Today we learned the basics of ice hockey, and Mrs. Spicer came and talked to us about the differences between men’s hockey and women’s hockey (she has played on both teams). We then tried out hitting pucks around the double box with hockey sticks.
The superhero class was busy this Wintermission finding good and bad qualities in a wide range of female characters and heroines. The second group to come through the class created a superhero similar to the first group. Both groups of students pointed out similar positive and negative qualities of the female characters in the movies. They recognized the over-sexualization of females, the evil manipulative powers they tend to hold, and the domestic stereotypes that are attributed to some. To counteract these negative qualities, both groups noticed that the female superheroes tended to be more level headed, empathetic, and caring than their male counterparts.
Both groups said that the Foxcroft heroine should be confident, have integrity, and be intelligent and kind. Both groups of students also want the Foxcroft heroine to defend and protect the School’s tradition, community, and equality. All in all, we have discovered what it takes to truly be a superhero or, in our case, a super heroine!
The picture shows freshman Shea ’16 painting her drawing of Suzy Foxcroft, the heroine from the second class. You can also read the words this class wrote as her theme song, sang to the tune of “I’ll Make a Man out of You” from the Disney movie Mulan.
Let’s get down to business
To protect tradition,
Community, and equality
With Suzy Foxcroft.
She’s the Superhero of
And you can bet
That when she’s through
Missy, she’ll make a heroine
Out of you
Junk food is her weakness
Remember freshman fifteen.
Once she tastes the soda
She is surely lost.
Her time-travelling and mind-reading
Will no longer work for her.
Junk food is
I’m never gonna catch
Say good-bye to those who knew me.
Boy, was I fool for skipping
Woodruff’s got e’m
Scared to death.
Hope she doesn’t
Actually kill me.
Now it’s time for Suzy Foxcroft
To come win.
She is the stro-ongest
With the ability to
With mind-reading she’s
Going to protect us.
She will protect
2/11/13 1:30 ~ 3:30
- Work in school rock climbing gym.
- Learn about basic safety rules.
- Learn some skills to climb easier and save your energy.
- Learned how to use equipment for climbing.
- Practice spotting each other.
- Get some ideas about climbing for next day.
2/12/13 2:00 ~ 8:00
- Went to Sport Rock climbing gym.
- Warm up on lower bouldering wall before to go on for top rope.
- Learned about safety rules in sport rock climbing gym.
- Mr. Cox and staff in climbing gym were belaying us to climb top rope safely.
- People overcame with their fear of height.
- Pretty successful with top ropes, everybody reached the top 3~4 times.
- Muscles were sore.
2/13/13 2:00 ~ 8:00
- Warmed up on bouldering wall.
- Coco ’14 got her license for belaying.
- Basically did the same thing as yesterday but learned more skills.
- Done with more top ropes.
- Nice dinner outside of campus on the way back.
2/14/13 2:00 ~ 8:00
- Warmed up on bouldering wall.
- Learned some more skills to climb efficiently and keep your energy.
- Needed to tape our fingers.
- Took pictures of rock climbing.
- Done with more top topes which has higher levels.
– Jimin 16
Mr. Worsham divided the class into two groups to research the exterior and flexor tendons respectively. At the barn, we used our school horse Olli to present our basic research. We impressed Mr. Worsham (and ourselves!) with our ability to recite the location and physiology of these core muscle groups. This simple exercise really helped reiterate the morning lecture.
After this, Mr. Worsham outlined all of the tendons and ligaments of the distal (lower) leg. In addition to this basic anatomy lesson he described the conditions and injuries associated with this anatomy. The following discussion and Q&A focused on the most common injuries; their prevention, treatment and condensations to the horse’s athletic ability. Knowledge of this anatomy and physiology is vital to any horsewoman; it both facilitates discussion with veterinarians, but also enables better daily horse care and management.
Yesterday in The Whole Horse, our group explored the digestive system of the equine. The digestive system of the equine is a very sensitive one and has to be carefully taken care of. The first step of the digestive system is known as the foregut. The foregut consists of the lips, incisors, molars, esophagus, stomach, and the small intestine. There are three parts of the small intestine which are known as the duodenum, the jejunum, and the ileum. The medial section, the jejunum, measures at 62 feet in length, and is the longest section of the small intestine. The second part of the digestive system is the hind-gut. The hind-gut is comprised of the large intestine, the caecum, the large and small colon, the rectum, the digestive glands, the liver and the pancreas. All of the parts of the hind-gut are responsible for the consumed matter after it passes through the small intestine.
Today, February 15, we received a very brief lecture on the nervous system of the equine and how it functions. The nervous system allows the horse to feel, have spatial awareness, and send messages to other parts of the body. Nerves are small sensors that make up the nervous system and are in nearly every surface of the body.
The remainder of our day was spent photographing our freeze-dried leg and preparing our presentation. For the presentation, we created a PowerPoint that allows us to, step-by-step, build a distal limb bone-by-bone. Following the skeletal structure of the limb, the photos show the ligaments, tendons, and joint capsules. We each have around two parts of the distal limb that we wrote short facts on that we will use to present.
Over all, The Whole Horse: Anatomy and Physiology of the Equine was a very beneficial and informative Wintermission class. Mr. Worsham did a more than exemplary job at preparing and presenting the information that he provided us with.
Day 4: Thursday
On Thursday, we went digging into the archives in the library. We went looking through a lot of photos, starting in the 1920s and ending in the 1980s. We found a map from the 1940s detailing the layout of the school including buildings soon to be demolished and their master campus plan for the future as of yet. We found a handbook that detailed all of the purposes and descriptions of the buildings around 1955 on the campus. Next, we found some aerial view photos from the 1950s showing the buildings on the campus at this time. We also discovered photos from the 1920′s-1940′s of Fox/Hound played right in front of Porch house. The pictures showed everything from March In to the big game played on the lawn. Coincidentally, we found that the outfits, banners, and overall look of the game weren’t much different than those of today.
After rummaging through the archives, our last part of the day was meeting with Ms. Leipheimer to talk about stories from her past 45 years at Foxcroft, beginning as an English teacher, and a new bride of two weeks, in 1968. We learned more about the history behind Brick House and the fire that burnt down the original Covert in 1933. We discussed the different reactions of alumnae and former families and friends when they found out their favorite buildings had been demolished, such as the Porch House, old Infirmary, old Orchard, Cook House, and old Stables.
We also talked about how Mrs. Leip’s time here bridges the two eras between the beginnings of Foxcroft and now, since she has been here 45 out of Foxcroft’s 99 years. In fact, Mrs. Leip’s first year as a teacher (the 1968-69 year) was during Miss Charlotte’s last year of life. Even though Miss Charlotte was no longer the headmistress or actively involved with the school, she still lived on the campus.
~Lydia ’14, DeeDee ’15, Virginia ’16