One ‘Iolani Alumna, Ann Truong, posted on the page saying, “I just wanted to say that this reminds me of that whole Robe Day Tuesdays / Group Against Robe Day / Group Against Group Against Robe Day thing.”  She is referring to an activity that some ‘Iolani students took part in which consisted of wearing robes to school on Tuesdays.  The practice soon split the senior class of 2010 into those in support of the day and those against it.  The issue reached a boiling point when a student brought the issue to Mr. Brown who reviewed the practice and then deemed the robes outlawed under ‘Iolani dress code.

The point I’m trying to make about this alumna’s post is that if this page is dividing the school, should it be allowed?  We were a school founded under the motto “One Team” and the Occupy ‘Iolani page has done the opposite and created two sides.  I’m not at all discouraging political talk among students and I recognize that with politics come strong emotions.  However, each side has made their points clear and explained their views.  This Facebook page serves no other purpose than to present a bad reflection on the school and remain as a digital scar which will invariably evoke strong emotions as students happen upon it in the future.  Therefore I strongly feel the page should be taken down.

However, with this statement comes with one caveat.  I think that the page should be taken down on the creator’s own accord.  School intervention on the issue would only ignite the issue once again and create more tension and division within the school.  I feel that it’s safe to assume the creator is an ‘Iolani student, since the page seems to only be commented on by ‘Iolani students and no 3^rd party protestors.  So, the creator of the page should have a moral obligation, as an ‘Iolani student, to prevent harm to his or her school and its image.  The deletion of the page should not be viewed as a defeat of the protestors, but rather as a progressive change which will benefit the protestors, counter-protestors, and most importantly the school as a whole.

The junior class of 2013 had planned on being able to use an electric guitar, an electric bass, and a drumset for musical support during Cheerfest, and had written their cheer around that idea. However, over the past two weeks, junior class coordinators were forced to significantly alter the cheer’s structure and instrumentation due to a rule that they were unaware of with only a few practices left with their classmates.

Taylor Ann Katase ’13, one of the juniors’ cheer coordinators, would have been playing the drumset during the cheer.  She said in an email, “I actually didn’t personally talk to him, Emerald [Tsui '13, junior class president] and a few other seniors did.  But he told them that the amps and the drumset would create a fire hazard and that the instruments would drown our grades out (which, by the way, is ridiculous because the amps are tiny and my marching snare is louder than my drumset). [. . .] A couple of seniors were trying to argue for it as well because they were also going to use electrical instruments and drumsets.  They were the ones who confirmed to me that we were not allowed to use those instruments.  We couldn’t even use double A battery powered amps.”

As someone who uses multiple large amps on a regular basis, the idea of these things being a fire hazard didn’t seem reasonable to me.  So, I turned to the Director of Student Activities, Mr. Kirk Uejio, as coordinator and overseer of Homecoming activities. Mr. Uejio said in an email, “We have a Homecoming packet that goes out to the advisers at least a month before Homecoming starts with guidelines about the week, rules for lip sync and cheerfest, deadlines, responsibilities, etc. We have quite a few guidelines for Lip Sync and Cheerfest and one of them is about the use of portable, non-electric instruments. It’s something we added a couple of years ago because of keeping aisles/doorways clear and making sure it doesn’t turn into a musical act.”

Katase added, “He told us this a few weeks ago, but confirmed it last week. Emerald [Tsui] went in to the SAO and talked to some people in there.  They said it was okay as long as we didn’t have a recording.  Because of this, the (no amps) rule was only confirmed last week Wednesday.”  Tsui then conveyed this news to Katase, and they both had to “scramble” to make the cheer acceptable under the new guidelines.  “On top of that, our grade was going nuts because they didn’t understand why we were changing it.  We were all freaking out,” she said.

