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“Jerry is truly a man you don’t meet every day,” Mr. Michael Rosemond said, yet for most of Longmeadow High School’s students this isn’t true. Mr. Jerry Murphy is someone they see every day but never think twice about it. 

For students, high school custodians tend to stay in the background. For many who have listened to him perform, though, Mr. Murphy doesn’t just stay in the background. When performing as a talented musician, he is very much in the foreground. 

“He has played all over the world,” said Principal Landers. Mr. Murphy has indeed toured all over Ireland and has played an impressive amount of shows in New York City, all with different bands. When he was 11, he also competed in the Irish Step-Dancing Nationals in Canada and placed. “I went out and danced and played the accordion with the bands.” 

Mr. Murphy, an accomplished accordion player, didn’t start with the instrument of his choice, however. “I started off with the flute,” he said, “[my mother’s] cousin was a famous flute player in Ireland.” Eventually, he did get his first accordion, and, from that point on, it was his main instrument. Mr. Murphy did not learn like everybody else typically does through books and painful lessons. Instead, he used his ears to figure out what was going on. “I did have a teacher, but he would just give me the stuff to learn by ear.”

Mr. Murphy will often play locally in Northhampton and down in Glastonbury, CT at the Irish American Home Society which, according to their website, is “A Society that brings together Irish and Irish American families and practices and preserves Irish traditions, culture, music, and friendship.” 

Mr. Murphy also plays with the Stout Porters, a band made up of staff at LHS, namely Principal Thomas Landers and Mr. Rosemond. “The Stout Porters never play for money and we perform for non-profits,” said Principal Landers, “Over the last several years we’ve raised over $10,000 for charity.” The band predominantly performs in March due to Saint Patrick’s Day on the 17th. When asked what Mr. Murphy brings to the band Mr. Rosemand repeatedly mentioned Jerry as a “raw and incredible talent… [who] just blows us out of the water” 

The spotlight doesn’t stray too far from Mr. Murphy. On Saint Patrick’s Day, he will come in and play in Mr. John Williams’ English classes. When asked why Mr. Murphy said that “[Mr. Williams] came up to me and asked if I could play since he was teaching about Ireland and the culture.”

Although Mr. Murphy performs every year, the general population at LHS is unaware either of his skill or even Mr. Murphy himself. However, the camaraderie he has found in his bandmates and colleagues has made LHS a special place. “I feel like I’m meant to be here,” was what Mr. Murphy said, “It’s fantastic.” Whether it’s the Red bulls or the coffees it certainly takes a lot to be Jerry Murphy, with or without the accordion.

Teenagers are overloaded with school and sometimes after-school activities, sports, and work. Money is valuable and precious, especially for high schoolers since their savings are more limited. Most students are paid minimum wage or below and some feel strongly about obtaining spending money. “When I don’t have any money I can’t go out and do fun things that make me happy. I can do things that provide me happiness with money,” says Avery Dumeny. 

Longmeadow High School’s 11th and 12th-grade students were sent a survey to capture information about their outside jobs and spending. This information is combined with 8 other students to synthesize students’ spending as well as capture their morals around money. 

The human population runs its life around money. We are expected to pay our share of expenses, which means that the general population has to budget their money. Math teacher Jill Murphy advises students to not “spend more than you make!”

Although money is something we crave, does it really make us happy? Seven students said yes, and one student said no. Money only buys happiness “to a certain degree and it can’t inherently bring happiness, but having money in a capitalized economy lowers stress, and lowering stress brings happiness,” said Aiden Rajczewski. Those who have money feel more secure, which leads to overall happiness. 

However, some believe happiness comes from within. “I would be perfectly fine doing something that doesn’t involve money because buying things I want won’t keep my happiness around. It’s not going to provide a lifetime of happiness as memories will,” said Isabella Vega. Vega believes money can provide good in the world, but not direct joy or achievement. 

A common question asked in society is if money contributes to success: “In this world yes. Money is everything. Economic status is, unfortunately, the defining factor for a lot of people,” says Audrey Chasen. She believes we are forced into this system and to be successful in the modern world we must confine ourselves to these standards. 

