Hourglass Issue I 2022-23 Revised 10 14

HOURGLASS
October 2022 • Vol. 61, Issue I • Disce Verum Laborem 1888 • 701 Montgomery Avenue, Bryn Mawr, PA 19010
HOW SAFE IS
SAFE
SAY?
MADDIE DAVIS ‘23
Staff Writer
An investigation of Pennsylvania’s anonymous reporting system
If only there was an app where students
could anonymously report concerns
about either themselves or others to create
a safer school environment and potentially
save lives…
But there is! Safe2Say Something activated
its website on Janurary 19, 2019, and every
school in Pennsylvania is now mandated
to use it, including Baldwin. The network is
meant to inspire students and faculty to report
potential issues that could endanger the community,
and student safety and confidentiality
are the app’s highest priorities. So why does it
seem like Baldwin students never use it?
Based on a poll of 83 respondents which
investigated Safe2Say usage in the Baldwin
community, only 6% of the respondents have
ever used the app. Over half the students who
responded have no opinion on Safe2Say and
say they feel completely neutral about it.
Around 30% of respondents say they think
highly of it, while only around 15% oppose
the app.
Critical students said they fear the app
“may be a catalyst for petty ‘snitching’” and
“sharing information that could endanger a
person more than help them,” and a better
alternative would be “speaking to a trusted
adult.”
However, Mrs. Reed, Director of Upper
School, said, “From our perspective, when
students have used Safe2Say, it has been critical
and important.”
Some students may have doubts about
Safe2Say—but do we really know what happens
after someone reports a potential issue?
Madame Seliverstoff, Dean of Students,
and Mrs. Reed guided me through exactly
what happens after a Baldwin student is reported
on Safe2Say. According to them, there
is a list of designated faculty and staff (including
school counselors, nurses, the dean of
students, etc.) who are connected to Safe2Say
and receive email details regarding the student’s
situation. Other than those people, the
process is entirely confidential.
Who takes action? According to Madame
Seliverstoff, it depends. If the police feel there
is less urgency and danger in a particular submission,
Safe2Say asks Baldwin’s select faculty
to take action. However, Baldwin must
report back to the app after the school takes
action. Both administrators assured me that
when taking action, the faculty is respectful
and supportive, ensuring students aren’t overwhelmed
or uncomfortable.
“
Both administrators
assured me that when
taking action, the
faculty is respectful
and supportive,
ensuring students
aren’t overwhelmed or
uncomfortable.
“
If a post is more serious and requires immediate
action, the police will call the school,
obtain the student’s address, and manage the
situation themselves. The student will most
likely not be notified.
After my own doubts about the app, I
found it deeply reassuring to know how gracefully
our faculty deals with students in need of
guidance or support. Based on my investigation
of the safety of Safe2Say, I can safely say
Safe2Say is safe (see what I did there?).
Luckily, if you are a student who has
reservations about the app, the new guidance
counselor —Ms. Davis’—office is always
open as an excellent alternative. With the Upper
School’s theme of mental health this year,
I hope every Baldwin student knows that they
are not alone, and that there are many resources
available to support them.
Design and graphics by Cathy Wang ‘23
EDITORIAL P. 2
Editors-in-Chief
Address Maintaining
“Excellence”
Izzy Thompson and Makenna
Walko respond to Georgia Jane
Whamond’s article on how
students maintain excellence at
Baldwin.
OPINION P. 5
The Dreaded “A” Word:
Applications
Lydia Snyder examines the
effects of college-related stress
on Baldwin students, and offers
college-counselor certified advice
for coping in healthy ways.
CENTERFOLD P. 6
“Reinventing” the
Upper School
Students weigh in on how they
hope this year will unfold,
discussing potential changes from
past years as well as possible
themes and traditions to revive at
Baldwin in the months ahead.
SPORTS P. 9
Athlete of the Issue:
Katie Reed ‘23
A brief look at Katie Reed’s
incredible lacrosse career, her
passion for cultivating team
spirit, and how she will continue
to pursue her athletic goals in the
future.
FEATURES P. 10
The Cost of Excellence
at The Baldwin School
Georgia Jane Whamond asks:
how do Baldwin students manage
their incredibly busy schedules?
What differs on an individual
basis?

02 | EDITORIAL the hourglass
Design and graphics by Violet Paiva ‘23 and Cathy Wang ‘23 • Photos courtesy of Izzy Thompson ‘23 and Makenna Walko ‘23
BALANCING
BALDWIN
The key to making peace with your hectic schedule
IZZY THOMPSON ‘23
MAKENNA WALKO ‘23
Editors-in-Chief
In her article, “The Cost of Excellence At The
Baldwin School,” Georgia Jane Whamond
‘25 raises powerful questions about the consequences
of the busy lives Baldwin students
face. As we enter the 2022-23 school year, with the
theme of joy as our guide, these questions have become
more relevant than ever. Whamond’s article is
an incisive deep dive into the demands put on Baldwin
students, and the difficulty of juggling classes,
extracurriculars, athletics, and social life. But it
doesn’t quite answer the question: how?
There is no one single answer. But after four
years in the Baldwin Upper School, we hope to offer
some suggestions on how to tackle the challenging,
incredible, life-defining experience that is high
school at Baldwin.
Maintaining both academic excellence and
mental stability requires immense “balance.” To us,
balance means weighing your priorities and dividing
your time in a truly realistic way. Life gets busy,
and suddenly you’ve spent all G-Block in a KIVA
meeting, your free period in the Writing Center editing
an essay, you didn’t come home from soccer
until 7:00 pm, and you still have to wash the dishes–
not to mention the homework looming overhead.