As a member of the junior class myself, I was naturally upset about the last-minute changes in our cheer and understand the class’ vexation.  While I don’t intend to vilify or place direct blame on any of the executive parties involved, the whole problem in this is simply a lack of communication between Homecoming coordinators, class advisers, and cheer officials and writers.  When I heard of the developments, I was very surprised that there was even a rule about Cheerfest instrumentation, for I distinctly remember things like drumsets being used in previous years.  However, if an information packet is sent out to advisers with what seems to be ample time before Homecoming, why were so many people involved unsure of the rule?  A lot of unnecessary frustration could have been avoided, but only if all parties can understand these rules clearly.

It is a speech we have ALL heard at least once, from some teacher, but most likely many, many more times than that.  It is a speech which basically equates procrastinating to a crime punishable by death.  It’s a highly exaggerated speech that tries to scare students into doing their work way before due dates.  To the ‘shocking’ surprise of everyone though…the speech rarely works.  Students still continue to write whole papers, while jacked up on Red Bull, in the early morning hours before a paper is due.  We still see our friends frantically studying, for the first time, in between periods on their way to a test.  However, many times, contrary to the belief of teachers, students procrastinate not out of choice, but out of necessity.

Especially as you progress into the later years of high school, the daily homework load becomes so great that you don’t have enough time to do all the homework that is due the next day, let alone homework that is due two or three days from then.  Even when students do have some extra time, they would much rather devote that time to sleep than homework.  (Not to say this situation is true of all students, every single day during the school year, but there are times when this is the case.)

The point of this isn’t to attack teachers for this speech and their views on procrastination; in fact, the teachers are simply doing their job and much more by trying to look out for their students through this speech.  The point is that sometimes teachers should take a moment and reflect on their high school years, because, believe or not they went through high school too.  They experienced the stress and anxiety we all do at points throughout the year.  So, please teachers, before scolding your students for sub-par work because of procrastination, take into account the amount of work all of us students have and realize that sometimes for us, procrastination isn’t a deliberate choice, it’s the only choice we have.

When the events of 9/11 happened, I was only in second grade and seven years old. Getting ready to go to school, I turned on the TV and saw two burning buildings and footage of their collapse over and over again. I heard words like “hijacked” and “terrorists” thrown around by reporters, but I was completely unaware of their meanings. And unlike many who were awoken by their frantic, emotional parents, I woke up while my mother was still asleep, leaving me alone to comprehend the magnitude of the event as I walked to the bus stop.

At school, my second grade teacher sat down our class on the floor and talked to us, trying — probably like many other teachers across the nation — to explain an event that simply could not be explained. And of course there were the questions. Who was attacking us? Were we at war? Would we be attacked again? All of these were questions I’m sure the rest of America was asking. But rather than answer those uncertainties with conjecture and guesses, our teacher told us to reflect on the tragedy by writing in our “writer’s notebooks.”

Writing about September 11 in my writer’s notebook was my first journalistic experience: I wrote like a reporter, citing facts I’d heard and recounting the events of the day in the way a newspaper might have report it. But unlike most others, I focused on the facts and the events, rather than the depth and magnitude of the moment: the heroism of those who went back in that flaming inferno, knowing they may never have come out; the courage of those aboard Flight 93 to prevent the deaths of even more people; the number of people who lost their loved ones; and how changed America would forever be.

Looking back at kindergartner Landon, the rest of the Lower School, and the many others who know little or nothing about that day, we cannot teach the events of 9/11 like just another history lesson filled with facts. It was more than just a day filled with tragedy, death, and acts of violence. As those who woke up that Tuesday morning and found our lives changed forever, it is our duty to teach these future citizens the lessons we have learned from that day: lessons of acceptance and tolerance, courage and heroism, and above all, the need for unity.

The best thing about this school has to be the opportunities it gives to its students. Just stepping through the door of a classroom for an “introductory meeting” can lead to life-changing experiences, new friends, and wonderful memories. It may be awkward stepping into a meeting alone without any friends, but taking that first step could end up being the best decision ever.