Out of the 108 students who responded to the survey, 46.2% expressed not having a job, while 57.4% of students do have a job. 8 students work 15 hours a week (the highest average amount of hours) and 11 students don’t work at all (the lowest amount of hours). 

Since there is a significant split between upperclassmen working vs not working, where they get their spending money will also differ. 38.3% of students said they get their spending money from their own budget, 16.8% obtain money from their parents, and 44.9% have a combination of both. Evidently, most students have a high level of financial support from their families. 

 High school students are constantly spending money, so what are these students spending their money on? 

Students identified purchases they made that brought enjoyment to them. Some chose practical items such as “my car because it gets me places,” says McKenna Williams. She explains how her car is useful to her, which brings her joy. Others also focused on materialistic items. The iPhone 14 was a student’s favorite purchase “because my phone was old, the screen was cracked, and I didn’t have a lot of storage,” says Avery Dumeny. Everyday items can bring enjoyment to people because having the next new thing makes individuals feel included.  

In order to have access to these everyday items individuals need a steady income. I asked these eight students what they would do if given a surplus of money.

If given a million dollars, some students would choose to invest it in themselves, while others have different priorities. “My first thought would not be to donate to charity, and I honestly doubt that I would donate much of it at all,” said Spencer Williams-Estevez. 

On the other hand, Vega would do good with her one million dollars by “giving half to a leukemia cancer charity because my sister died from leukemia,” says Vega. This doesn’t explicitly provide happiness for her but helps support an organization working towards a good cause. 

Contrasting from positive purchases, some students express their regrets about certain items when they could have handled their money more adequately. “I regret losing $500 in stocks,” says Joey Leander in a sorrowful tone. Although he believes money goes hand and hand with happiness, he regrets being hasty about his decisions. He enjoys earning money because “it’s satisfying to make money and see it grow,” says Leander proudly. 

Purchase regrets also come in physical form such as “clothing that I wanted at the moment, but later on, it wasn’t as exciting,” says Elizabeth Cowley. Self-control is crucial when it comes to money and small items we see at the store can be compelling. 

Out of the 8 students surveyed, they spent between $100 and $1,000 per month on personal expenses. I asked these same students how much money they spend on school-related expenses. The prices ranged from $50-$400 and the remaining four students spent zero dollars. It is clear that most upperclassmen at Longmeadow High School receive funding from their parents to supply their school expenses. 

The CLOSE Program is partnering up with Longmeadow High School’s STAND club to help spread awareness to teens about substance use. This year, they are focusing on getting the word out that most drug-related trends are false, “The goal is to shift all of the student’s perceptions around normal behavior. We know most students are making healthy choices but they don’t know that,” said Mr. Paul McNeil, the CLOSE Program Coordinator.

Mr. McNeil has been working with Ms. Shelly Warren, the district’s Substance Use Response Coordinator and the advisor of STAND Club, and Longmeadow High School club members to reduce the users of illegal drugs for five years.

They have been doing this by creating programs that further explain the effects of drug use, putting posters all over the school to let students know that not everyone is doing drugs. “They think that everyone’s drinking, they think everyone’s smoking weed, they think everyone’s making unhealthy choices,” said Mr. McNeil revealing the Social Norms Campaign 2022 at LHS.

The CLOSE Program and STAND club conduct surveys every spring and based on the stats, they either create more educational programs or teach students more on the effects of substances. “Last year, only 9% of students vaped and only 13% of students used cannabis,” said Mr. McNeil. “They think everyone’s making unhealthy choices and that it’s normal. And that’s not normal, that’s a minority of students.” 

 Their first major project this year “is a picture collage right outside of the cafeteria displaying what members of the LHS community “Stand For” displaying what we advocate for, interests, etc,” said Riya Sandler, a senior leader in the STAND Club. She also shares a project they have been working on with 8th-grade students, “We are now working on PSA displays for fentanyl and visiting 8th-grade classrooms to express substance safety,” said Sandler. Tarun Nandakumar, a club member, shares how they do them, “By hanging up posters advocating the dangers of fentanyl and putting them on the school TVs STAND hopes to prevent kids from using fentanyl and other dangerous substances.”