To counter this, we suggest planning out your
time to avoid becoming overwhelmed. If you have
hours of work to do, take advantage of your free periods
during school hours to get a head start. Use
lunch and G-Block to catch up with your friends;
that way, you won’t call them with a quick question
and end up on the phone for two hours. Moreover,
if you know you’re crunched for time when
you get home from school, that night is not the night
to spend hours on social media. Allot time for each
subject of homework, and head to bed as soon as
you can.
That’s another task that can seem more daunting
than it should be: sleeping. Although eight hours
of sleep can feel unrealistic, that should still be the
objective. True, there are times when waking up
at 6:30 am for your morning commute is a must,
IZZY
THOMPSON ‘23
MAKENNA
WALKO ‘23
and 10:30 pm can be an impossible bedtime. But
consistently getting too little sleep can leave you
drained, take a toll on your mental health, and affect
your academic performance.
Try to get your work done early, but know
when to draw the line and head to bed. If you find
yourself stuck on that one math problem for hours
on end, talking to your teacher about it tomorrow
will help you more than grappling with it until 1:00
am.
Be serious about your clubs. It’s amazing to
club-shop and explore what interests you, but once
you’ve gotten a feel for what you like, decide on a
few that you can actually commit to and stick with
them. Colleges like to see long-term engagement,
and clubs are a lot more enjoyable when you can
give them your all, as we have to The Hourglass
and Model Congress for four years.
Throughout all this juggling, one major thing
that can be “lost along the way” is mental wellness.
As Maddie Davis ‘23 highlights in her article “How
Safe is Safe2Say,” there are many resources to support
you when sinking starts to feel easier than
swimming. However, staying positive and “doing
okay” under such pressure can still feel exceedingly
difficult at times.
Mental health is a tougher issue for us to address.
What we can say is this: reach out.
Verbalizing worries or concerns to friends,
family, or trusted adults does help, and the Baldwin
community is here to support you. Try to take a step
back when needed, and above all else, take care of
yourself. Sports, arts, and academics matter—but
you matter most.
You only have four years at Baldwin, and
someday, you will find yourself in our position: seniors,
looking back at your time here. When you
do, make sure that your time was well spent—not
worrying about how many ATs to take or how a
club will look on your college application, but appreciating
the precious memories and connections
that truly make Baldwin “excellent.”
October 2022
Volume 61 Issue I
MISSION STATEMENT
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.
CORRECTIONS
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
ithompson@baldwinschool.org or
mwalko@baldwinschool.org.
HOURGLASS
CONTENT
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.
SUPPORT
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.
The Baldwin School
701 Montgomery Avenue, Bryn Mawr, PA 19010
EDITORS-IN-CHIEF
Izzy Thompson ‘23
Makenna Walko ‘23
NEWS EDITOR
Marin Horwitz ‘24
FEATURES EDITOR
Lydia Snyder ‘23
OPINION EDITOR
Lauren Halak ‘24
SPORTS EDITOR
Avani Shah-Lipman ‘25
ARTS EDITOR
Grace Colucci ‘23
BE SURE TO CHECK US OUT AT
www.hourglassnewspaper.com
FOLLOW US ON INSTAGRAM
@hourglassnewspaper
CREATIVE DIRECTORS
Cathy Wang ‘23
Emily Zhang ‘23
JUNIOR CREATIVE
DIRECTOR
Trisha Yun ‘24
LAYOUT EDITOR
Greyson Walko ‘25
MEDIA DIRECTOR
Sophia Ran ‘23
PHOTOGRAPHY EDITOR
Sophia Ran ‘23
FACULTY ADVISORS
Dr. Daniel Benjamin
Ms. Janice Wilke

october 2022 NEWS | 03
Struggling With Getting Back
Into the Swing of Studying?
Upperclassmen and Ms. Beirne share their advice after 3 years of
less-than-normal learning
CARLEY TAYLOR ‘23
Staff Writer
As we transition into a new school
year, one question plagues many students:
How do I learn to study again?
Our seniors, along with Baldwin’s
learning specialist, Ms. Beirne, offer
their best advice to concerned students.
During virtual learning, Ms. Beirne recalled the challenges
many students faced, saying, “While some students
enjoyed the endless time to study, others struggled emotionally
with the lack of structure, making studying difficult.”
Now the issue changes, as students worry
about returning to juggling both extracurriculars
and schoolwork as they did before the pandemic.
As far as basic study tips go, Ms. Beirne said that
it’s most important to use strategies that are active rather
than passive. For example, instead of simply reviewing
old notes, Ms. Beirne suggests redoing old homework
before assessments or using notes to create a mock test.
However, it’s important to remember that everyone
processes information differently, so exploring a variety
of methods is instrumental to successful study sessions.
“The more strategies you try, the more likely
you are to find what works for you,” Ms. Beirne said.
Ms. Beirne also said that one of the most important
parts of learning is remembering to take care of yourself.
While everyone wants good grades, sleep is just
as important, and studies done by Harvard show that
the material you study is best applied with proper rest.
For students interested in exploring new methods
of learning, our seniors offer some useful suggestions.
Penelope Furnas ‘23 said that one of her favorite ways
to get work done is setting a timer for an “unrealistic time”
to motivate her to finish faster. If history homework normally
takes you 45 minutes to complete, set a timer for 30 to
motivate you to move faster. Ms. Beirne supports students
using timers but added that it’s important to take a short active
break in between the timed sessions. This might mean
moving around, having a snack, or spending time with a pet.
Several seniors recommended prioritizing paying
attention to what teachers actually say, as opposed
to just writing down what they put on the board.
Annabelle McDonald ‘23 said, “Sometimes teachers
s a y
things in class that you
wouldn’t be able to find on their Canvas pages.”
