everywhere they went—
grocery stores, sports practices, filling up
gas. But to the senior class, these milk
cartons played a crucial part in an intense
life-or-death game of Senior Tag.
There’s no doubt that the Class of 2021
is competitive, whether it be in Powderpuff
or on Kahoot, so you can probably guess
how this game of tag went; milk cartons
were hidden, thrown in the garbage bin,
or ripped straight out of peoples’ hands.
To the rest of the world, this event
would have taken an immense amount
of effort to plan and execute. But to us,
it was just one of many massive, detailed
events that were planned overnight
throughout our high school years using
a grade email chain with 16 “reply alls.”
Baldwin has gifted us with so much
more than we can even comprehend. It
gave us a community where we could be
weird in the best ways possible. While we
may not see it yet, Baldwin’s wacky ways
have implanted the idea that being ourselves
is much better than any alternative.
As a class, we grew the most when nobody
else understood what we were doing.
When we think back about our time
here, we will not remember the months we
spent trying to understand indefinite integrals
(sorry Ms. Loke). We’ll remember the
days we walked into the dining room to find
full-fledged dance parties, equipped with
karaoke machines and custom cupcakes, in
honor of our headmaster’s dog. Or when our
grade threw a funeral for our classmate’s
dead computer mouse, which included a
procession, eulogy, and burial ceremony.
Every one of us has learned something
about ourselves in this space.
While these revelations might just be
the products of high school or our teenage
years in general, the community at
Baldwin can be credited for giving us the
confidence to stay true to who we are.
We didn’t feel too judged to go all out
“
Every one of us
has learned something
about ourselves in
this space.”
when our grade quickly coordinated dance
battles in the junior lounge. We dressed in
morph suits, ball gowns, and animal masks
on random school days—not just during
spirit weeks—and didn’t even think twice
about how ridiculous we must’ve looked.
We know our class hasn’t always
been the teachers’ favorite. Still,
we hope that our grade’s unapologetic
spunk inspires future classes to be bold,
speak their minds, stand up for what
they believe in, and take advantage of
any opportunity to have a dance party.
It has been an honor and a privilege
to serve as Co-Editors in Chief
of The Hourglass for the 2020-2021
school year, and it is an experience that
we will cherish for the rest of our lives.
TAYLOR’S TIPS
HOW TO WRITE FOR
THE HOURGLASS
By TAYLOR LEVINSON ‘21
Seeing as yours truly is graduating
this year, here lies the final
Taylor’s Tips column. I’m proud
that Taylor’s Tips ran for three
years (If I had not been too intimidated
to write for The Hourglass
as a freshman, I would’ve written
the column for four years).
Since I know many students
could write a column to take its
place, I wanted to share a few tips
for those who want to write for
The Hourglass:
TIP 1: If you have an idea,
share it!
Even if it’s something that you
think others could find stupid, there
is little downside, and your idea (or
a variation) could still get traction
in the meeting. You can also pitch
articles for other writers, which
means that even if you’re too busy to
write, you can still share your ideas.
TIP 2: Write about
something that you’re
interested in.
When I signed up for The Hourglass,
I didn’t want to write articles,
but I still wanted to be a part
of the school newspaper. I pitched
the Taylor’s Tips concept so I could
write in a style I would enjoy.
TIP 3: Have fun writing.
This year, after writing a few
COVID-19 related columns, I decided
that I wanted to write some
more lighthearted tips. Not only
does COVID-19 get repetitive after
a while, but it can also be a depressing
subject. So I switched it
up and wrote a fun column about
what to do on a winter’s day.
TIP 4: Take setbacks with
a smile and consider
what you are learning
from them.
There are times when your pitch
doesn’t work, or your editors
want you to rework part of your
article. When you receive feedback
or have to start again, know
that your editors are only looking
out for you, as they want you
to put your best work forward.
[ CONTINUED on the WEBSITE ]
may/june 2021
Volume 60 Issue 6
701 Montgomery Ave.
Bryn Mawr, PA 19010
The Hourglass
The Baldwin School
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
EditorS 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 Ms. Janice Wilke · Ms. Alex
Greco · Dr. Daniel Benjamin
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-Chief 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
Learning Basic Life
Skills Isn’t Sexist
Schools should bring back home economics classes, for both girls and boys.
By MEGAN COOPER ‘21
Home economics class
needs to make a comeback,
but this time,
it shouldn’t be sexist. Often,
when people think
of home economics
class, the picture
of young women
learning to sew
and cook comes
to mind. While
this is historically
accurate—to an
extent—home economics
class teaches
valuable lessons that both
men and women should learn.
According to Cornell University,
home economics class
aims to “formalize and teach
principles of domesticity.”
However, feminist critics denounced
the sexist social constructs
and behaviors of domesticity
“entrenched since the dawn
of the industrialized age,” writes
Rebecca Traister in The New Republic.
Boys were required to take
a shop class to learn how to use
tools and work with their hands—
girls were not allowed to participate.
At the same time, girls were
required to take classes that prepared
them for the only jobs imagined
for them: wife and mother.
As a result, most schools eliminated
home economics classes.
Decades later, many teens and
adults, specifically men, are more
incompetent than ever when it
comes to essential domestic responsibilities.
While this can
be attributed to underlying bias
within households— for example,
daughters are often assigned
more chores than sons—the lack
of a home economics class is a
significant contributing factor to
the incompetent domestic man.
When I was in seventh grade,
I learned how to sew; this was
considered a relatively unique
skill for a 12-year-old, but
years later, I’ve become wellknown
among my friends and
family for my sewing abilities.
While I initially envisioned
sewing as a form of creative expression,
it became a valuable
skill for everyday repairs. From
reattaching a button to hemming
a dress, my sewing skills have
helped my parents save a decent
amount of money over the years.