I’ve found myself in places I’ve never dreamed of being: halfway around the world in Istanbul, in the finals of the state wrestling tournament, and playing guitar alongside professional musicians, to name a few.

However, none of this could be accomplished without years of hard work and commitment. It peeves me to see people who lack the ability to give any effort. I mean if there’s some commitment, do whatever it takes to fulfill it. I know that there are those tired days, and “homework is overwhelming me” days, but there’s always someone out there having a worse day than you are, so just suck it up and practice.

I know that the whole “One Team” thing may be a bit overused but if you decide to be a part of a team, committee, or club, give everything you’ve got, if not for yourself, for the people around you, and they’ll thank you for it.

Self-confidence and belief in one’s own abilities goes a long way too. Everyone is capable of doing great things; the hard part is just believing that it’s possible.

I used to think that ‘Iolani didn’t have a positive effect on me. I still think that there are a lot of political issues with the administration and staff that hold the school back from reaching its full potential. Advisers and coaches don’t want to do certain things because they don’t like either the students or other teachers. They also think that their extracurricular activity is the only important one, distracting students from academics or taking care of themselves physically and emotionally.  I learned that many of my classmates cheated and were rewarded for it. Often, teachers act like they have not matured from high school. It seems that despite my initial thinking, learning isn’t as important as the grade you earn at the end of a quarter– if you want your transcript to look good.

I finally learned by my junior year that I wasn’t satisfied with just “okay,” getting by with minimal effort. I realized that I wanted to put in the effort and commitment to see results, and I thank the teachers who supported me and put up with me until I had this revelation. I think I learned a lot from my peers as well.  Whether you were a teammate, classmate, stand partner, or debate partner, I thank you for what I have learned from you.

Be kind to each other. Break down those assumptions of people outside your group and really try to get to know them; you’ll be surprised. Quite often, they’re a lot deeper than what you see on the surface.

I will always be grateful to the teachers of ‘Iolani. Whether I struggled or sailed through their classes, whether I liked them or not, whether they liked me or not, I grasped something of value from each one of them. I wish I could write every little thing I miss about each teacher I’ve ever had. But that would be infinitely too long, and we don’t like wordiness, so all I can say is: Thank you.

The paradox of the situation is fascinating. It’s the place I love to be at and the place that causes the most pain and stress. Thankfully, such unpleasant tribulations are in the past, and I have blossomed from an awkward, ungainly twelve-year-old to an awkward, clumsy eighteen-year-old.

Okay, I haven’t changed much. I’m still awkward (look at the picture to the right if you need proof of that), but the difference between now and six years ago is comfort. When I first entered ‘Iolani in seventh grade, I was awkward because I wasn’t comfortable with who I was. I worried about fitting in with other kids and discovering myself. Thanks to some amazing friends, I learned one of the most important lessons of my life: different is good.

Even if I can’t walk in a straight line, I’m still me. I’m that kid who turns one chin into seven in a matter of seconds; the one who trips on the last step of a staircase and sprains an ankle two days before the ILH swimming championship; the first one to laugh at herself anytime she does something embarrassing. And you know what? I love it.

As people grow up, many try to align themselves with a certain clique. Don’t do it. It’s not worth it to lose yourself trying to be a person who you aren’t.

At the same time that you are maintaining who you are, take time to enjoy life. My friend Brandon Kumabe ‘09 wrote in his senior reflection, “Don’t lose yourself to the machine.” I have seen people give up their true passions to pursue paths that are not of their desires.

Although school is important, students must take time to enjoy themselves. One of my friends complained that he hated ‘Iolani because he spent his entire six years focused on grades. School does not equal life.

Learn vicariously from those around you: be who you are. Maintain your individuality and make the most of your opportunities. Most importantly, don’t lose yourself to the machine.