Other seniors pointed out that it’s incredibly
important to spread study sessions out over a few
days, to avoid anxious cramming the night before.
Whether it’s finding the perfect music for your
study routine or completely rewriting your notes like
Izzy Thompson ‘23, the secret to learning varies from
person to person. And while the rumor that blue pen
helps memory is “definitely just a myth” according
to Ms. Beirne, it’s important to remember that learning
is a personal journey of trial and error for all.
Videogames’ Impact on
Mental Health
Could video games represent the future of mental health treatment?
NIKOLETTA KUVAEVA ‘25
Staff Writer
Can a video game help someone
struggling with depression
or other mental health issues?
According to the World
Health Organization, there has been
a 25% increase in anxiety and depression
worldwide since the start of
COVID-19. The issue is more prevalent
than ever, calling for more creative and
innovative ways to approach treatment.
Currently, psychiatrists have various
effective methods to help treat those
struggling with mental illness, including
therapy and medication, but research
is always ongoing. Recently, a surprising
new approach has become the focus
of treatment research: video games.
In the past, video games have been dismissed
because previous research has shown
that they can expose children to violence
and lead to increased sedentary screen time.
Baldwin’s new guidance counselor,
Ms. Davis, said, “It felt intuitive to think
[video games] had a negative impact on
attention span and aggression,” but “play
therapy has been around for a very long
time, [and although] you usually think of
it more with board and card games, why
can’t this same concept go to videogames?”
Studies from East Carolina University
(ECU) have shown that puzzle games like
“Bejeweled 2,” “Peggle,” and “Bookworm
Adventures” can significantly reduce
the severity of depression and anxiety,
leading to new interest in the treatment.
Researchers from ECU asked study
participants to play these games regularly
over the course of a month for 30
minutes at a time, and at the end of the
month, they screened the participants
for depression using a questionnaire.
Across the board, participants reported
decreased depression and anxiety.
Video games were originally created
to engage people. As Glenn Platt, a professor
from Miami University, said in an article
on VeryWellMind, “A critical quality of
a game—what makes it a game—is that it
is played voluntarily. Research has repeatedly
validated the importance of intrinsic
motivation for effective behavior change.”
Ms. Davis said, “[Games] engage
critical thinking and problem-solving
skills that can actually have a lot of positive
effects on mental health, like building
community, perseverance, and resilience.”
In addition, video games provide a
therapeutic distraction that allows users
to momentarily take their minds off their
worries. And, best of all, they are a lowcost,
easily-accessible treatment option for
those who are deterred from seeking mental
health care because of potential costs.
Video games are in no way a singular
solution to mental health issues, and
those who are struggling should always
speak to a medical expert. However, it’s
possible that video games could “disrupt
[mental] healthcare,” and provide a
valuable supplement to therapeutic sessions
and medical treatment in the future.
Design and graphics by Cynthia Zhang ‘24

04 | FEATURES the hourglass
An Investigation
of True Crime
The ethics and the appeal
KATIE MCCULLOUGH ‘25
Staff Writer
Consuming true crime, whether it be podcasts,
books, or movies, has taken an increasingly
central place in pop culture over recent years.
Xanthe Mallet, forensic criminologist at the
University of Newcastle, voices the concerns of many that
true crime is potentially glamorizing these gruesome stories.
Yet, despite the criticism, this genre has accumulated
a cult following. Is such content desensitizing its followers
to the true horror of its contents?
According to BBC’s Science Focus, “[People are]
drawn to these tales because murder, rape and theft have
played a significant part in human society since our hunter-gatherer
days.”
The innate desire to know the details of such crimes
may come from a primal instinct to protect one’s family
from such misfortunes. Psychologists also theorize that
viewers are most drawn to victims that they relate to, possibly
because the story is more relevant to their safety.
Audiences may also believe that by exposing themselves
to the criminals of the world, they can learn more about
their behavior and gain knowledge that could be useful in
a criminal encounter.
A 2010 study at the University of Illinois concluded
that women are more inclined to watch true crime than
men, and that these women were drawn to content that
shared the murderer’s motives and featured a female victim.
Most of these preferences are subconscious decisions
made by the viewer, but they give us a window into the
logic of the brain and the reason that we are drawn to true
crime media.
As theorized by Richard Lettieri on Psychology Today,
true crime taps into a darker side of humanity. True
crime media allows for the exploration of more animalistic
human instincts, like feelings of intense anger or impulsive
thoughts. These stories can serve as a window into
the world of people who have succumbed to their fury or
frustrations, which has proven to be incredibly enticing to
viewers.
Finally, many true crime podcasts and shows feature
a mystery element, where listeners feel like they too are
working to solve the case. Like more traditional murder
mystery books and movies, true crime media offers those
who tune in the chance to puzzle through complicated cases,
and feel vindicated if they can piece together the answer
before it is revealed.
While there are many theories as to why true crime
has taken the entertainment industry by storm, one thing is
certain: people love it. Whether it’s an evolutionary, emotional,
or personal appeal, this gory genre is not leaving
the media anytime soon.
EXHIBIT
8
Album Alcove
BETTI PANG ‘23
Staff Writer
MUNA: an indie pop celebration of identity and being true to yourself
MUNA was released on June 24, 2022 as
the indie-pop power trio’s self-titled and
third album. After being dropped by their
previous record label, MUNA made a
triumphant return with “Silk Chiffon” featuring Phoebe
Bridgers, released by Saddest Factory Records.
“Silk Chiffon” is a celebration of queer joy, from the
catchy chorus to the But I’m a Cheerleader-inspired music
video. The carefree, fun, and iconic track has perfectly
kickstarted a new era for MUNA’s Katie Gavin, Naomi
McPherson, and Josette Maskin.