One of their major past projects last year was an appearance touch panel they organized to raise awareness on Narcan, “We’d have parents talk to other parents about how to keep their kids making safe and healthy decisions,” said Ms. Shelly Warren, advisor of STAND club, “we do a lot of different things.”

“I highly recommend joining STAND! We do many fun activities and work with so many people/groups in the LHS and the Longmeadow community, ” said Sandler. “On a personal level, it is fulfilling knowing that you are making a change,” shared Nandakumar.

Sitting outside a room lined with racks of finalized pieces awaiting the kiln, half-finished clay masses, and oversized glass windows–Ms. Mariel Gross’s legs hung off a desk as she reflected on her stylistic changes throughout her last eight years teaching at Longmeadow High School. 

“I think of comfort and safety.” She pointed at her overalls with scissors poking out of a pocket and paint lining the fabric. 

Ms. Gross is one of a few teachers here at LHS whose appearance has stood out amongst the faculty. Brightly colored pieces of clothes that don’t necessarily mesh and an apron always around her waist, she claimed that her choice of clothes is primarily inspired by the subject she teaches: 3D design. 

“I live by art,” she said. Role models, pop culture, art movements, and LGBTQ+ history are all inspirations for the design teacher’s style.  

Another teacher, only two doors down from Ms. Gross, expressed that her style mostly comes from a time in high school when she found friends with similar tastes in music and expression that helped her figure out her look. 

Second-year LHS teacher Ms. Betsy Mitchell’s sense of fashion is rooted in a place of wanting to fit in, traveling the road of baggy clothes to preppy, eventually landing on a more self-described “emo” style. Black jeans, Doc Martens, and frills–Ms. Mitchell’s outfits continue to hold inspiration from her own high school looks. As her style has evolved over the years, she hasn’t worried about how it will affect her teaching career. 

While both teachers possess a style of casual and often loud attire, the forces that had molded their interests couldn’t be more different. “Freshman year of high school I wanted to hide,” said Ms. Mitchell. In contrast, Mrs. Gross spent her high school years experimenting with altering and sewing clothes with the help of her grandmother. 

Beyond the material aspects of their styles, both teachers adorn a range of tattoos. From American Traditional cats and faces to matching pieces with family and friends, tattoos lined the skin of Mrs. Gross and Ms. Mitchell alike.

“I think it’s better to be upfront,” Ms. Mitchell said when referring to showing off her highly visible tattoos at her recent interview for the teaching job she holds, “A big part of teaching is showing kids self-expression.” 

While LHS has been very accepting of teachers’ freedom of expression through clothes, tattoos, and piercings, past schools haven’t been so generous. 

Mrs. Gross sighed and let out a breath, “My stuff was a little too risque.” While working at Ralph C. Mahar School in Orange, MA years ago, she had been called out in a meeting for wearing leggings (under a skirt) that was deemed inappropriate.

Despite the past experiences, Mrs. Gross pledges to keep dressing the way she does as she continues her teaching career. “I could see myself wearing these same overalls in ten, twenty, ninety years!” she laughed.

But tucked away in an office in the music wing, Berkeley graduate and first year teacher Mr. Steve Barnett brought up an opposing point of view: “You can’t dress like a student.” 

Although Mr. Barnett sported the same bright colors as Mrs. Gross, he offered up the idea of dressing for how you’d like to be treated. As a teacher, he feels that certain articles of clothing are no-goes. Even jeans, to Mr. Barnett, are “inappropriate.” 

The clothes he picks out for school everyday rely heavily on button down shirts and dress pants. He believes that the clothes worn by teachers in school should be chosen with more care than in everyday life. 

A rule of thumb Mr. Barnett came up with is: if other teachers are wearing it, then you can wear it. He looks to teachers with more experience than him as a guide for his in-school fashion. 

Despite the differences in paths to their own style and view on a teacher’s role regarding fashion, all three teachers managed to exhibit a style that doesn’t always resemble that of the more seasoned teachers of LHS. 

However, as Mr. Barnett puts it, “I hope to keep teaching here for a long time. It’s a really good school. Everyone is very chill.”