To me, sewing is a basic life
skill. Whenever I talk about my
sewing, I’m always surprised by
the number of people who don’t
know how to threading a needle
correctly. While I understand that
not everyone wants to dedicate
their time to thread a sewing machine
or drafting complex clothing
patterns, I believe that having
a basic understanding of sewing
is essential for everyday life.
On the other hand, I’m a horrendous
cook. Microwaving ramen
noodles and making PB&J
sandwiches is the extent of my
cooking knowledge. I by no
means consider myself skilled
or self-sufficient enough to cook
a dinner for myself, let alone my
family. Neither of my parents offered
to teach me to cook—granted,
that might have something to
do with my refusing to participate—and
I didn’t learn through
a class at school, because there
wasn’t one. I can guarantee that
many others share this experience.
After teaching a friend how
to use a plunger, explaining to
my brother that metal doesn’t
go in microwaves, and learning
the basics of personal finance
during a long car ride with my
mom, I’m a firm believer that
many household issues could
be avoided if everyone were required
to take a home economics
class in school. Learning basic
life skills are essential for success;
they ensure self-sufficiency
and independence from others,
even for the simplest of tasks.
Photography by Trisha Yun‘24
Design and graphics by Chloe Yan ‘24
“
Learning basic life skills are
essential for success; they
ensure self-sufficiency and
independence from others, even
for the simplest of tasks.”

4 OPINION | May/JUNE 2020
THE GREAT DEBATE:
ICE CREAM OR
Design and graphics by Anna Wang ‘22
Photography by Jessica Lamontagne ‘22
WATER Ice?
Lauren and Eesha face off once again discussing whether ice cream
or water ice is the superior frozen summer treat.
By LAUREN HALAK ‘23 and EESHA SHARMA ‘23
With summer’s heat
just around the corner,
you may find
yourself struggling to decide
between Rita’s or Cold Stone.
As we discussed summer
plans, Eesha said, “I could
go for some ice cream right
now,” to which Lauren responded,
“I hope you meant Rita’s!”
Once again, we find ourselves
at odds on another
food-related topic. Which is
better: ice cream or water ice?
When I heard Lauren’s
statement, my immediate thought
was, “Why would anyone prefer
water ice over ice cream?”
Now, I’m not saying that
water ice isn’t delicious, but I
would choose ice cream over
water ice any day of the week.
Objectively speaking, of course,
ice cream is the better dessert.
First of all, ice cream has
significantly more variety than
water ice. According to The Daily
Meal, Ben and Jerry’s carries
54 different flavors of ice cream,
while Philadelphia Water Ice only
carries 40. Moreover, ice cream
can appeal to a broader audience
because of its variety of flavors.
Additionally, ice cream can
be customized; you can add toppings
and mix-ins. Once again, ice
cream can reach a bigger audience
with toppings such as chocolate
chips, Oreos, whipped cream, and
fruit. When it comes to ice cream
orders, there are countless combinations
of flavors, toppings, and
add-ins, unlike water ice which
lacks any additional toppings.
Lastly, the experience of
eating ice cream is significantly
more enjoyable than eating
water ice. Ice cream is creamier,
resulting in a more satisfying
scoop, and has a better texture.
Ice cream also melts more slowly,
meaning that consumers can
enjoy themselves and take their
time while eating it, unlike feeling
rushed to inhale water ice.
FRUITY, AFFORDABLE
LOWER
QUENCHING
-INcalories
THIRST-
EESHA VS.
LAUREN
countless
COMBINATIONS
RICH, CREAMY
FLAVORS,
TOPPINGS,
&
ADD-INS!
Any rational person would
prefer water ice over ice cream,
particularly in the summer. Of
course, ice cream is a delicious
dessert, but in the end, water
ice outshines ice cream any day.
Water ice is one of the most
refreshing and delectable treats
to enjoy on a hot summer day;
its fruity flavors are the perfect
way to cool off with a light snack
that is not overly creamy like ice
cream. The cold, thirst-quenching
nature of water ice is heaven to the
tongue and is perfect for summer.
When you think of summer,
doesn’t Rita’s come to
mind? Rita’s Italian Ice is the
epitome of summer fun, as it’s
an available and classic summer
location at home in Philly or
down at Ocean City, New Jersey.
Not only is water ice a perfect
and refreshing food, but its
affordability and nutritional values
are also pluses. While a small
scoop of ice cream at Cold Stone
is five dollars, a large at Rita’s
is only about two dollars! Why
choose a more expensive, less
refreshing option like ice cream?
By going for water ice, you
not only save money, but you
save calories. A large serving
of Mango Italian Ice at Rita’s
is 440 calories, whereas a large
serving of Mango Ice Cream
at Cold Stone Creamery is 780
calories. It’s a perfect fit! While
water ice is just as refreshing
and delicious as ice cream (if
not more), it’s also more bang
for your buck and better for you!

Features 5
Farewell to Ava and Presley,
The Hourglass’ Editors-in-Chief
Thank you, Ava and Presley, for an amazing year at The Hourglass, and we can’t wait to see what the
future holds for you.
By GRACE HALAK ‘22 and LAVENDER HUANG ‘22
Here at The Hourglass, we’re
all sure of one thing: the
show doesn’t go on without
our Co-Editors-in-Chief,
Ava Olson ‘21 and Presley Daggett
‘21. And what a show they’ve put on!
In the previous five issues of
The Hourglass, they have proven
themselves to be dedicated leaders,
enthusiastic journalists, and
supportive mentors by leading the newspaper
to a better and brighter future.