In March, MUNA officially announced the album
with the release of their second single, “Anything But Me.”
It’s a classic pop-bop about “trusting yourself and
your instincts enough to walk away from someone while
you still have love for each other and before it gets too
bad,” according to MUNA’s Instagram page.
In the song’s killer bridge, Gavin sings, “I would rather
lose you, than who I’m meant to be,” before catapulting
into the energetic outro.
In an interview with the New York Times, McPherson
remarked that the album represents “self-definition
and agency and identity and interrogating those things…
And also knowing that nothing is fixed.” These ideas manifest
themselves in the band’s third single, “Kind of Girl.”
The song takes on a country-like quality, with guitar and
strings as the backbone of the instrumentals.
As the heart of the record, the track expresses the
freedom in allowing yourself to change and grow. It’s a
overall rating:
10 / 10
most likely to recommend:
silk chiffon
favorite song:
loose garment
true MUNA power ballad, building in layers until the last
chorus surges in vocals, strings, and synths. The bridge
describes the central message perfectly: “I’m a girl who’s
blowing on a dandelion thinkin’ how the winds could
change at any given time.”
The band’s fourth single, “Home By Now,” is a floaty
pop track that reflects on doubts and regrets from ending a
relationship. The song’s steady beat seems to drag behind,
rather than chase after something, like a thought that just
won’t go away.
Imagine dancing in your room and tossing yourself
around. Imagine running across a field with the
wind in your face. That’s what this song feels like. The
scream-worthy bridge contains one of the album’s most
iconic lines: “Why is it so hot in LA in late October?”
“Loose Garment” is perhaps my favorite track. The
song almost breathes, as if taking the first shaky breath
after a long period of suffocation. The words speak for
themselves: “Used to wear my sadness like a choker, yeah,
it had me by the throat, tonight I’m feeling draped in it like
a loose garment, I just let it flow.”
The lightly sparkling production and strikingly sincere
lyrics truly make this track stand out. It leaves me
with the feeling that it truly does get better, and hopefully
it does the same for you too.
The 11-track album captures the essence of MUNA
magic: solid, vulnerable songwriting, crisp production,
and the trio’s stunning friendship. MUNA has truly done
it again, somehow even better than before.
Design and graphics by Amara Okechukwu ‘24 and Greyson Walko‘25

october 2022 OPINION | 05
The Dreaded “A” Word:
LYDIA SNYDER ‘23
Features Editor
Applications
How does college stress affect Baldwin students?
In 1982, Stephen Hansell published
a paper called “Student, Parent,
and School Effects on the Stress of
College Application,” about “Acute
College Application Stress.”
He lists familiar challenges as the
cause: test-taking, application decisions,
and pressure from others. So, is the process
the same today?
Ms. Box, one of Baldwin’s college
counselors, pointed out that the internet
and the COVID-19 pandemic have both
changed the college process.
She explained that there can be “mixed
messaging” online, which forces students
to decipher what to trust, nonetheless likely
stumbling upon misinformation.
Social media posts about SAT/
ACT scores and college acceptances may
also lead to unhealthy comparisons. The
internet overall seems to amplify already
extant stress.
The pandemic, on the other
hand, has brought both good
and bad changes. According
to the Urban Institute, the
number of test-optional
schools nearly doubled from
spring 2020 to December
2021. These shifts have
made the process more
accessible for many.
Additionally,
changes that proliferated during the
pandemic have also led to “incredible
increases in applications, across
predominantly highly selective colleges
and universities,” Ms. Box said. Along
with the pressure to get into “high-ranking”
schools, decreasing admissions numbers
and the resulting added uncertainty have
piled on student stress.
So how stressed are Baldwin students
when it comes to the college admissions
process?
Out of a sample of 44 Upper School
students surveyed from a mix of grades,
the vast majority, 91%, had completed
some college application-related activity.
Students were asked to share the hours
they’d spent on college-related activities in
the last week. Sophomores, juniors, and
seniors spent a significant amount of time
working towards
t h e i r
college
applications, with the hours increasing
by grade. Notably, this survey was taken
during the senior college visits between
September 15 and 16; this accounts for the
stark contrast between the average of three
hours for juniors and nine for seniors.
Students were then asked to rank
their own stress and estimate the rest of
their grade’s on a scale from one to ten.
The reported and estimated stress both
increased steadily from year to year.
The freshman class ranked their stress
as a four, the sophomores a five, the
juniors a six and a half, and the seniors
an eight. Interestingly, lowerclassmen
seemed to underestimate the stress of
their grade, while upperclassmen seemed
to overestimate the stress of their grade.
Freshmen predicted stress level four,
sophomores level five, juniors jumped up
to an actual six and estimated eight, and
seniors levels were an eight.
Respondents identified different parts
of the application process as the origin of
their worries.
Betti Pang ‘23 said, “It can be
incredibly nerve-wracking to face the very
real possibility of not getting into a school
that you love.”
Wynne Conger ‘23 said,
“Deliberation, and by
extension, personal
doubt, was a much
greater stressor
than I initially anticipated.”
But what can be done about this
pervasive stress? Is it inevitable, or can
we reduce the anxiety associated with this
challenging process?
Ms. Box had multiple suggestions for
students who are struggling. She said, “If
you possibly can, try to avoid focusing on
the uncontrollable aspects of the process.
Letting go of that, and really focusing on
the tasks that you can control … is a very
empowering approach to [the process].”
She also recommended viewing the
application process as a personal journey–
a chance to reflect and grow.
For freshmen, Ms. Box said, “I would
encourage students starting out high school
to enjoy that time and just enjoy being
themselves and exploring who they are and
their interests before they enter the official
steps of the process.”