Every morning on January 5, LHS junior Christian Ortiz can expect to find a number of gifts under his bed when he wakes up. It’s Three Kings Day: a Catholic festivity celebrated by many Spanish-speaking countries, where it’s referred to as “El Día de Los Reyes.” Parents gift their children presents on the night of January 4th, similar to how the Biblical Three Kings (Melchior, Caspar, and Balthazar) brought gifts of myrrh and frankincense (fragrant gum resins used in medicine, perfumes, and incense), and gold to baby Jesus in Bethlehem.

Then, Ortiz’s family hosts a dinner with his aunts, uncles, cousins, and grandparents and they eat a Puerto Rican dish called arroz con gandules (rice with chickpeas). “It’s a day where everyone can get together and celebrate the Three Kings’ journey,” Ortiz explained. Both of his parents immigrated from Puerto Rico: his mother when she was 12, and his father when he was only one year old. 

But besides Three Kings Day, there’s another time of the year that is very important: Hispanic Heritage Month, a national holiday that recently occured from September 15th to October 15th. During this month, people pay tribute to and educate themselves and others on the history and culture of Hispanic Americans that enriched the United States’ society.

Karla Liard is a senior at LHS and also celebrates Three Kings Day with her Puerto Rican father. She sees it as an “extended Christmas that we celebrate, but not for religious reasons.” Liard said she takes the day off from school, her family leaves their Christmas tree up and “instead of the typical milk and cookies for Santa, we leave out lettuce and water for the camels that the Three Kings rode on.” 

For Three Kings Day, LHS sophomore Shyla Ruiz added that her close family has a dinner where they “drink ponche [Mexican fruit punch] and have tamales [a small steamed cake made from corn], rice, beans, and empanadas [fried or baked croissant-like pastries with sweet or savory fillings].” Additionally, she celebrates Children’s Day or El Día del Niño, 

a Mexican national holiday on April 30th that originated in the 1920s. “We normally go out and get to pick some things and then go out for dinner. It’s like Mother’s Day or Father’s Day, where special gifts are given and the day is all about the kids,” Ruiz explained.

Despite Hispanics making up only 7% of the population at LHS (nationally Hispanics make up almost 19% of the population), there is a wide variety of other Hispanic holidays they celebrate such as Día de los Muertos (Day of the Dead) on November 1 or Semana Santa (Holy Week) during Easter. Hispanic Heritage Month’s purpose is to make people aware of these holidays as well as the magnificent contributions to society from Hispanics that occur each and every day.

Under Northampton High School lights, the Lancers finally won. The Longmeadow field hockey team broke their season-long losing streak with their win against Northampton in the last game of the 1981 season. The new head coach, Ms.  Ann Simons, knew this first victory was only the beginning. 

“That started everything. You can’t quit just because you go winless. The first step will come with your first win and then you get better and better. That’s what we’ve done.” 

That win was the first of over 500 during Coach Simons’ career as Longmeadow’s field hockey coach. While creating the most dominant field hockey team in Western Massachusetts, she has earned an exceptional reputation as a coach, winning MIAA Coach of the Year (2013-2014), Massachusetts Women in Athletics Distinguished Service Award (2013), multiple PVIAC Coach of the Year awards, and team sportsmanship awards. After 41 seasons, Coach Simons is making the 42nd her last, as she plans to retire at the end of the 2022 season. 

Coach Simons seamlessly moved from being a player to coach after graduating from Springfield College in 1981, where she played field hockey and softball, and began coaching at Longmeadow High School the following fall. Prior to her career at LHS, her first coaching position was for the Junior Varsity softball team at West Springfield High School during her junior year in college. There, she also coached basketball for two years and earned her referee certification. 

For 42 years, Coach Simons’ coaching philosophy has remained the same: “Work hard, love what you do, and stay humble, determined, and focused.” She has learned from balancing the roles of teacher and coach for many years that “coaching is just like teaching and teaching is just like coaching.” Assistant Varsity Coach Kelly Gallo, who has worked alongside Coach Simons for six years, sees her as “a true teacher and role model.” 

