Windsock

The Re-Revolutioned Windsock: Vox Populi

Welcome back to another year of peppy updates, complain-about-the-workload-columns, and candid camera shots. When Mr. Leonard asked Rose Jantzi and me to be the Windsock’s co-editors, I jumped at the offer. If I could have chosen any girl in the school to edit with, I could not have asked for a better partner than Rose. My first thought was, “What marvelous things shall we do with this opportunity? Let us count the ways…” Soon, however, I began to think that there were a few too many marvelous things and also to realize that, after a successful year online, the Windsock could go any one of a thousand different ways. 

I am the little altruistic planning child who sits in on executive meetings and sighs, “Oh wouldn’t this be lovely? And wouldn’t this be almost as lovely? And OH! THIS IS THE LOVELIEST OPTION OF ALL!” However, as any mildly intelligent sixth grader well knows, these whimsical little blurbs must be sorted through and prioritized. When the rubber hits the road, direction trumps indirection, however appealing that indirection may be. 

But how are your editors to arrive at this direction? If I thought only of myself, Rose and I would probably fulfill our editorial duties in grammatically slaying every article that came to us through the Windsock’s journalists and spouting our own quaint philosophies on the side. In fact, that’s a close description of what I likely will do without any outside guidance. But I don’t want that. 

I want guidance. Specifically, I want your guidance. I know (believe me, I really do know) that you hate filling out pointless little polls as to what you prefer in which whatever and how you rate that or the other from 1 to 10. I don’t want your ratings. What I want is your preference. 

The Windsock, in my year-long vision of the paper, should accurately reflect our student body. We don’t need to gloss over the grime. We don’t need to spend hours on perfecting our passive or active voices. We are the voices of our school. 

In my year of journalism, I met many people, heard many stories, called many homes at suppertime and disrupted many meals. As the year progressed I learned to step away from my articles. I lost my voice to the voice of the people I interviewed. I struggled to get inside their minds, to understand their perspective and to portray that perspective exactly as I heard it. After years of trying to find my own voice as a writer, I discovered the voices of the people around me. I listened to them “Mmmmm, mmmm-ing” on the phone, and, the phrase I repeated time after time, “Tell me more.”

Not surprisingly, I am asking the student body for more again. I want your guidance to know which direction you want this paper to head. Do you want more sports shots? Do you want a chance to get your picture into the Top Ten Photographs of every month? Do you want a “Dear Abby” column? Perhaps you have an opinion to air, a joke to tell. Maybe you feel that your passion needs a soapbox. We want to be that soapbox. 

If, in this year of student reporting, you feel that the Windsock has become dry or irrelevant, this is not only your journalists' failure to provide you with good reporting. It is also your failure to communicate. In order to create the ideal Windsock, journalists and students must be in touch with each other. Your journalists want to be your microphone. We want to be your written word, the vox populi, the voice of the people of the EMHS community.

- Co-Editor Hannah Cranston

The 4-H Community

Sophomore Kaitlyn Revercomb (below) and Junior Deanna Reid (left)are both members of 4H, a club that meets monthly to discuss environment and community issues.  Club members must attend nine of these twelve meetings, complete one project, and give one presentation to the group.  Many members choose raising an animal as their project, and enter this animal in the yearly Rockingham County Fair.  Through its members' research and work, 4-H is, in its own way, changing the world by creating skilled and conscientious young people.  It's much more than girl-scouts for farmers.

"I pledge my head to clear thinking, my heart to greater loyalty, my hands to larger service, and my health to better living, for my club, my community, my country, and my world."  This is the 4-H pledge.  4-H members are taught to act for the good of their local and global world.

Says Reid, "Through raising and breaking my steers I have learned that being calm and quiet is not only beneficial when training animals, but also when relating to people in different situations.  I have made countless new friends at the various steer workshops and meetings, and at the fair itself."