To seniors, she advised taking
advantage of their first normal year of high
school, with all of the events and traditions,
and not letting college take over the senior
experience.
As Stephen Hansell highlights,
college stress has persisted for a long time,
and it may not be going away any time
soon. But by dealing with it in a healthy
way, students can prepare themselves for
the bright future ahead while learning to
appreciate the here and now.
9.5
3
Students were asked, “How many
hours have you spent in the last seven
days on college-related activities?”
Hours Spent
1
2
Design and graphics by Trisha Yun ‘24
Photography by Emilie Xie ‘24
9 10 11 12
Grade

06 | CENTERFOLD the hourglass
“One thing I really want back is Family Gathering.
Those were so fun: it was awesome to have the entire
school all together in little groups. I got to see the
Lower School kids (I never see them ever, now), and
especially for Middle Schoolers, it’s just great
because you can give them advice as an Upper
Schooler. We did fun activities and all came
together. You can also have a ‘little sister’
as an Upper Schooler. Honestly, those were
some of the best moments I can remember.”
-aida haile ‘23
“We always say we want to advocate for
need to continue to find more ways to inte
with the difficulties that come with bein
As an example, in 8th period Anatomy a
Ms. Calnan, we went outside for the first
class for meditation and mediation – tha
helpful having come from almost a fu
minute classes. It was a great way to r
brains in order to have a productive cl
think things like that should be seen as ne
to our edu
- Lauren B
“I want the highschool experience to expose me to
a variety of people and communities so that I will
have great role models and the opportunity to
reach all my capabilities.”
- Jennifer Ma ’25
“reinven
th
uppe
scho
“In my version of the ‘new’ high school, I really want
people to focus on having interconnectedness within
the grades. The fall of my freshman year, before
COVID, I could talk with seniors without feeling
nervous. As a senior, though, I don’t see that now
and want to see it again, even to a higher level
where everyone feels comfortable speaking
during meetings, sports practices, and more.”
- Yemale Febres ’23
Where is the Upper School he
COVID?
LAUREN HALA
Opinion Wr
It’s our first school year since 2020 that feels almost like Baldw
normal. In a time where none of the Upper School student-b
School pre-COVID, Mrs. Reed is compelling the 9th-12th
invent” the Upper School into what we want it to become.
opportunity: Aspects of the Upper School we want (or don’t want
common theme? Commu
“I want to see more community building: to see
us all coming together as a grade. we are already
really close but I want to see us all pull
through our Upper School years together.”
- Bella Gillis ’24
“I think it’s great that this year all C
trictions have been taken off and all g
the upper school are able to experien
most out of their year here. I can’t wa
be a part of the fun and excitement tha
this year will bring.”
-Sophia ran ‘23

october 2022 CENTERFOLD | 07
Design by Emily Zhang‘23 • Photography by Sophia Ran‘23 and Emilie Xie ‘24
ate for mental health, but we
s to intersect that advocacy
ith being a Baldwin Student.
natomy and Physiology with
the first ten minutes of
ion – that was really
ost a full day of 70
way to refresh our
uctive class, and I
een as necessary
our education.”
Lauren Brown ’23
“In general, making reforms to the cafeteria
since we’re no longer distanced: bringing
back old foods/drinks, maybe providing
more space for students to sit. (I’d love the
cafeteria to bring back the frozen
yogurt machine, too).”
- Hafsa Kanchwala ’25
nting”
e
per
ool
“I’m a fan of the no homework days and I
think we should have more of those weekends,
or continue that in the future.”
- Eliza Bryant ’24
l headed as a division post-
VID?
N HALAK ‘24
nion Writer
like Baldwin has returned back to normal, or at least a new
l student-body has experienced a full year in the Baldwin Upper
e 9th-12th grade to consider the opportunity we all have to “reo
become. Gathered below are student anecdotes regarding this
don’t want) to bring back and new qualities we want to add. One
e? Community building.
“One downside of COVID was how each class
felt more separated. I would really love to see
little things and changes: more tables put together,
more collaborative environments. COVID
created a divider between students because of
the required distance and obstacles it made:
we need to take that divider away and come
together as a community. It will take some
adjusting, but we’ll all be better because
of it in the future.”
- Caroline Parillo ’24
ar all COVID resand
all grades in
experience the
can’t wait to
ment that
“The theme of this year is mental
health: Can we as a student body
advocate for mental health
days? I’d love to see that
become more normalized
and built into Baldwin,
particularly in the
Upper School.”
-Eesha Sharma ’24

08 | ARTS the hourglass
ARTIST OF THE MONTH:
CARLEY TAYLOR ‘23
Staff Writer
LESLIE NGUYEN ‘23
Senior Leslie Nguyen returns from a creative summer as Head of the Arts League
Design by Leela Rajagopal ‘25 and Laura Mantini ‘24
Photography by Sophia Ran ‘23 and Leslie Nguyen ‘23
Despite an unconventional three
years of Upper School, Leslie
Nguyen ‘23 has become an
incredibly accomplished visual
artist. Her work can be seen frequently
in Baldwin’s art shows, and this year, she
has taken her place as Senior Head of Arts
League.
Nguyen has been exploring the art
curriculum throughout her time in Baldwin’s
Upper School. She has taken Ms.
Wilke’s Drawing and Painting class every
year since 10th grade, but her artist career
began all the way back in her middle
school art classes.
This past summer, Nguyen took her
passion for art beyond Baldwin’s walls and
spent six weeks at an arts program hosted
by Carnegie Mellon University. While she
prefers expressing her talent through painting,
she took seven different art classes,
experimenting with everything from photography
to screen-printing. She was able
to explore her passion, meet student artists
from around the world, and experience creating
in a new setting.
