Commentary

Let’s Talk About _______
Commentary

Let’s Talk About _______

After the publication of the State of the Academy, students were bombarded with statistics, each vying for the attention of the student body. The survey, however, missed a vital statistic: in the print copy of the issue, the raw numbers for socioeconomic status were never stated. Our diversity is our strength: this is a mantra…

Stressing the Importance of Support
Commentary, Featured Posts

Stressing the Importance of Support

This spring, flowers aren’t the only things growing in Andover — the additional stress students feel from AP exams and SAT tests is in full bloom. Lately, students have been complaining about their amount of stress and the number of “L”s — short for loss, a term that’s synonymous for failures or setbacks — they…

Commentary

Here We Are, Hear Our Message

Two weeks ago, during the Means Essay All School Meeting (ASM), students heard a speech which touched on the author’s personal experience with Judaism, feminism, and camaraderie. The speech was beautifully-written, but for some Jewish students, it felt like a deep attack on our culture and existence. Let us be clear: we do not believe…

Commentary

Posting Truth vs. Post-Truth

While dissecting articles from various corporate news sources such as “The New York Times,” “The Economist,” and “Breitbart” in my previous Religion and Philosophy class, one of my peers asked, “Do you trust the news?” The answer to this question is not simple — especially in the post-truth era, where it can be difficult to…

‘13 Reasons Why’: An Incomplete Narrative
Commentary

‘13 Reasons Why’: An Incomplete Narrative

Almost overnight, the young-adult novel turned TV show “Thirteen Reasons Why” has become a national phenomenon. The reception among teens has been enthusiastically positive, while parents and medical professionals are less pleased by its overwhelming popularity. Many American schools, including my old high school, have sent emails home to explain the detrimental effects of the…

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