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- The History of Halloween
As you already know, kids, teenagers, and adults celebrate Halloween each year. The excitement shifts from the youthful feeling of going out trick-or-treating and dressing up, to attending parties or haunted house events. Simply staying home and giving candy out to kids gives adults joy and a sense of nostalgia, seeing themselves in the kids who have spent the fall-centered month finding the perfect costumes. Many have probably asked themselves at least once in their life something along the lines of “Why is there a day dedicated to costumes and asking strangers for candy?” While it’s surely not something kids complain about, it is an interesting thing to ponder since the actual backstory of the holiday provides reason for our seemingly random modern traditions and practices. The somewhat irking origins of Halloween are heavily overlooked, and many will admit they don’t know the history behind the celebration even though it’s quite interesting! Halloween dates back to the Celtic festival of Samhain. This took place 2,000 years ago in countries now known as Ireland, France, and the United Kingdom. On November 1st, the Celts considered summer over and they celebrated their new year. This also meant the beginning of the cold winter, often associated with death. Celts believed that on the night before the new year, the worlds between the living and the dead could merge, and boundaries blurred. On October 31st, the ghosts of the dead were believed to have returned to Earth. The ghosts were thought to damage crops and provoke trouble, but the Celts also believed these supernatural entities helped the Druids, or priests, predict the future. These prophecies were a large source of comfort during the dark, colder months to come. Druids built bonfires, where people gathered to burn crops or animals in sacrifice to the Celtic deities and spirits. In doing this, they wore costumes and told each other’s fortunes. When this sacred commemoration ended, they re-lit their hearth fires from the bonfire for protection. By A.D. 43, the Roman Empire had conquered most of the Celtic territory, ruling the lands for 400 years. Two festivals of Roman origin were combined with the Samhain celebration, Feralia and Pomona. Feralia was a day in late October when Romans traditionally honored the passing of the dead. Pomona was the Roman goddess of fruit and trees, and she was also celebrated on this day. The symbol of Pomona is the apple, linking to the tradition of bobbing for apples that many participate in during fall. Halloween was originally extremely limited in colonial New England because of the religious, Protestant belief systems there. As different European ethnic groups and American Indians began to share customs and beliefs, what we now imagine when we think of Halloween began to develop. Neighbors would share stories of the dead, tell fortunes, and dance. The telling of ghost stories began becoming popular, and by the mid-19th century, autumn festivities were common. New immigrants flooded America soon after this, popularizing the celebration of Halloween nationally. Americans began to dress up in costumes and go house to house asking for food or money. This practice would develop into today’s “trick-or-treat” tradition. Halloween parties became very common in the late 1800s. Parents were encouraged to take anything too scary or frightening out of these celebrations for children since Halloween began to evolve into a day targeting the youth. This caused Halloween to lose most of its religious and sacrificial origins. In the 1900s through modern times, Halloween developed into what we know now. The trick-or-treating practice was revived since it wasn’t very expensive, and it was an easy way for a community to share the celebration of Halloween. Today, an estimated $6 billion has been spent annually on Halloween in America, and it is now the nation’s second-largest commercial holiday after Christmas. While it’s arguable that some of the history and backstory of Halloween is chilling, it remains very intriguing and unique! The original undertones of the holiday may even contribute to the scary and frightening atmosphere of the celebration. Happy Halloween!
- Flashes of Oblivion
The chilling breeze that welcomed me gently, while mellow melodies repeated in my ear. The sight of a dim crescent moon that stabbed my eye, Not with its light, but with its alluring view. Crossing these streets, I saw houses with doors closed. I wandered more thoughts while falling into alienation, In awe of the mere existence I once took for granted. I want to be in this moment. Eternally. But I can't. I could never. The melodies stopped, The thoughts faded. Now I hear chatters of familiar voices. I am back to where I was, Something held me back. Something part of me- human.