Nguyen describes her artistic process
as a “routine” where she follows a specific
process in order to create her final piece.
She explains, “First I look for inspiration,
then I decide what size I want it to be, and
then I make the canvas and just start.”
Although she prefers painting, Nguyen
occasionally draws, with no preference
for her subjects. She finds her inspiration in
“anything that looks cool.” When it comes
to her preferred content, Nguyen loves to
paint landscapes or colorful abstract pieces.
The “vibes” of her paintings vary, as
she expresses that her work is “really just
everywhere.”
She is not the only artist in her family,
either. Nguyen was introduced to visual
art through her two older sisters, who share
her love for art.
Nguyen especially appreciates the
Baldwin art program’s abundance of artistic
resources, saying, “We have a lot compared
to other [schools].” This plethora of
options offers students many opportunities
to explore their own unique interests.
There are materials for sculpting, painting,
graphic designing, jewelry-making, and
more.
“It’s not everywhere that you see a
jewelry studio,” Nguyen adds.
One of her goals as Arts League head
this year is to experiment with class portfolios.
Nguyen’s plans to have each art class
pick a theme to express, and each student
create a piece with respect to the theme.
Art is an important part of Leslie’s life,
and she hopes to support her fellow artists
within the school community through her
position as Head of Arts League. She explains,
“I’m not the best with words, so I
like using art to express what I’m feeling.”
“Pink Sky Mountain” by Leslie Nguyen ‘23

october 2022 SPORTS | 09
Athlete of the Issue:
Katie Reed ‘23
Superstar lacrosse player Katie Reed is headed to Washington and Lee University
SOPHIA RAN ‘23
Media Director
Design by Emily Zhang ‘23
Photo courtesy of Katie Reed ‘23 and SmugMug
Be the “glass half-full person.”
You’ve probably heard this
saying at least once, yet, in truth,
many people struggle to live by
this motto. However, one person that has
strived and succeeded in embodying this
attitude is Katie Reed ‘23.
Reed has been a multi-sport athlete
all her life, but she recently committed to
playing the sport she shines most at—lacrosse—at
Washington and Lee in Virginia.
Reed is influenced by both her brother,
Henry, as well as her mom, both of
whom played lacrosse in high school and
college.
Reed first picked up a lacrosse stick
when she was six. As a midfielder for
Baldwin’s team and for the Philly Blast
Lacrosse Club in Newtown Square, her
dedication for the sport is reflected in the
amount of hours and commitment she has
put in every week year-round.
From her freshman to junior year,
Reed spent around 16 hours a week either
playing on the field or training. Currently,
she continues to hone her skills through
solo training and hour-long games every
Sunday.
Reed’s career has been filled with
countless memories she’s made with her
teammates. She is particularly proud of the
last game she played with her club team.
Reed recalls the joyful moment her team
prevailed in an intensely competitive game.
Reed also highlighted a game last
year that gave freshmen and two new players
a chance to participate—evidence of
her love and support for her underclassmen
teammates.
Giving a shout-out to Meg South
‘25 and Sabine Kim ‘25, Reed said, “The
whole team started jumping up and down.
It’s always fun to see newcomers who are
learning or just trying out the sport succeed.”
In understanding the importance of
team spirit, Reed falls short of no one.
When asked about the most important
thing to remember for playing lacrosse as
a team, she confidently replied that it was
“knowing and exploiting your teammates.”
Reed said, “Acknowledge your teammates
are there and for a reason. There is
no ‘I’ in the team and it’s difficult to win a
game when you’re just trying to play ‘me
against the other team.’”
As an advocate for team chemistry,
Reed stated that bonding between teammates
is what “makes or breaks a team.”
She said, “The connections you make
off the field are what decides the connections
you make on the field.”
For Reed, lacrosse has not only
strengthened her enthusiasm for working
with others but has also taught her important
lessons about
her own mindset as a
student athlete. She
stressed that there
are times for putting yourself first, as well
as times for putting others before yourself.
Most importantly, lacrosse has taught
her discipline. She recalled, “There isn’t
a single year that has gone by since first
grade that I haven’t had to balance school
activities and lacrosse.”
However, this has only cemented for
Reed the importance of balance. She said,
“It’s important to start early and make
habits. Academics is always the stronger
choice between lacrosse and academics,
and prioritizing is important to prevent
stretching yourself too thin. There are times
when you have to make difficult decisions
because you can’t be in two places at once,
so having the power to decide which is the
more important event is crucial.”
Reed’s ability to juggle multiple activities
at once is not shocking, considering
her involvement in several other extracurriculars.
She is captain of the soccer and
indoor track teams, head of Athletic Association,
and Senior Head of KIVA.
Going forward in her college career,
Reed is looking forward to “playing with a
totally new group of girls.”
She sees her future at college as “basically
starting over,” adding, “I’ve had very
limited experience with starting over, as
I have been in the same place for a long
time.”
In addition, she’s excited to play at a
higher level, alongside her brother who
will be a senior on the Washington
and Lee’s men’s lacrosse team

10 | FEATURES the hourglass
Addison Milner ‘25 trying to complete
her task at school, leaving
more free time to herself.
THE COST OF EXCELLENCE
AT THE BALDWIN SCHOOL
What does it take to be “accomplished”?
GEORGIA JANE WHAMOND ‘25
Staff Writer
Baldwin sets lofty goals as an
institution: to achieve excellence
in academics, arts, and athletics,
while also teaching its students
to maintain a healthy equilibrium.
The mission statement on Baldwin’s
website reads: “The school nurtures
students’ passion for intellectual rigor
in academics, creativity in the arts and
competition in athletics, forming women
capable of leading their generation while
living balanced lives.”