- Hannah Cranston

Student Profile: Connor Wolfe

Connor Wolfe began playing minor league baseball in kindergarten, when he was five years old.  Since then, every sports year has found him on the courts and fields.  This year at EMHS is no exception.  Wolfe played both JV basketball and soccer for the Flames, and now plays Varsity baseball.  "He's focused," says Stefan Baughman, "And intense.  He's got a really good arm, plays hard."

Wolfe talked about the influences in his life.  He doesn't follow any famous sports heroes, but he does have a few of his own.  "I really look up to the Seniors.  It feels good to be on a Varsity team, and to have the older guys cheer you on," he said. He remembers the person that first inspired him to be an athlete.  "My grandad played football, baseball and basketball for Virginia Tech.  I really want to live up to what he did."  He says that, especially this year, when he began playing baseball after years off the field, his grandfather's example encouraged him. "He was my motivator," he said. The first baseball game this season was intense for Wolfe.  "But I hit two triples.  I was really happy about that."

Wolfe remembers many intense moments from this sports year.  The JV Basketball's first game against Harrisonburg was, for him, "emotion-filled."  He was back in his old school, playing against the team he used to be a part of, while crowds of his old friends watched from the bleachers.

Another intense game for Wolfe was in the tournament this soccer season when he broke his wrist.  "I ran someone over and my wrist caught on his shoulder and snapped back."  This sounds painful, until you look at Wolfe's long history of sports-related injuries.

Playing basketball on a little plastic hoop in his basement, Wolfe suffered his first sports-related injury when his foot slipped on the doorstop.  "I had a hole in my foot.  They took me to the hospital and gave me stiches," he explained. Then, in 7th grade, in a baseball scrimmage, Wolfe hit the ball forward and it curved back and hit him in the mouth.  "It had a weird spin on it. I didn't realize it 'til there was blood."  While playing football for Harrisonburg, he got a stinger, which he explained is "when you mess up the nerves in your neck," that still aches occasionally.  In 7th grade he broke his ankle playing soccer and had to have surgery.  "I missed a baseball season because of that, but besides that I've only ever missed one game because of an injury."

These injuries have discouraged him.  But he said, "What I think is important is bouncing back.  Everybody makes mistakes, what is important is how quickly you can bounce back from them...just don't give up."

- Hannah Cranston

Senior Teach Day

Senior Teach Day, as described by Mr. Elwood Yoder, is a chance for seniors to "find out what it takes" to be a teacher by gaining practical experience in teaching EMHS classes.

Mr. Curt Stutzman asks students which classes they are interested in teaching and pairs them with teachers that are willing to let them take a period. He says that past students have valued the experience as "an insight."

Last Tuesday, February 26, eight seniors participated in Senior Teach Day: David Jost, Nathan Hershberger, Amy Leap, Hannah Beachy, Jenna Lim, Tucker Wheatley, Britney Wenger, and Ellie Fisher.

These seniors taught World and U.S. History, Spanish, and Art classes. Says Mr. Yoder of his student-teachers David Jost and Nathan Hershberger, "They walked in and were ready to roll," and of Amy Leap, "I hope Amy becomes a teacher. She's a natural."

David Jost emphasized the importance of teaching to the community. "Any experience gained in all that is valuable. It shouldn't be allowed to die off."

- Hannah Cranston

I Once Was Lost

This semester's Spiritual Renewal Week, EMHS students focused on God's grace in using average people to accomplish His will in the world.  Each day, we watched a part of Walden Media's Amazing Grace, a documentary of William Wilberforce's fight to abolish Britain's slave trade.  Wilberforce's passion for this cause drove him to sacrifice complacency and peace of mind, to get his hands dirty in a corrupted political system.  His work inspired thousands of people to sign petitions and join him in acts of solidarity, like refusing to "take sugar in our tea."  he continues to challenge us today, as we contemplate the sacrifice it might take to examine the injustice in our lives and work to meet the needs around us.

Senior, and member of Chapel Planning Committee, Nathan Hershberger says that the film is "A really excellent movie," and that it "could inspire people to live a better life even in the face of adversity."  Says Junior Allen Bondurant Carter III, "I was mad because I didn't want to like it... and I did."  Walking through the halls last week, as I heard snatches of the hymn Amazing Grace, I hummed and sung: "how sweet the sound, that saved a wretch..."  Hopefully, those words will follow us into the rest of the school year.