Looking into the future, as Coach Gallo continues her coaching career, she aspires to embody certain aspects of Coach Simons’ coaching. “I have seen and heard many stories about how Coach Simons has made a positive impact on her players’ lives through the lessons taught on and off the field. I hope to have that same impact for the players I coach,” said Coach Gallo.

Being a good coach requires keeping it professional, remaining strict, and having high standards, according to Coach Simons. “And I think the kids react to that and respond to that. I think they take pride in themselves. I always say if we can’t play well, you guys will look well. Fortunately, we’re able to do both of those for such a long, long time.” 

Coach Simons has learned from coaching hundreds of kids over the years “to treat them with respect and listen to them” in order to be successful. “When I first started, I was much tougher than I am now, and I’ve just learned to roll with the punches better and to be a little more flexible in my thinking,” she said. She understands the busy lives of high school student athletes, and ultimately wants them to enjoy themselves during field hockey: “If we can win and have fun at the same time, then my goal has been accomplished.” 

Just as Coach Simons has learned from her players, her players have learned from her. “Work ethic, leadership, and passion. Coach pours everything she has into the sport and our team, just as she has taught all her athletes to do. You do something, you do it with heart and hustle,” said senior field hockey captain Audrey Oh when asked about what she has learned during her experience of playing for Coach Simons. “She makes her trust in us very clear and knows how well we can do and pushes us to see that in ourselves,” added senior captain Meghan Walsh. 

During her time at Longmeadow, Coach Simons has tied in community service initiatives with the field hockey program, which have become annual traditions. Most notably, at home games, the team honors specific causes and charities before they play, some of which include Alzheimer’s, Play For The Cure, Toys for Tots, and Opioid Addiction. “It’s very important to me to always give back to the community. My grandfather [George Simons] was a great believer of that and he was one of my best role models,” said Coach Simons. 

Athletic director of Longmeadow High School, Mr. Michael Capotosto, reflected on Coach Simon’s retirement: “We were lucky to have Coach Simons here at Longmeadow High School for one year, nevermind 42 years! She has high expectations for her programs, coaches, and most importantly her student-athletes. Above all, Coach Simons is a great mentor and friend to many of her former players and coaches.”

Oh remarked that being the last team that Coach Simons will ever coach is “both an honor and a challenge.” These circumstances create a sense of pressure for the team to perform well, but Walsh explained that it’s fully driven by the team’s desire to make her proud. “The way we finish this season is the way Coach leaves her legacy, so we really want to give her the best possible season we can,” said Oh. 

Their ultimate goal to honor Coach Simons, as Oh says, is to get “as far as we possibly can in the state tournament, a tournament that she has come so close to winning so many times before.”

Sixteen Western Massachusetts titles and seven state finals later (excluding this season), Coach Simons is retiring, but she is not gone for good. “I will definitely miss the kids and the competition. I thrive on excitement and I will miss it…I’ll probably be back down the road and help out whoever the coach is.” 

A particular quote resonates with Coach Simons:  “Success is the voice you hear within when you know you’ve done your best, left your mark, and made a difference!” She has left more than a mark on the field hockey program. Through her achievements and coaching principles, Coach Simons has created a legacy that will live on through the teams to come and will be forever admired by the Longmeadow community. 

Longmeadow High School’s production of RENT is more than just an after-school activity for many students. “I started theater at a really dark time in my life. Theater and performing means playing someone you’re not. I found peace in the world and peace within myself by pretending to be someone I’m not,” said Co-President of the Drama Club, Brady Russell, in a solemn tone. 

The grand opening of RENT, the musical, is on December 9th and 10th in the high school’s auditorium. Before the big show, there is a lot of preparation to be done.  

The show takes months of planning and precise teamwork. Ms. Julie Betancourt, Drama Club’s Co-Advisor, along with Ms. Sandra Macdonald explains that there’s a lot that goes on behind the scenes: “Money, organization, people showing up. There’s a lot more to all of it than the day of the performance,” says Ms. Betancourt. 

Choreography for a single scene took the cast an hour and a half. Therefore, patience and collaboration are crucial. The process may take a long time, but the results are worth it.