But is it truly possible to be this
exceptional? If so, how can it be done, and
what is lost along the way?
For this article, a survey of Upper
School students was conducted regarding
club membership, competitive club
membership, number of honors classes, and
number of AT classes. On top of that, the
survey asked students the number of hours
they spend on their commute, homework,
athletics, and other extracurriculars.
The results of the survey were
striking: from a sample size of 49 students
in the Baldwin Upper School, the average
Nikoletta Kuvaeva ‘25 completes homework in her free time.
student spends about six hours and 45
minutes every day on their commute to
and from school, homework, athletics, and
other extracurricular activities.
When accounting for seven hours of
in-school time and eight hours of sleep (the
lower end of the amount recommended for
teens by the CDC), that leaves only two
hours and 15 minutes of free time in the
day. During this brief window, students
are expected to eat breakfast and dinner,
socialize, work, and attend to family
responsibilities. This brings us back to the
question asked earlier: how?
Rachel Gopalani ‘23 said, “Right
now, [the workload is] pretty light because
I dropped a lot of honors and AT classes.
I’ve been on the honor roll all throughout
high school, so within the context of my
academic work, I’d say it’s extremely
heavy.”
When asked if she felt the workload
at Baldwin left space for athletics and
extracurriculars, Avani Shah-Lipman ‘25
said, “It depends on the goals that you set
for yourself… if you’re somebody who
wants to take six AT classes then maybe
not. If you set more realistic expectations
of yourself, then it’s doable. It’s not easy,
but it is possible.”
On whether she often feels
overwhelmed by work, Gopalani remarked,
“I don’t often, actually—I’m not someone
who gets stressed in terms of schoolwork.”
Shah-Lipman and Gopalani, along
with Aubyn Mackey ‘24 and Chloe
Watson ‘24, were asked to describe the
expectations placed upon them as Baldwin
students. Respectively, they chose the
words: “intense,” “unnecessary,” “highperformance,”
and “diligence.”
“
When accounting
for seven hours
of in-school time
and eight hours of
sleep (the lower
end of the amount
recommended for
teens by the CDC),
that leaves only two
hours and 15 minutes
of free time in the day.
“
Overall, the pursuit of excellence
at Baldwin is one of its most defining
characteristics. This is both a strength
of the school and a potential struggle for
its students. Regardless of its upsides
and downsides, this facet of the school’s
identity undeniably influences the culture
and learning environment at Baldwin.
Design by Gemma Young ‘25 and Julia Baur ‘25 • Photography by Kathryn Crispo ‘25

october 2022 FEATURES | 11
Design by Cathy Wang ‘23 • Photography by Sione Brown-Alexander ‘24
To Read or Not to Read:
Shakespeare In The
English Curriculum
Why is English class dominated by a single playwright?
AVA YORKS ‘25
SANA GOYAL ‘25
Staff Writers
Students at Baldwin read at least one
play by William Shakespeare every
year, starting in seventh grade.
Some students wondered: Does
such a large amount of material by one
white, English playwright from the 1500s
contradict the curriculum’s goal of teaching
a diverse range of literature?
Ms. Greco explained that Baldwin
does not teach Shakespeare solely because
it is tradition. She hopes no department is
teaching Shakespeare “just because it’s a
classic or because [they’ve] always done
it—that argument has no merit.”
Rather, the English department is motivated
by specific, pragmatic reasons to
share Shakespeare with students, and English
Department Chair Dr. Sullivan and
English teachers Dr. Forste-Grupp and Ms.
Greco shared a few of these arguments.
Ms. Greco explained that the first reason
Shakespeare remains valuable is that
students will be exposed to Shakespeare in
every aspect of their lives. Dr. Forste-Grupp
agreed, saying, “A lot of the characters and
themes and language have seeped into our
collective understanding, so say when you
reference a line from Macbeth, everyone
knows what you mean.”
Dr. Sullivan added, “Shakespeare sets
up the foundation for human psychology in
literature.”
Because of the influence of these
“cultural touchstones,”’ teachers fear students
will not be able to truly appreciate
pervasive Shakespearean references if they
do not have the opportunity to familiarize
themselves with his work in Upper School.
Dr. Forste-Grupp said that if we were
to swap Shakespeare for other works, “we
would be doing [students] a grave disser-
vice since allusions to Shakespeare characters
and plays permeate modern literary
texts; lines and characters appear in political
writings, the plot narratives become
cultural touchstones for writers and philosophers
to challenge.”
Another reason behind the emphasis
on Shakespeare in classrooms is that the
rich literary components in Shakespeare’s
plays make them ideal for teaching. Their
themes and metaphors help students develop
critical thinking skills.
Both Dr. Sullivan and Ms. Greco acknowledged
the disparity in the literature
that becomes “classic.” They recognized
that Shakespeare’s plays are products of
their time, and therefore may include anti-Semitic,
racist, or misogynistic themes.
When asked how Shakespeare became
so influential in the education system,
Ms. Greco said, “If we are getting to
the nuts and bolts of it, it is likely due to
Eurocentric white supremacy.”
However, this doesn’t mean the teaching
of Shakespeare need feed into these
ideals.
Ms. Greco explained how she “combats
the discriminatory aspects of Shakespeare
by addressing them in class, rather
than ignoring them.”
Dr. Sullivan discussed how, when
choosing plays for the curriculum, she “not
only takes into account discriminatory language,
but also how marginalized characters
are portrayed throughout the play’s
performance history.”
Baldwin students reading Shakespearean plays in the library.
McKayla Hoilett ‘25 and Dylan McKeown ‘25 discussing The Taming
of the Shrew.