One of the ultimate tests of a good
leader is how they handle adversity…
and a global pandemic is probably as
adverse as it gets. In a year that seemed
to be defined by separation, in the forms
of cohorts, Zoom meetings, and socially
distanced desk, Ava and Presley,
still managed to make The Hourglass
into a unified, supportive community
that persevered through every obstacle.
Ava and Presley truly understand that
The Hourglass was created to celebrate
Baldwin students’ voices. They quickly
adapted and developed new organizational
methods that enabled The Hourglass
to run as smoothly as ever during the
pandemic; this meant timely reminders,
well-structured meetings, and comprehensive
issue progress spreadsheets that
helped writers and section editors alike.
Ava and Presley are dedicated
leaders who encourage writers to step
out of their comfort zone and challenge
themselves, all while cheering them
on and helping them in the process.
Ava was truly the life of The Hourglass
this year. Her persistent positivity
and humor kept the energy high and
the atmosphere light-hearted during one
of the most challenging years we’ve all
had to face. Her comments on articles
and edits always provided constructive
criticism to enhance the piece, and
her discussions in pitch meetings always
strived to find interesting angles
for any possible articles. Most importantly,
she’s incredibly approachable
and always willing to help; she treats
everyone as a friend and an equal.
Presley is a natural-born leader. She
steers every meeting and discussion with
assured confidence that exudes capability
but never seems overbearing or imposed.
That capability is best showcased in her
excellent articles and pitches, which always
bring fresh, creative ideas to the
newspaper and serve as the stellar example
of her leadership. Talking to Presley
always leads to insightful conversations
and helpful advice. Presley sincerely
cares about her work and the newspaper;
no matter how small the task at hand, she
always gives it her full attention, and her
dedication was invaluable to The
Hourglass’s growth this year.
Together, Ava and Presley
made an unforgettable
team. Their hard work,
passion, and personality
have been vital to The
Hourglass and everyone
involved, and their
leadership and synergy
will be missed
in the years to come.
Although saying
goodbye is always
bittersweet, we know
that Ava and Presley
will accomplish
amazing things, and
we look forward to
what their futures
hold. It has truly
been a pleasure working
with Ava and Presley, and
we hope to make them
proud in the coming
year of The Hourglass.
Design by Trisha Yun‘24 • Photos courtesy of Presley Daggett ‘21 and Ava Olson ‘21

6 the hourglass | May/june 2021
FREE SPEECH AND SOCIAL MEDIA
By MARIN HORWITZ ‘24
Brandi Levy, a high school sophomore
from Schuylkill County, PA,
was suspended from cheerleading at
her school because she posted a picture
of her and a friend in a grocery store,
with obscene language and gestures, expressing
her anger towards her school.
So she sued her school. This was in
September of 2017, and since then, this
local case has been heard by the US Supreme
Court. But even the highest court
has had a hard time deciding Levy’s right
to free speech relative to social media.
Levy’s is the most recent case that
concerns social media and the First Amendment,
but that does not mean it is the first.
In 1997, the Supreme Court heard
Reno v. ACLU, a challenge to the Communications
Decency Act (CDA) that
penalized online speech that is deemed
offensive; ACLU argued that the Act was
unconstitutional. The Supreme Court
agreed. Justice John Paul Stevens wrote
that “the interest in encouraging freedom
of expression in a democratic society
outweighs any theoretical but unproven
benefit of censorship.” The decision declared
that the “internet” is like print media,
meaning posters on social media have
just as much protection as a newspaper.
But there’s a difference. Typically,
when one writes for a newspaper or pamphlet,
there are people who fact-check the
writing; when on social media, however,
one only has to type and post. Social media
gives everyone a platform; views that
were discussed at a dreaded Thanksgiving
dinner can now be broadcasted to the
whole world. Most of us wouldn’t have
access to a newspaper to share our views,
but we do have Twitter and Facebook;
these platforms provide spaces for people
to state their beliefs, based on fact or not.
This leads to the spread of misinformation.
Debating peoples’ opinions
isn’t illegal; only when those discussions
lead to violence does it become illegal.
Because social media is protected under
the First Amendment, the government
essentially leaves it up to the platforms
to monitor and censor their users’ posts,
leaving the question: how do they do this?
The answer is the “Terms and Conditions”
waiver that every user has to sign
before using some platforms. The waiver
allows companies to put limits on what
the users can post or say, and punishes
rule breakers accordingly. For example,
Twitter suspended Donald Trump’s account,
muting him on the platform permanently,
citing that he violated their
“Glorification of Violence policy” by
helping to incite the riot on January 6th.
On the other hand, Parler, a platform
that the Capitol rioters used to organize,
calls itself an “unbiased social media” and
a platform where users can “speak freely
and express [themselves] openly, without
fear of being ‘deplatformed’ for [their]
views.” Compared to Twitter, Parler has
shorter guidelines for their community.
For this reason, Parler has become popular
for far-right conservatives. Jack Nicas
from the New York Times noted this migration
to alternative social media platforms:
“Millions of people on the far right [have]
flocked to the platform over what they
[perceive] as censorship of conservative
voices by Facebook, Twitter, and Google”.
In 2021, people don’t just talk or read
or write about their views and opinions;
they post about them, and Brandi Levy was
one of those people. On June 23rd, the Supreme
Court ruled 8-1 in her favor, saying
that unless a student’s off-campus speech
genuinely harms the school, its atmosphere,
or other students, a school can not punish
its students for what they say off-campus.
The First Amendment protects our
right to free speech, and social media is
always pushing the boundaries of what it
protects, making it just as quintessential
now as it was when it was first written.