- Flushed Away: The Quest for Improved Bathrooms
In the maze of bustling hallways at our high school, there's an issue that often slips through the cracks- the less-than-ideal condition of our bathrooms. These spaces, meant to be clean and comfortable, have become a silent battleground that affects us all. This essay sheds light on the often-overlooked state of our lavatories, calling not just for awareness but for a collective push toward positive change. The Unseen Struggles of Our Bathrooms: Picture entering a bathroom, hoping for cleanliness, only to find disorder, broken fixtures, and a lack of necessities. The sorry state of our bathrooms raises questions about the care we give to these shared spaces. Messy stalls, faulty fixtures, and a constant shortage of soap and paper towels are daily challenges our bathrooms face. The Impact Beyond Aesthetics: The consequences of neglected bathrooms go beyond appearance. They affect our hygiene, comfort, and, most importantly, the health of our school community. As students, our daily routines involve these spaces, and the conditions significantly shape our overall experience within these walls. Taking a Stand: The responsibility for change isn't just on the custodial staff; it's a shared duty among every student and faculty member. It's time to start a movement that not only highlights the issue but actively works towards creating an environment that reflects the respect we owe to one another. Proposed Solutions and Initiatives: Raise Awareness: Encourage open conversations about bathroom conditions through forums, student publications, and social media platforms, using the hashtag #CleanUpOurSchool. Reporting Issues: Set up an easy way for students to report bathroom problems to the administration promptly. Student Involvement: Suggest and establish a student-led committee focused on advocating for better bathroom conditions, instilling a sense of ownership and pride in our school environment. Examining the Broader Impact: Taking a closer look at our bathrooms reveals more than just disarray and a lack of essential amenities. Broken fixtures, unkempt stalls, and the perpetual shortage of soap and paper towels present daily challenges in these shared spaces. This condition prompts reflection on the overall neglect of these facilities, sparking questions about the respect given to an essential part of our school environment. The issues extend beyond individual experiences, affecting the collective hygiene, comfort, and health of our entire school community. As students, we navigate through these spaces daily, and the state of our bathrooms significantly influences our overall experience within the school walls. Conclusion: Our high school is a place of learning, growth, and community. It's crucial to extend the care we show in classrooms and hallways to the often-neglected bathrooms. "Flushed Away: The Quest for Improved Bathrooms" is more than just a story; it's a call to action. Together, let's reclaim our lavatories and create a space that mirrors the excellence we strive for in every aspect of our high school experience. In the pursuit of better bathrooms, we forge a path towards a more considerate, clean, and collectively enriching educational environment.
- As Time Passes By
Life without phones was simple then. Wish I could go back, be a child again . You could talk aloud without a weird look, But now its odd, makes you look like a crook. It was fun to go on a walk with your friends, But the scrolling on TikTok never seems to end. Life without phones was simple then, If we don’t go back, this generation will come to an end. By: Payton Brown
- Coming of Age
Getting older, more responsibilities. Drowning in homework, while they still assign more work. Home life, school life- it's looking like there's no in-between. Remember when we were little and getting older was a dream? Who could blame us, we didn’t see this coming. Now all I can hear is the school bell drumming.
- Recent Bans Stir Conversations among Students and Teachers
Views Expressed Disclaimer: The views and opinions of the respondents do not necessarily reflect the views of the writer, the school in which these responses were from, and the news organization. Just this year, a proposed AP African American Studies course was rejected for including topics such as Movement of Black Lives and Black feminism, and AP Psychology was banned across the state of Florida for violating state law on teaching gender and sexual orientation. These came to fruition with the passage of legislation such as the "Stop Woke Act" and "Don't Say Gay" laws. Following these apparently controversial actions, we have decided to ask both students and teachers of Centennial about their thoughts, concerns, and insights--which we received generously. Since we also focus on the AICE Program, we also addressed the differences between AICE and AP and the extent to which these decisions affect our learners, especially after College Board's official statement saying they are surprised that IB and AICE/Cambridge—after agreeing to Florida’s demand that they exclude all references to gender and sexual orientation—expect universities to accept their courses and exams for college credit. When asked if AICE censors certain aspects of its coursework to avoid legal consequences in comparison to AP, Ms. Woessner, a social studies teacher who's been in AICE for some time, believes that it does not. She elaborates further, saying "Right now in AICE Psychology, they’re researching studies on gender preferences for toys, and we’re gonna be having discussions on gender identity and whether [it] is biological or not. I really don’t think it’s censored; it’s [a part] of the curriculum and it’s what I teach." She does, however, disagree with the decisions but thinks "it will not [affect] the students a whole lot because we still have AICE, we have an alternative, students are still getting college credit." Finally, she expresses her opinion: "I honestly think this choice makes no sense. If you’re already teaching stuff like this in other subjects, what exactly are you banning?" Alouna Alincy, an 11th grader, says that she does not agree with these decisions because she feels like "it hinders a lot of the things you're able to learn about how the mind works and how [it] affects their society and the intersectionality that comes [with that]." She then shares an experience- "I found that really cool when I took normal psychology, I just feel like a lot of that will not be able to be studied in depth without having AP Psychology." An 11th grader