Some of the greatest challenges of a show are obtaining commitment from the entirety of the team. Actors who do not show up will miss blocking, interactions, and other instructions. “We can have people fill in, but it’s not the same and scenes need to be redone constantly. The night of the show you want everything to be automatic. It needs to be seamless. If you miss someone backstage or in the lighting booth it impacts everyone,” says Ms. Betancourt. 

Throughout all the chaos and stress, the most rewarding part of the show is when “we did it and it was successful,” says Ms. Macdonald, with a smile on her face. Everyone has something to say about the play. The more individuals that attend the show, the better feeling the audience gets about the production. 

RENT is a musical that consists of great diversity. It contains serious topics such as HIV, AIDS, and poverty. Audrey Chasen, Drama Club’s Co-President, feels it is significant to put on the production. Any backlash can be handled by “explaining that these issues are present in our society. We are putting out what is already in the world,” says Chasen. This has been a serious issue impacting people since the late 90s, so Chasen feels representing it in the media is powerful. 

Furthermore, Chasen and Russell share a common goal: creating a super tight cast, like family. “Doing a show is everyone working together constantly. Encouraging people to get to rehearsal on time and knowing your lines because responsibility is important,” says Chasen, proudly. 

The lead, Lucia Vega, playing “Mark,” feels excited to take on her role. Although rehearsals have been progressing slowly, she is confident of the results. “In order to have a successful show, we really need to work together and practice a lot!” says Vega.

The students work hard and want to feel appreciated. “If it was more of us dragging the kids through it, I doubt we would have a show,” says Ms. Betancourt.  

Ms. Betancourt loved theater growing up, but had horrible stage fright and social anxiety. She couldn’t talk to people in normal conversations, however in theater, “you’re able to take on the persona of someone else. The lights are so bright you can barely see the audience,” says Ms. Betancourt. Students get out of their comfort zone and some kids who aren’t socially active become active in the play. 

Photo above courtesy of The Smoke Signal Online, Newspaper of Minnechaug Regional High School.

Ms. Heidi Drawec felt scared. All summer, it was just her, principal’s secretary Mrs. Vicky McDonald, and the custodians in the school while she adjusted to a new school. Now, on the first day of school, it was swarming with students and teachers. The feeling of being new, unsure, and having to rely on observation and asking questions was unfamiliar to her. “Having to say I don’t know the answer is different,” she said. However, her feeling of fear quickly faded as she felt embraced by the “welcoming environment” of Longmeadow High School. 

Ms. Drawec is the new Assistant Principal at LHS this year, replacing Mr. Paul Dunkerley. After graduating from Western New England University, she started student teaching at Minnechaug Regional High School, where she worked up until this year. There, she first taught English, transitioned to Dean of Students, and later Assistant Principal.

Sitting for an interview with the Journalism class in September, Ms. Drawec explained that she did not enjoy English in high school, and entered Hartwick College as a criminal psychology major. It was when a professor read her paper in front of the class and was impressed with her writer’s voice that she became interested in the subject. Upon returning to her home in Palmer, MA, to take care of her sick mother, Ms. Drawec enrolled in WNEU. The school had not yet offered criminology degrees, so she declared English and Secondary Education as her major, where she found a love for teaching. 

When asked about her return home and transfer of schools, Ms. Drawec said that there is a reason for the curveballs that life throws at people. “I do believe that what is meant for you will not pass by you.”

Despite her many years as Assistant Principal at Minnechaug, she said, “I miss being in the classroom. I miss the students who had the ‘aha!’ moment in my room.” She is passionate about student leadership. Since she has stopped teaching professionally, she helps younger people by speaking to high schools and local community groups, including the Massachusetts Association of Student Councils, about being a changemaker and ways that one can make the world a better place.

At Minnechaug, Ms. Drawec’s position consisted of planning events, awards, and field trips; assisting with accounting; and, of course, working with student groups. She found her transition to Longmeadow to be easier than expected: her role is similar, and the school itself shares similarities with Minnechaug, such as the population and abundance of student activities. 

She shared how her role as assistant principal might be perceived by students. “I think that most students look at me and think I am trying to get them in trouble as an administrator,” she said. But she wants the best for Longmeadow students, and says that she “has an open door” and is “always here for you.”