Private schools and
the first amendment:
HOW ATTENDING A PRIVATE
SCHOOL AFFECTS
OUR FREEDOM OF SPEECH
By KATIE MCMAHON ‘22
Picture yourself sitting in a 10thgrade
history class learning about
the First Amendment. I’m picturing
it, and I don’t remember learning that we,
at a private school, can have our freedom
of speech limited while we are at Baldwin.
When I think about the First
Amendment, I think about what I did learn:
how freedom of speech, press, religion,
assembly, and petition shape the United
States. Surprisingly, at Baldwin, we can
be censored for exercising these rights.
Although we technically still hold
our First Amendment rights like freedom
of speech at Baldwin, this doesn’t mean we
experience it the same way as public school
students. While the state cannot punish
students for wearing political t-shirts or
holding a protest at school, Baldwin could
ban those activities. We would not be protected
by the First Amendment because
since Baldwin is a private school, we have
legally agreed to follow Baldwin’s rules.
When I think about “What makes
Baldwin, Baldwin?,” I think about the
outspoken student body and their strongly
held ideas. When I consider how we could
be silenced or censored and are powerless
to do anything in response, it doesn’t seem
right. In addition, the realization that Baldwin
has the legal right to censor almost
anything that comes from the student body
can subconsciously, or even consciously,
negatively affect our expression of ideas.
As opposed to Baldwin and other
private schools, First Amendment rights
are protected for public school students at
school. In one Supreme Court case, Tinker
v. Des Moines Independent Community
School District, several high school
students wore black armbands to class to
protest the Vietnam War and were sent
home by the school. The students and their
parents sued the school, alleging that their
right of free expression was protected by
the First Amendment. The court decided
that the armbands were a form of speech
and prohibiting them did, in fact, violate
First Amendment rights, stating that students
do not lose “freedom of speech or
expression at the schoolhouse gate.” As
for Baldwin, if the administration decided
that we could not express our views
as in the Des Moines case, we would
have no recourse over their decision.
So the big question I have is: Why
can’t we have the same level of freedom
as those at a public school? While the answer
may be that in legal terms, we have
voluntarily agreed to follow Baldwin’s
rules, I wonder why Baldwin can’t guarantee
us freedom of speech, within limitations,
like those already present in the
First Amendment itself. Although we may
not be continually censored or restricted
in our ideas and actions, the idea that
we could be doesn’t sit right with me.
In a study conducted by the Friedman
Foundation, the top five reasons why parents
send their children to private schools
are “better student discipline,” “better
learning environments,” “smaller class
sizes,” “improved student safety,” and
“more individual attention.” And here at
Baldwin, we experience the benefits of
attending an all-girls private school every
day. We sit in a classroom where the teacher
attentively listens to our viewpoint; we
engage in debate. In a world where men
predominantly fill leadership positions
and boardrooms, we are lucky to learn in
an environment that doesn’t adhere to the
societal norm of men first, women second.
But why do we have to sacrifice our
freedom of expression in order to benefit
from our Baldwin experience? In
our Baldwin community (or any private
school across the country) we shouldn’t
be forced to choose between our independent
school education and the preservation
of our freedom of speech.

centerfold 7
By CAMILLE MURRAY ‘22
Throughout 2020, schools in the
United States worked hard trying
to make the safest possible
environment for their students,
not just medically within the context of
the pandemic, but also for Black and
Brown students who were traumatized
by the racial violence and police brutality
that ravaged cities across the country.
Schools across America revised
their curriculums and established Diversity,
Equity, and Inclusion committees.
Every school had to look at themselves
internally, determining how to create a
support system for minority students.
Given Baldwin’s “progressive” environment,
I anticipated that the school
would make a statement affirming its
support for Black students as they dealt
with seeing a Black man’s life sucked
out of him in nine minutes and twenty-nine
seconds. After what seemed like
weeks, a statement on the Baldwin Instagram
page was published which did
not even include the phrase “Black Lives
Matter.” I was very disappointed in this
performative, cookie-cutter utterance.
A flood of comments criticizing the
school poured in from current students and
alumni; Baldwin disabled comments on the
post, a long-standing restriction on all of
their posts that lasted until January 2021.
Baldwin released a second, modified statement,
and their initial, problematic statement
was put behind us as it sunk into the
abyss of the Baldwin Instagram account.
Now, in 2021, Baldwin has taken
baby steps to make amends with the Black
and Brown students they’ve hurt in the past
by hiring a new DEI director and creating
a new SDEI committee. However, we still
have work to do, and to protect Black and
Brown students, Baldwin must allow them
to highlight what is wrong with the institution
in regards to racial and social justice.
I wanted to write an Hourglass article
that featured students reflecting on
what Baldwin has done to advance racial
and economic justice in our community.
Racial and economic justice are closely
intertwined; one can’t be achieved
without the other. However, I was afraid.
Three years ago when I was accepted
into Baldwin, I knew that coming
here and being a part of this community
was a unique opportunity that I couldn’t
waste; I didn’t want to squander it.
Yet, I felt that if I had always spoken
my mind, I wouldn’t be able to anticipate
the reactions of the administration,
my parents, or my friends. I was afraid of
the repercussions of speaking my mind,
and I couldn’t bring myself to write this
proposed article because I was so traumatized
by the earlier experiences when
Baldwin silenced Black and Brown voices.
Free speech at Baldwin came into
relevance again when a local college student,
Camille Samuels, was removed from
the program of Building Bridges Day. Ms.
Samuels was scheduled to speak about the
roots of activism, intersectionality, performative
activism, your purpose of activism,
how to stay learning and avoiding burnout.
She was also supposed to discuss one of
her personal examples of student activism,
the Haverford College Strike. However,
much to the frustration of the Building
Bridges Committee, she was cut from the
schedule not even three days days before
she was anticipated to come. The talk was
rescheduled to a later date to give students
more space and time for processing the
recent verdict in the Derek Chauvin trial.