who wishes to remain anonymous holds a similar conviction. She believes that these decisions "would keep students from learning about things that they'd be interested in and by making it illegal, then it prohibits students from learning topics that have been taught in school for a long time." The anonymous 11th grader also said yes regarding whether these decisions hinder her potential to gain an understanding of these "offensive'' areas, especially in preparation for higher education. "Yes, it definitely does [hinder my potential] because the courses you take in high school are important because if you want to take a career in example, psychology, then colleges would see that you’ve taken these courses, but they won’t be able to if they’re not allowed to." Meanwhile, Alouna sheds light on an important situation, saying that "the normal version [of psychology] isn't really taken as seriously as AP Psychology so maybe the learning isn’t as structured. [Therefore], they will miss out on a lot of things that they will get from more structured learning. Also, they’re no longer able to fill certain prerequisites that they would’ve been able to if they pass[ed] the AP Psychology exam." The question of whether this affects them personally was also brought up, and to answer, an anonymous respondent said "Yes, it affects me personally because if this type of topic isn’t taught in school, then people wouldn’t be able to learn, for example, AP African American [Studies] and I believe that if history is taught, then every history should be taught [in depth]." Meanwhile, both Shaina Abraham, a 12th grader, and Alouna are not personally affected by these decisions, but they know people who were either interested in the class or wanted to pursue psychology after high school. "I think it is a detriment [for] students who would’ve genuinely learned many things from that class because it could’ve broadened the mind of the students and the lessons learned would’ve actually stuck to the students," Shaina says. In addition, Alouna feels "it was unnecessary to ban AP Psychology because as high school students, [we] have the ability to not be swayed- their personal beliefs not entirely swayed- by what they're learning." From what she learned from normal psychology, even though part of our frontal lobe doesn’t fully mature until we’re 25, we still can make decisions like whether or not we would like to learn about these subjects. She also has something to say to parents: "Your fear should not hinder your child’s learning and you should be able to have trust in the system. Not in the College Board, but at least in those teachers, that they will teach [their] students in the way they're supposed to." This brings us back to Ms. Woessner, who was also asked if the state makes her feel that they trust her verdict and professionalism when making choices for the students. In response, she says "No, I think they don’t. I’m scared something’s gonna come up, you know, not just with the content I teach, but with the club I also sponsor, GSA (Gay-Straight Alliance). I’m afraid it’s gonna come back to me in one way or another. I’m nervous about it, nervous about these decisions that they’re making. They didn’t ask us educators about it, the teachers and faculty, they didn’t consider our opinion, and it’s affecting the students we teach, so no I don’t feel comfortable. She was also asked if her professional freedom is compromised with these legislations and if she fears facing legal consequences for potentially discussing gender and sexual orientation, to which she responded with "Yes, we have an ultra-conservative government pushing an agenda, and it’s bound to affect the way I teach. But, I mean, I try to stay neutral for most things, and I present the content the way it is. I’m not really worried about facing legal repercussions. Yes, sometimes I get nervous about it, usually because of the parents. The parents are the ones yelling the loudest. So, it really comes down to how they are." Furthermore, all respondents were asked to provide additional insight or an alternative solution. A teacher says "I just think that the people who are making these decisions should sit in a classroom. They should be placed in an AP Psychology classroom to see what really goes on. I believe it comes from a place of ignorance. Because these people from the district are making decisions that affect the classroom, and they aren’t in that environment.' On the other hand, a student believes that if anything, they should include classes that people want to take and they should be allowed to because it is voluntary. Another student agrees, saying that if it is really about "parental rights," then it would be as simple as having parents sign a consent form for students to take these classes, instead of taking them out as a whole. Finally, the respondents were asked to rate some statements on a scale of 1-5, with 1 being highly disagreed and 5 being highly agreed. 100% of our respondents highly disagree that the banning of AP Psychology and the rejection of AP African American Students were justified. In retrospect, 66% of our respondents highly disagree that intersecting sex and gender studies with psychology is indoctrinating students, while 34% somewhat disagree. All of the respondents highly agree that teaching Critical Race Theory should not be unconstitutional. While the topic has certainly polarized the views of many, it is clear that our respondents had similar opinions for the most part, and if there's a key point to be taken from above, it's that people within the educational system want to be heard and want their views to be treated just as important as those who have authority. If you have an opinion that you believe should be heard, feel free to leave them in the comments below. Special thanks to Nathan Oliver-Hamilton for making this possible by interviewing some of our respondents.
- Featured Student of November: Timothy Stevens
Timothy Stevens is a 12th grade student at St. Lucie West Centennial High School, and he is being recognized for his Goodwill & Compassion. As a team leader for assistants in the Media Center, he takes charge of tasks in the library and leads his fellow assistants. Furthermore, he makes an effort to have understanding and empathy for everyone and how they’re feeling and helps other students with questions about college and dual enrollment, making him more than deserving of this recognition! Have you thought of a student who deserves this same recognition? Nominate them through this form: https://forms.gle/5iTtr78W6QkcAJBJA