Hannah Cranston

Our Volunteer Drama Troupe

EMHS's Drama Troupe provides an opportunity for 10-12 students who have expressed an interest in theatre to present fun and engaging productions to captive (and often active!) audiences of Elementary School kids.  Since Mrs. Linda Miller began it three years ago, the Drama Troupe has presented the play Robin Hood and Charlotte's Web, both successful productions.  This year they continue to amaze their fidgeting audiences with another play, Henry and Ramona.

Members of the Drama Troupe speak well of their experiences.  Joe Philips appreciates his cast members for their enthusiasm because "everyone here is a volunteer."  Liz Marin enjoys her appreciative audience: "We visit with the students for a little bit before each performance.  We also enjoy writing down quirky things that the kids say and our screw-ups in a quote book."

Hannah Cranston

Harrisonburg-Rockingham Youth Council

Malinda Bender (pictured left) and Mandi Stoll, EMHS' representatives to the Harrisonburg-Rockingham Youth Council, meet with other area high school representatives monthly to discuss community issues.  Malinda describes these meetings as "fun and crazy," an opportunity to meet new people and learn from their experiences.  Area youth discuss teenage pregnancy, alcoholism, and drug abuse, while, at EMHS, Malinda says, "we aren't exposed to any of that stuff."

The council hopes that discussing these issues in an open and constructive environment will involve youth in the change we want to see in our community.  Mandi Stoll says that the council desires to help youth and the community "work as one rather than opposing each other."  Though the council only began meeting in October 2007, enthusiasm for community work is already building.  Mandi (pictured below) describes the "great and creative" plans that they have to serve the community, beginning in downtown Harrisonburg.

- Hannah Cranston

Big Brother/Big Sister Program

On the first day of sixth grade, no one is your friend. The just-crossed bridge from your childhood is smoldering behind you. You will never go back to those carefree days of endless recess and naptime, when your biggest worry was your weekly duty as a goldfish-feeder. Needless to say, the transitional confusion and grief that every sixth-grade child suffers is enormous. EMHS does whatever it can to ease their passage.

The Big Brother/Big Sister program, initiated by Mr. Eberly, is a way of providing these students with a more welcoming environment in their first year of transition. Each new middle school student is paired with a returning junior or senior. A group of students consult a list of the middle school student's interests so that they can match the Little Brother/Sister with a like-minded Big Brother/Sister.

These "siblings" sit by each other in every chapel. Beginning each day with this brief meeting, they may well begin to form a relationship that will make a difference in both of their lives. Each quarter, sibling pairs meet over lunch in the cafeteria to eat and talk together, and to enjoy the ice cream that comes free to every student in the program.

Though, admittedly, some sibling pairs don't hit it off, success stories are encouraging enough to convince EMHS that the program is an important part of both older and younger students' school experience. Some relationships extend beyond school.

While at EMHS, alumni Melody Bomberger was a Big Sister to Laura Leischner. Melody wrote journals to her Little Sister, leaving them in her locker every day. Laura responded in the notebook and returned it to Melody's locker. As the year went on, their relationship deepened through these notes. The friendship did not stop when Melody graduated. The pair kept in touch while Melody went through college, and in 2005, Melody included Laura in her wedding. Melody and Laura are still great friends.

When Katie Sacra came to EMHS in seventh grade and became Laura's Little Sister, Laura was ready to follow Melody's example. Melody had, in Mrs. Leischner's words, "set the tone" for Laura. She and Katie also became good friends.

Says Katie, "Laura and I still stay in touch and get together for breakfast or lunch." Now, in her senior year, Katie can pass this friendship on to her Little Sister, Joy Njoroge. Katie says that she learned a lot from Laura. "She's been my example of how I can be a good big sis to Joy now."