As a committee, we were furious.
While we were incredibly thankful for
our first speaker, A’Dorian Murray-Thomas,
we were distraught that Ms. Samuels
was abruptly rescheduled and thus
scrapped from the Building Bridges Day
program, which we had put so much
work into organizing over the past year.
The lack of fair warning and student
input made myself and the committee feel
unheard. As a student who actively pays
tuition and who has sometimes felt tokenized
at Baldwin for my Blackness, this
incident made me reflect on other ways
in which I often feel insecure or unsafe
in expressing myself and my activism.
I shouldn’t worry about my ideas being
“too radical” or “too negative,” because
activism is not all sunshine and rainbows.
Baldwin encourages its students to
speak up for what they believe in, but the
minute a student, especially a Black one,
speaks a single word that goes against Baldwin’s
interests, I’ll be perceived as the “angry
Black women”, a damaging stereotype.
Baldwin must do better in protecting
its Black and Brown students, and must
also do more to ensure students are unafraid
to stand up for what they believe in.
I WANTED TO
SPEAK MY MIND,
BUT I FEARED
CoNSEQUENCES
AND
CENSoRSHIP
Does Baldwin truly encourage
free expression from
its students?
Design by Anna Wang ‘22 and Sophie Cai ‘22
Graphics by Sophie Cai ‘22
Photography by Jaclyn Dichter ‘22
and Izzy Antanavicius ‘22

8
Sports & ARts
A FAREWELL TO THE HOURGLASS ’
CREATIVE DIRECTOR MAGGIE SONG ’21
By LAVENDER HUANG ‘22
Maggie Song ‘21 served
as the Creative Director
of The Hourglass for the
2020-2021 school year.
Her journey with The Hourglass began
during her sophomore year when she was
attracted to the creativity of the pages.
In Song’s year as Creative Director,
she took on the myriad responsibilities of
the role with grace, positivity, confidence,
and of course, creativity. She communicated
with editors-in-chief Presley Daggett
‘21 and Ava Olson ‘21 about deadlines and
submissions, helped designers and photographers
find their footing in their Hourglass
pages, and combed through seemingly
endless “final” edits with the co-editors-inchief
all while keeping her team on track.
Anna Wang ‘22, who worked with
Song as a junior creative director this year
and will succeed her as Co-Creative Director
along with Sophie Cai ‘22, admires
Song and appreciates her leadership skills.
“She is an extremely organized
and responsible creative director,
maintaining a steady hold on the
Hourglass design team,” Wang said.
“She managed to make this such an
amazing year for Hourglass despite the
restrictions imposed by the pandemic.”
Navigating the pandemic, indeed,
was not without its challenges. Song realized
that her team suffered from the limited
communication of online meetings and implemented
significant changes to streamline
the design process to organize her team
better while they were working remotely.
Song explained her changes, including
the “issue progress tracker, contact lists, and
presentations to navigate documents and
programs,” as pathways to make “our workflow
more efficient and organized.” Wang
shared sentiments that mirrored Song’s.
“She managed to make this [2020-
2021] the least stressful year [designing
for The Hourglass], and the creative
team is extremely grateful for
Maggie’s leadership,” Wang said.
Along with the structural changes to
the design process, Song truly cares about
the experience of the designers. Wang
describes her as “an involved and understanding
leader,” as Song often checks
in with her designers and photographers
while implementing a mentorship program
for the design team to teach newcomers
essential design skills. Song credits this
to her own experience as a new designer
to The Hourglass herself, which “let me
take note of what I would like changed.”
While she was experienced with Adobe
Photoshop, other design aspects gave
her “quite a steep learning curve.” Song
used her growth trajectory as a designer
to her advantage, citing that it helped her
“empathize with new designers and take on
the role of a teacher.” She hopes to encourage
more aspiring designers to try their
hand at the visual aspect of newspapers.
Song’s artistic prowess made her
an extraordinary creative director.
Her role also entails designing
the front page and centerfold
pages, as these are the most
significant spreads of the paper.
Song is excited by the
“constant challenge for me to
make enticing and sophisticated
designs that are also
unique and relevant.”
“She always
incorporates cool
effects into her
designs, especially
with
her Photoshop
skills,
which
inspires
us to step
out of our
comfort
zone,”
Wang said.
“She’s
extremely
thoughtful by
balancing the
reader’s experience
with the writer’s
intention and creates cohesive
and aesthetic pages.”
Sophie Cai ‘22 agrees, emphasizing
the universal stylistic elements
that Song implemented in the paper.
“The color theme system
gave us a color palette to
use each issue,” Cai said.
“This not only made the
issue consistent and cohesive
but also reduced the designer’s
workload since the
artistic color palette
requires less complicated
designs.”
The colorful
yet minimalist
style
alleviated the
designers’ stress
while ensuring
the spreads
were consistent,
cohesive,
and captivating.
Song
said that
she is “proud
of what I have
accomplished
this year,” and
her pride was
earned through
well-managed spreadsheets,
her unfailing support of team members,
and above all, her creative yet responsible
approach to designing a newspaper.
ATHLETE OF THE MONTH: ANYA MOSTEK ‘22
By AUBYN MACKEY ‘24
Anya Mostek ‘22 is the definition of
a fantastic student-athlete––hardworking
and positive regardless of
the obstacles posed by her busy life. She
swims all year at the Phoenixville area
YMCA, and she’s participated in this sport
since she was five years old. Before deciding
to commit to swimming, Mostek played
field hockey, basketball, and softball.