Dr. Forste-Grupp took a seminar
through the Folger Shakespeare Institution
the summer of 2021 that offered ways to
diversify Shakespeare. She looks for performances
and interpretations of Shakespearean
works that include more diversity.
Another important factor to consider
in the controversy surrounding Shakespeare
is that many students enjoy reading
Shakespeare, and claim that it’s their favorite
part of English class each year.
Carley Taylor ‘23 said, “I think there
is a lot of beauty in [Shakespeare’s] language…
and I think it’s really interesting
how stories have evolved over time.”
Brooke Woo ’25 said, “Part of the reason
I enjoy reading Shakespeare is because
I can resonate with his writing due to my
existing familiarity with the storylines.”
But if students simply like the familiarity
of Shakespeare and the experience of
performing a play, then would they have
the same enjoyable experience if they explored
the works of more diverse or contemporary
playwrights?
In response, Daria Scharf ‘25 said,
“The problem is, we don’t know because
we haven’t been exposed to anything besides
Shakespeare.”
This returns to an essential question:
If Baldwin wants us to have an explorative
learning experience, then why are students
exposed to such a narrow range of playwrights?
When asked this, Dr. Sullivan pointed
out another significant qualification
of Shakespeare: the maturity level of his
plays tends to suit high school students
well. According to Dr. Sullivan, many contemporary
plays are “better suited towards
a college classroom” since many contain
graphic material that could be upsetting for
younger audiences.
However, Dr. Sullivan did point out
that students have often been assigned
more modern plays for summer reading.
Some examples she shared are Pygmalion
and A Doll’s House.
Additionally, although Shakespeare is
at present the only playwright that students
read, the broader English curriculum contains
significantly more diversity. Works
by women and people of color that students
read include Toni Morrison’s Song
of Solomon, Marjane Satrapi’s Persepolis,
and Zora Neale Hurston’s Their Eyes Were
Watching God.
“
Although Shakespeare
is at present the
only playwright that
students read, the
broader English
curriculum contains
significantly more
diversity.
“
Though Shakespeare remains valuable
for many reasons, Ms. Greco said she
“[doesn’t] think we need Shakespeare every
year” and that there is room to explore
whether “Shakespeare can be swapped
for more contemporary and diverse playwrights.”
After opening the discussion around
the importance of annually reading Shakespeare’s
plays, we found a nearly unanimous
consensus that there is a great benefit
to teaching his work in the classroom, and
that exposure to Shakespeare is a crucial
part of a student’s academic literary journey.
However, there remains controversy
as to just how much Shakespeare we need
to read, and in what other ways we can
push our curriculum forward to include
more diverse voices.

12 | BACKPAGE the hourglass
Design and graphics by Cathy Wang ‘23
What’s The
2. What is your favorite TV show?
A) Stranger Things or The Bachelor
B) Squid Game or American Horror Story
C) Gilmore Girls or Heartstopper
Perfect Fall
Activity
For You?
Find out with this quiz!
D) The Crown or The Queen’s Gambit
E) Survivor or Virgin River
3. Imagine you won the lottery—what
travel destination are you hitting first
in the US?
A) Exploring Pike Place Market in Seattle, Washington
B) Going on a ghost tour of Salem, Massachusetts
C) Apple-picking on a farm in the Illinois countryside
D) Attending a musical performance at the The Morgan Library and Museum
in New York City
E) Camping in Acadia National Park, Maine
4. You’re getting in the car for school
and you realize you forgot something!
What is it?
A) Your reusable cup
B) To study for your test first period
MAKENNA WALKO ‘23
Editor-in-Chief
It’s that time of year again– the leaves are beginning to change, local
bakeries are full of pumpkin-flavored everything, and the scent of
crackling campfires is in the air. With autumn in full swing, you may
be asking yourself: Where can I go to savor this season and fully
embrace the fall vibes?
Well, you’ve come to the right place! This quiz will help you find
the perfect hangout spot for you and your friends this fall. If you end up
hooked on pumpkin spice lattes, you can thank me later.
1. What do you normally do when you’re
stressed?
A) I’m usually stressed because I have a lot to do, so I grab some coffee
to fuel me and get right to it.
B) Stressed? I don’t sweat the small stuff—I can always deal with
whatever life throws at me.
C) Spend time with friends, or put some comfort food in the oven.
D) Take my mind off it and try to unwind by watching a good
movie, listening to some music, or taking a nap.
E) Get out in nature! Walking, running,
playing sports– getting some fresh air
a n d
exercise always helps clear
my head.
C) Your beanie and scarf
D) Your time-worn copy of Harry Potter (you’re re-reading it for the third
time)
E) Your running sneakers
Results
Mostly As: Coffee lover, you should stop by Starbucks or Dunkin’
for a pumpkin spice latte—of course—or another fall-flavored drink.
Warm or iced, these drinks are delicious treats that are only around for a
limited time.
Mostly Bs: You’re scared of nothing! Stop by a local haunted house
(Bates Motel, Eastern State Penitentiary, and Pennhurst Asylum are personal
favorites) to push your courage to the limit.
Mostly Cs: I bet fall is your favorite season, isn’t it? For all the
wholesome autumn vibes, go pumpkin picking with friends or family.
Linvilla, Highland, and Maple Acres are just a few local farms I would
11/10 recommend.
Mostly Ds: You appreciate a rainy day and a warm cup of tea, and
fall is the perfect time for both. Head to Ludington Library and
curl up with a good book (maybe a murder mystery?) to
enjoy the cozy fall weather.
Mostly Es: Surprise, surprise—you love nature no
matter the season. To appreciate the beautiful
fall foliage and the crisp autumn
air, why not go for a run or a relaxing
stroll on the Haverford College nature
trail?