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The Great Gatsby: Chapter 10
By Eric Zhang, V Form
The Great Gatsby: Chapter 10
(Editors’ Note: In Ms. Matthews’ American Literature class, this assignment prompted students to create a 10th chapter of Fitzgerald’s The Great Gatsby, utilizing Nick Caraway’s melancholic tone and including some type of closure for the characters)
It had been five years since the funeral, and I finally returned to this city that I once thought was haunted. Everything was so depressing. There were no sounds of the orchestra playing or shimmering sights of the girls wearing fancy dresses with decorations on their shoes. The city of New York had changed since that October in 1929, what was later called Black October. I wandered the streets of New York, and ultimately, I was pulled back to the Eggs and Gatsby’s mansion. What was once a (more…)
U.S. Historical “I am” Poems
By Samantha Sarafin, John Hart, George Littlefield, and Ginny Walsh, V Form
U.S. Historical “I am” Poems
Each of our United States History courses revolves around eight major themes prevalent throughout history. One of those themes is the question of “Who is an American” at any given time in the nation’s history. In keeping with our work and also trying to connect what we do inside our classroom to the broader St. Mark’s community and world at large, each class took their Community and Equity Day “I am” poems and looked at them from a historical angle. Each student was asked to look at an “I am” poem from the perspective of a figure from history. Some students were asked to be someone as specific as Alexander Hamilton, while others were (more…)
A Swift Introduction to Programming with Swift
By Colin Capenito, III Form
A Swift Introduction to Programming with Swift
Apple announcing Swift
A few months ago, the Computer Science 1 class began to learn and work with a programming language called “Swift”. Swift is a programming language, used to create apps for iOS and OS X, the operating systems that run devices such as iPhones, iPads, and Macs. Swift is a relatively new language, only announced by Apple around 19 months ago. When it was announced, many were surprised: new programming languages are not created all that often. Developers were desperate to get their hands on Apple’s new language, curious to see what it could and couldn’t do. Since Swift was released, it has grown into a popular language for anyone looking to create apps for the App Store. (more…)
The Quest: An Original Composition for a Life Philosophy
By Helena Lin, IV Form
The Quest: An Original Composition for a Life Philosophy
At the end of my fall Roman Religion and Philosophy class, Dr Harwood assigned us a free-swim 
final project that asked for a creative presentation, in any desired form, of something we found interesting and meaningful in what we learned in class. After several conferences with Dr Harwood, I decided to produce my first music composition, which aims to demonstrate my understanding of Epicureanism and Stoicism, the two Roman philosophies that we studied. (Click right image!) (more…)
Northern Pacific Seastar Asterias amurensis & My Zone as an Artist
By Mei-Mei Arms, III Form
Northern Pacific Seastar Asterias amurensis & My Zone as an Artist
(See larger image below)
This seastar originated in Japan, Korea, China and Russia, about 20-40 metres deep off the coasts of these countries. It was introduced by the ballast waters of cargo ships as they returned from these countries and used ocean water to replace the weight of cargo. They can reproduce without the aid of another sea star and can multiply in the thousands. Due their rough exterior, the Northern Pacific Seastar does not have many natural enemies. Their larvae are so small that we cannot find a way to capture them and nothing appears to eat them at that stage in their life cycle. The Sea stars eat crustaceans and due to their numerous population, when they enter a new area, their numbers can wipe out the whole population of crustaceans. They can break off limbs and these limbs can grow in to new Sea Stars, but this process does take years. (more…)
The Architecture of New England’s Boarding Schools and Its Significance
By Claudia Chung, VI Form
The Architecture of New England Boarding Schools and Its Significance
Post Revolutionary War boarding schools focused on educating America’s elites. These schools were products of their time; their values reflect a set of specific principles that their founders deemed admirable. Although these values evolved over time, they often included concepts of leadership, service to the nation, and dedication to one’s family. Schools built in the mid- to late- eighteenth century, the “Academies”, seem to reflect vastly different values than those of their “Episcopal” counterparts founded in the mid- to late- nineteenth century. Following the religious teachings of the Episcopalian tradition, episcopal schools boasted community and family based values; while the academies prided themselves on their focus on classical academics and service. The architecture of these schools closely follows architectural trends of their time and, at the same time, serves as powerful testament to the schools’ founding values. Despite each school founding with different affiliations, purposes, and people, the architectures of these schools deeply reflect the principles valued by the school —from its founding to present day.
La Realidad de la “Democracia Racial” entre Brasil (En Español and English)
By Theo Bartlett, V Form
La Realidad de la “Democracia Racial” entre Brasil (En Español and English)
Our core objective in our Spanish IV class is to study Latin American history in order to understand how and why Latin America has been shaped into the region that it is today. Within our curriculum, we accomplish this task by doing case studies on many different countries in Latin America, in which we study the national history of the country and then connect it to recent publications regarding its modern day situation. Within these case studies, we explore the demographics, economics, politics, and social scene of a country by immersing ourselves in Latin American literature, political debates, documentaries, and movies, and we reflect on what we have learned in both classroom discussions and written responses throughout the studies. Most recently, at the end of our case study on Brazil, we were asked to take the information that we learned in the PBS documentary “Black in Brazil”, which talks (more…)
Willing to Empathize with Another’s “Otherness”
By Hans Zhou, VI Form
Willing to Empathize with Another’s “Otherness”
“Come on, those chicks must be super proud to be portrayed that way,” a boy dismissively interrupted me during a class discussion while I was criticizing the eroticized female images in a magazine that objectifies women for commercial gains. Astonished and silenced, I could not believe what I had just heard. It was my first year in the United States. For a Chinese boy who longed for open-minded conversations in the United States, the all-male school atmosphere was not ideal. Identifying as a feminist only made things worse. I was publicly ridiculed for spreading “stupid feminism” and lacking masculinity. Admittedly frustrated, I was above all baffled. Why would people easily hold on to their prejudices without trying to listen to another perspective? (more…)
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