Her favorite parts about swimming
are the travel and the challenges of such
a competitive sport. She describes her
experience with travel saying, “I’ve been
fortunate enough to be able to compete all
around the country in some very high-level
meets, which has allowed me to meet some
to become the
best I can be. I
love to race.”
very cool
people along
the way.”
Mostek also
said, “My
favorite part
of swimming
is challenging
myself
physically
and mentally
For Mostek,
sports
isn’t just about
commitment
but the attitude
that allows one
to push further.
She has learned
that athletics
is about
the mental mindset for greatness, not
just about physical ability. Mostek
said, “Swimming is mentally tough because
once you achieve one goal, you
immediately move on to the next.”
Despite this challenge, Mostek takes
pride in her bright attitude. “I am most
proud of my ability to maintain a positive
and open mindset throughout the pandemic,
which has allowed me to keep competing
and having fun along the way,” Mostek said.
Mostek’s determination to push past
doubt and fear has played a significant
role in her awe-inspiring achievements.
She has reached incredible success
throughout her career, notably being
a two-time USA Swimming Scholastic
All-American as well as a Summer
Juniors qualifier in the 100 and 200
meter backstroke and 200 meter individual
medley, and a Winter Juniors qualifier
in the 50 and 100 meter freestyle.
Mostek has also recently been accepted
to Harvard University to swim.
When asked about her goals, she said
that she is still continuously trying to improve
even while already being committed
to a swimming program for the future.
“My goal is always to get better. With
swimming, this could mean getting faster,
improving my technique, or bringing
levity to my team. I am still
figuring out what I want to
study in college, but I am pretty
sure it will be health-related.”
Mostek is truly an inspiration
to all student-athletes,
taking steps to succeed in the
pool, her school, and daily
life. With such a competitive
sport, time management and a
strong mindset are just as critical
as the training needed for
greatness. To all those athletes
hoping for excellence, Mostek
has a few words of advice.
“Whatever goal you have,
don’t be afraid to go after it.”
Photos courtesy of Maggie Song ‘21
and Anya Mostek ‘22
Design and graphics by Eliza Bryant ‘24
and Sophie Cai ‘22

{
{
Features 9
SENIOR
ADVICE
Listen to your elders! Here’s some parting
advice from the Class of 2021.
By PRESLEY DAGGETT ‘21
No matter how you look at it, senior
year is challenging. It’s difficult
emotionally, as you try to
figure out who you want to be and where
you want to spend the next four years of
your life. It’s difficult physically, as you
stay up late to finish essays and submit
applications while also keeping up with
your regular school load. And it’s difficult
mentally, as your remaining days in
a place you’ve spent a significant portion
of your life dwindle into single digits.
Looking back, there are a million
things I wish I could have done differ-
Design by Anna Wang ‘22
ently throughout high school. Whether
it’s taking a class I knew I wasn’t going
to like or spending too much time upset
over something that didn’t matter in
the long run, hindsight is always 20/20.
Walking through the hallways this
past week, I’ve begun to ask my classmates
for things they wish they could tell younger
Baldwin girls. While I know no matter what
we tell you, your senior year is going to be
just as hard, and hopefully just as rewarding,
I hope this advice helps you somehow.
“
The DUE date is
not the DO date
-Asia Blocker
“
LEXI
“If your attendance is
really low, they’ll still let
you graduate.”
{
DIANE
“Be open to new
experiences.”
-Diane Tian
“ GRACE
-Lexi Smith
“Always sign out when you
leave campus, unless you want
to be called into Mr. Kountz’s
office.”
-Grace Lavin
SANAE «“Take classes because you are
interested in them, not
because you think they will
look good on your transcript.”
-Sanae Hagino
{
“Think very carefully
about your senior year
schedule, especially the
second semester. Because
you’re going to burn out.”
-Ava Gessl
“
““
A bad grade isn’t the end of
the world. You’ll survive.
-Natecia Greenidge
{
“
AVA
Make sure always to check your
“Always know when
school email. But do not put
the monthly fire
your email in for the College
drill is occurring.”
Board email list.
-Ava Olson
-Stephanie Hulme
Try to do your homework
the night it’s assigned. It
will keep you on top of our
A and B day schedule.
-Ellie Capuano
“
“Procrastinating
is okay.”
-Sophia Tavangar
“
“
Join MOOT court!
-Samantha Eill
“
[ HANA
“Never walk by the
Upper School office if
you’re not in uniform.
Just go up the stairs the
long way if necessary.”
-Hana Ahanger
{
sophia
MAYA
“Participating in class is
the most important thing.
The more you talk, the
more likely teachers are
to boost your grade.”
-Maya Murray
“ BELLA
“Don’t sleep in class meetings.”
-Bella Xia

10 features | May/JUNE 2020
Design by Grace Halak ‘22
Photography by Jessica Lamontagne ‘22
Farewell to...
By GRACE HALAK ‘22
As we approach the end of the 2020-2021
school year, we have to say goodbye to a
few beloved teachers: Mr. Kountz, Mrs.
Nardelli, and Dr. England. Although they
will be leaving the Baldwin community, their legacy
and impact will not be forgotten for a long time
to come. Below is a collection of student messages
to each of these teachers, to whom we say thank
you, goodbye, best wishes, and you will be missed!
Mr. Kountz
Dr. England
“
You always come in happy and
with a smile on your face. You would put a
big smile on my face!”
-Evonne jean ‘31
“
We are going to miss you because
you’re always fun to play with!”
-Parker vanwright ‘31
“
We will miss you and you are
so cheerful and always put smiles on our
faces!”
-MacKenzie Namvou ‘31
“
We’ll miss you very much and
I love that you are so cheerful and bring
smiles to my face. You are a great PE
teacher.”