Callahan’s experience is not uncommon in the current cutthroat competition known as college admissions. Colleges send emails, letters, guidebooks, and many other forms of spam to young students who are well qualified for college, based on their standardized test scores. As the age of the student increases, so does the volume of material.

Mr. Todd Fleming, director of college counseling, said colleges start sending mail to eighth grade students after they take the SAT when they apply for the Johns Hopkins Center for Talented Youth program.

“The colleges just take all test takers of a certain score and above without looking at the age of the student,” Mr. Fleming said.

The idea behind sending so many emails is that colleges want to be on the student’s radar. Students will look into the colleges and decide to apply. But just how effective is this tactic?

Most students tend to discard the e-mails as spam. Callahan stopped reading the mail soon after he began receiving them.

“I just delete them or move them into a folder,” Callahan said. “I get more e-mails from colleges than I do from school or friends.”

As of Feb. 13, I have 349 emails in my inbox from colleges to which I did not apply. (The 100+ e-mails from colleges that I did apply to are in a separate folder.) The emails I have saved are from May 2010 until February 2011; at first, I directed them directly to the trash folder.

The number of e-mails was so great that it was a daily chore to redirect them to a folder I entitled “Propaganda.” I received five emails in a single day on Oct. 8, Oct. 26, Nov. 1, Nov. 2, and Nov. 29 of 2010.

I feel harassed by some colleges. The most annoying emails often state, “You are important to us…and that’s why I’m extending your priority deadline, (INSERT NAME HERE)!” If I were really interested in your college, I would have applied before your second or third “extended deadline!”

In regards to the “unresponsive potential applicants,” it amazes me that colleges can’t catch a hint. E-mails with headings such as, “I’m concerned I haven’t heard from you, (INSERT NAME HERE)” are THE most aggravating e-mails. I did not talk to anyone from your college, or request any information from your college, or respond to any of the 20-something e-mails from your college. (My apologies, U of Portland, if you feel that I am overly critical of your recruiting methods.)

Mr. Fleming said he has warned college admissions officers that students don’t like receiving these e-mails. However, by keeping a particular school’s name in a student’s mind, the e-mails might make that student more likely to apply. This drives up the number of applicants, thereby reducing the admission rate, thus making the school look more exclusive.

Colleges should realize that students do not read all the messages they receive. The spam is unnecessary and more often results in aggravation than application. In theory, bombarding students with e-mail keeps that college in mind; in practice, the barrage is just harassment.

The myth that by attending a top 10 university, students will be given a “door opener” into life, and they will be showered with success wherever they go.

High school is supposedly a time of fun, self-discovery, and occasionally some chaos. The prospect of college, however, seems to unsettle a few students as they squeeze in honors and Advanced Placement classes and pile on extracurricular activities to make that myth a reality.

Taking AP classes primarily for the GPA boost and erratically signing up for activities usually result in an unhealthy amount of stress, and in the worst case, a developing annoyance for school. High school then becomes only “a ticket into college,” as Dr. Peter Webb puts it.

There is nothing wrong with wanting to go to Harvard. However, “‘high pressure’ students and parents are unlikely to be satisfied with nebulous goals. And that means a top 5 university, whether or not that school will actually provide that student with the best fit, or even if that student has the personal intellectual interests to take advantage of that school’s opportunities,” Dr. Webb said.

As the architects of their own education, students ought to take into consideration whether taking six AP classes, joining ten different clubs and organizations, and sleeping for five hours nightly is the price they are willing to pay to attend a “prestigious” school, even if they enjoy being in those ten different activities and six AP classes.

“Harvard, like any other school, provides a quality education if the student actively works at gaining that education,” Dr. Webb said. “You can spend four years at Harvard and come out with nothing but a piece of paper.” Instead of wanting to attend a university solely for prestige, students should find a school that fits them.

“Then, instead of taking 5 APs to get into Harvard, students will take whatever number of APs they take because they are passionate about learning and about the subjects they have signed up for,” Dr. Webb said.