EMHS gives its students a unique opportunity to build relationships through this "mentoring" program. But, like everything in life, this experience is what you make it. While some Big Brothers and Sisters find it a stretch to even share an hymnal with their partners, others have shared themselves, dedicating to and energy to the relationship. Melody Bomberger will take the initiative in beginning lasting friendships.

- Hannah Cranston

These Brothers of Mine

“For I was hungry and you gave me something to eat; I was thirsty and you gave me something to drink, I was a stranger and you invited me in, I needed clothes and you clothed me, I was sick and you looked after me, I was in prison and you came to visit me….whatever you did for one of the least of these brothers of mine, you did for me.”
-Matthew 25: 35-36, 40

Listening to Anna Gant, Emily Anderson and Becca Crist in chapel a few weeks ago, I was filled with admiration for the passion that took these girls to Washington D.C. to join the AIDS Walk. I often feel compassion and a desire to help alleviate the pain that overwhelms the world, but I have rarely acted on my convictions.

I have no end of excuses for myself. I am too busy. I don’t have time. I don’t have enough money to make a significant contribution. I haven’t found the right opportunity to help. But these excuses did not keep Anna, Emily and Becca from acting. They found the time, they found the opportunity, and they made a significant contribution. How could this story fail to inspire?

The thought of anyone finding offense in what these girls said had never crossed my mind. But, while talking to people after chapel, I realized that I had assumed far too much. Some people were outspoken in their objection to the AIDS walk.

Why? Because the AIDS walk was “for gays.” Though there are many “innocent” AIDS victims, a walk specifically to benefit gay AIDS victims is an insult. Gay AIDS victims deserve what they are getting because it is the logical outcome of their immoral behavior. Why should we support them?

At first, I was at a loss as to what to say in response to this. I had thought that I was relatively “on the same page” as these people, but I was not even in their book. I couldn’t begin to say anything that would help them understand me, because we were operating under such different assumptions. I felt that I was speaking a foreign language, and the words that I heard were no more coherent.

The question I was not able to answer has not left me.What is the justification for helping gay victims? This is where I ask myself: why should we help anybody? Why should we love anyone or act on that love?
The answer is simple. Because He first loved us, and died in an act of love we will never be able to fathom. Do we imagine that because we are rich enough, because we have “good” parents who made us go to Sunday school and who now pay for our Christian education, we are in any way better than people who have not been so blessed? Can we claim our morality, our “good behavior,” for ourselves, and say with a smile that we would be the people we are today without the advantages had from birth? Can we look on any people, whom the Lord Himself has looked on with unbearable love, and say that they do not deserve our time, our money, and all our hearts?

This is not a matter of Gay’s Rights. It’s not a question of whether being gay is "okay." This is a matter of helping the sick.

Christ claims as His brothers the hungry, the thirsty, the naked, and the sick. He tells us that anything we do for these, we have done for Him. Does Christ claim as His brother the gay AIDS victim? I believe that He does. I believe that when Anna, Emily and Becca joined the AIDS walk, they walked side by side with Christ.

- Hannah Cranston

One Perspective on the Nerd Herd

The nerd has traditionally been recognized as the solitary, assiduous student with the foggy glasses and mountainous backpack, subject to all the bullying and condemnation of a wider student body. The nerd is a misunderstood genius, brilliant and awkward and miserably alone. Not so at EMHS. The nerds of our school have embraced their identity and joined to form a group they call ‘the Nerd Herd.’ Their cryptic symbol, the circumscribed Anarchy/ N/ H, blooms on posters, whiteboards, blackboards, random lockers, on the pages of textbooks and on the insides of desks. Last year they celebrated the election of one of their members, Dustin Crummett, as SCO president. Now one finds his name scrawled on lockers, on T-shirts, and wherever else an exuberant nerd has made his mark. These scribblings are often coupled with slogans such as: “Dustin is awesome!” or “Dustin is extremely attractive!” or, more pointedly, “Down with Fascists!” These nerds are an undeniable force. They offer no excuses and they make no apologies.

- Hannah Cranston