-Emily Concha ‘31
“
Dr. England was genuinely
passionate about Baldwin sports and the
school’s student athletes. She put so much
hard work into everything she did, and we
all appreciate her efforts and are going to
miss her very much.”
-blake landow ‘22
“
Dr. England was always so excited
about PE and made all the games we
played so fun. We will miss her a lot!”
-Ellie Delaney ‘22
“
I’ll miss Dr. England so much!
Her upbeat attitude in P.E. made tabatas
more enjoyable, and I always looked forward
to doing archery with her in the fall
and spring. Thank you, Dr. England!”
-Cara Prendergast ‘22
“
I had Mr. Kountz for 10th grade
history. I struggled a lot in that class, but he
was always so understanding and met with
me when I did poorly on my final. At the
end of the year, when it was time to present
our PechaKuchas, he asked me to go first,
saying that he knew I could handle it. I was
scared of course, but I felt honored that he
thought that of me. Mr. Kountz, you are an
amazing teacher, and I know that I and the
Baldwin community will miss you.”
-sanae hagino ‘21
“ “
I constantly took advantage of
the direct chat feature on Zoom to ask Mr.
Kountz if I could get some pizza rolls. He
never let me down. We’ll miss you
#sweatpantsforever”
-lauren brown ‘23
“
Thank you for putting up with our
crazy and chaotic Class of Red; we all appreciate
your support during these last four
years. I can’t believe this is the end of our
journey, but don’t worry, we will be back
to disrupt the holidays.”
-berlyn squillaro ‘21
“
My favorite memory of Mr.
Kountz is when he called me into his
office to inform me that I had collected
the most infractions out of anyone in the
Upper School and that they were almost all
uniform violations. I will miss his cryptic
‘come to the office’ emails and stern
reminders about the dress code dearly.”
-Hana ahanger ‘21
“
Thank you for being quite literally
the only person at Baldwin to talk to about
Pittsburgh sports teams. Remember, Pittsburgh
is still better than any city in Texas.”
-Rachel gopalani ‘23
“
I had the privilege of being in Mr.
Kountz’s advisory this year and I cannot
thank him enough for all the time and effort
he has put in to helping me succeed in and
out of school. If it weren’t for him, these
past few months would have been harder to
manage with the amount of things I had to
get done. I am grateful for the advice and
influence he has had on my life. I’m going
to miss having Mr. Kountz here at Baldwin
and as my advisor, but I am very excited to
see the new things he will do in Texas.”
-Megan Adelman ‘23
“
Mr. Kountz has been a crucial part
of my high school career, for he encouraged
and helped me through my time as
class president! His words of wisdom,
running tips, and of course dress codes will
be missed dearly.”
-ryan murphy ‘22
Mrs. Nardelli
“
I will always remember the time
we enjoyed together in the library! Remember
those Arabic letters I had to find?
Thank you for being an awesome librarian
and I’ll miss you so much next year!!”
-Bella xia ‘21
Mrs. Nardelli is easily one of
the kindest and most welcoming faculty
members at Baldwin. She’s always been
nothing but supportive and understanding,
and I know that Baldwin will truly miss
her. I’ll think of her often in LA, and I
look forward to seeing how her legacy has
impacted not only the Baldwin libraries,
but the entire Baldwin community.”
-Rhea Jain ‘21
“
I think Mrs. Nardelli was the best
librarian I’ve ever met. She was always
quick to help me with whatever project I
needed help with, be it with properly citing
footnotes or finding the right books for
my history projects. Mrs. Nardelli is also a
very kind person, always asking other students
and I how we are doing and willing
to help whenever she could. I also want to
say she is very fashionable and I admire
her sense of style! I hope Mrs. Nardelli has
fun and finally takes a break after all her
hard work after many years.”
-Yasmin Yaghi ‘21
“
I first met Mrs. Nardelli in six
grade anthropology class. I remember
her calling one of my teachers because I
needed her to complete a survey for the
Ethnography report. It was so selfless of
her to go out of her way on a weekend to
do something like that for me. Throughout
the rest of high school, whether it was help
with a citation or just talking about books
or our day, I could always count on Mrs.
Nardelli to put a smile on my face.”
-Arianna Channer ‘21
“
I spent all my mornings before
homeroom in the library, and I always
looked forward to seeing Mrs. Nardelli
during that time. Her lively conversation,
genuine care for students, and perfect book
recommendations brightened those mornings
immeasurably. I will also especially
miss the chats we had while I covered or
shelved books as a library volunteer, which
were always a welcome, peaceful break
from the general chaos of the school day.”
-Grace Halak ‘22

Features 11
How Fashion during a
Pandemic Has Evolved
throughout History
Did people also wear sweatpants all day during the Spanish flu pandemic?
By MAREN COHEN ‘24 and KAITLYN O’MALLEY ‘22
Design and graphics by Elva Chen ‘22
Anyone who watched the
Grammys this year noticed
a new accessory included
in all the vivid and exciting
outfits: a mask. This addition, required
for health and safety reasons, did not
initially have aesthetic value but will
be remembered in future years for embodying
the chaos of 2020 and 2021.
Throughout history, people have
responded with creativity when public
health has mandated particular fashion
choices. For example, in 1918,
the highly contagious Spanish flu
took the world by storm. According
to the CDC, around 500 million people
worldwide were infected, and 50
million people died from it (675,000
of whom were in the United States).
Though the contagion and death
rates of the Spanish flu were more significant
than COVID-19, the two viruses
had similar influences on peoples’ lifestyles.
For example, one of the many
changes that COVID brought with it was
a relaxation in clothing expectations. On
Zoom, for instance, you can wear pajama
pants without anyone realizing it.
To compensate for the cooler temperature
inside due to running fans and open
windows, Baldwin has allowed its Upper
School students to wear sweatpants.
Given these conditions, it’s not
surprising that athletic clothing and
athleisure sales are on the rise. During
the second quarter, Nike experienced
an overall sales increase of 9%, with
online sales increasing by 84%. Athleisure
allows for a “put-together” look
while still feeling comfortable and
has become an increasingly appealing
choice throughout the pandemic.
Similarly, during the Spanish flu
pandemic, there were also significant
increases in sales of comfortable clothing.
Women’s Wear Daily reported on
October 16, 1918: “Departments carrying
such lines as blankets, house
robes, comforters, flannel goods, and
woolen underwear are benefitting.”
And of course, just like today, face
masks were a must. During the height
of the Spanish flu pandemic, people
transformed the disadvantage of hiding
one’s facial expressions into an opportunity
to present themselves to the world
differently.
Some bought or sewed masks
called “flu veils,” which Women’s Wear
Daily described as “a mesh veil with
a chiffon border, in harem effect…
Many novel and bizarre effects may
be evolved from various combinations
of colors as well as from variations
in shape of the chiffon section.”
Others chose to wear masks mocking
the situation through painted-on skulls
and bones. Mask fashion during this
time indeed was about personalization.
Interestingly, some masks from 100
years ago resemble the ones we wear today.
The Daily Telegraph described one
mask during the Spanish Flu pandemic
as, “The smartest woman’s mask yet seen
had for its outer covering a pink floral
voile [sheer fabric], tied with pink ribbons
... at the corners on the cheeks there were
tiny pink rosettes; another pink rosette
hovered on the tip of the wearer’s nose.”
Comparing this description to popular
contemporary designs, such as Love-
ShackFancy’s frilly and floral masks,
highlights the similarities between the
two eras, despite the 100-year difference.
Like today, do-it-yourself instructions
for making masks from household
items and designing masks based on
face shape, occupation, or characteristics
were the subjects of numerous magazine
articles a century ago in Brigham Young
University’s newspaper White and Blue.
Thankfully for all of us, we’ll soon
be able to shed our masks. However, if
the past teaches us anything, we’ll meet
masks again… and creativity will follow.
SPANISH FLU
covid-19
1918
flu veil: “a mesh
veil with a chiffon
border, in harem effect”
2021

12 back page
How to Find
a New Dream
By AVA OLSON ‘21
If there’s anything senior year has
taught me, it’s that dreams don’t always
come true. I don’t mean to
sound melodramatic, but that’s reality.
The college application process
brings out the best and worst in people.
The best being the happy smiles of students
who get accepted into their dream school,
the worst being the gossip and competition
that emerge among those whose
wishes weren’t fulfilled on the first try.
In September 2020, I had lots of
dreams. I dreamt of owning a lakehouse
in Maine with two dogs and a
tabby cat. I dreamt of swimming off
the coast of a small European village. I
dreamt of attending Brown University,
majoring in Architecture, and becoming
a modern-day Leonardo Da Vinci.
I visited Brown in October 2019. I
Be sure to
check us out online at
follow us on instagram
took a campus tour, talked to students, and
absolutely loved it all. I knew in my gut
this was the place where I truly belonged;
I saw myself standing there at the age of
twenty, walking around the main quad.
But dreams, aspirations, and projections
into the future aren’t realities.
I applied Early Decision and was deferred
and then ultimately rejected from
what I was convinced was the only university
that checked off all my boxes.
For months I had people telling me,
“Everything works out in the end!” or
“The universe is on your side, and what
is meant to be is meant to be!” At first, I
believed all those silly mantras, but after
a certain number of rejections, I lost faith
in the whole “trust the process” mentality.
I still don’t necessarily believe that the
universe works out the way it’s supposed
www.hourglassnewspaper.com
@hourglassnewspaper
to in the end; there are situations in life that
will always feel unfair or “not supposed to
be this way.” However, I think that the obstacles
life presents us with should be seen
as new opportunities for accomplishing our
goals and not hurdles that would limit us.
Looking back, I realize that I was
far too closed-minded. I clung to a dream
from sophomore year; I clung to this dream
so tightly that I couldn’t even fathom another
dream existing alongside it. But
I now know there aren’t only one, two,
or even three specific “dream schools”
that exist in the entire country for an individual;
there are infinite opportunities.
I write this piece not to crush the spirits
or college aspirations of younger students.
Instead, I want to emphasize that dreams
can change. Not everything in life will work
out as planned, but there is a choice in how
you react. You can always find a new dream.
Photography by Megan Cooper ‘21
Design and graphics by Sophie Cai ‘22
First, most students today
are capable of accessing countless
credible sources for college information.
There’s information available
for school rankings, comparisons,
and student experiences. The
self-advertisements that colleges
send out are utterly ineffective and
useless, as they only highlight the
positive aspects of a school instead
of being objective measurelavender’s
lens
College Mail Sucks
By LAVENDER HUANG ‘22
In the spring of junior year,
college is on all of our minds––
and the endless college solicitations
hardly relieve the stress.
These constant emails from colleges,
along with brochures in
the mailbox each day, make up a
pointless advertising campaign
that treats high-schoolers like
commodities, not future students.
Sure, you can argue that I
don’t like a lot of things; I have a
whole column of things I don’t like.
This influx of college mail, however,
has been seriously annoying. I
can’t tell you how many important
emails I’ve missed because
I failed to spot them in pages full
of unwanted college solicitation.
In the past, when information
about a school was not so readily
available, mail from colleges may
have been more helpful. The ease of
current resources, however, makes
all of this extra mail unnecessary.
[ CONTINUED on the WEBSITE ]