Shreya Prabhu interviews Kimberly Palomino ‘24, the founder of Dreams United, a non-profit that aims to provide support to immigrant children at the U.S. border. 

Q: Hi Kimberly! Before I ask you about Dreams United, can you talk a little bit about your involvement at GHS?` 

A: In my short time at GHS, I have been part of the Greenwitch Literary Magazine with Ms. VonBrachel, who inspired me and supported me in my first year here at GHS. In addition, I was involved last year in the International Night, where I brought Peruvian food and contacted dance associations to perform here at GHS and showcase their rich culture! 

Q: What is Dreams United? 

A: Dreams United is an organization that strives to provide a beacon of hope through sincere, heartfelt letters to immigrant children currently residing in Texan detention centers who have been separated from their families at the U.S. border through our letters of love writing campaign. 

Q: What gave you the inspiration for Dreams United? 

A: As the daughter of Peruvian immigrants, my heart connects with the 18 million immigrant children who carry that same sense of wonder when it comes to dreams. Unfortunately, upon entrance to the United States, many children get separated from their families to faculties for weeks or possibly up to months. Within these shelters, many children, majority from Latin American countries, experience loneliness, have little contact with their families, and face uncertainty for their future life in the U.S. Witnessing this situation unravel, I decided to create a letter of love writing campaign that would unite American youth with the hearts of young immigrant dreamers who need love and support. Although we all might come from different backgrounds and endure different obstacles, I believe there is one thing that unites us all—and that is our same sense of wonder when it comes to dreams—a dream that is born across various continents—the American dream. At Dreams United, we strive to empower the new generation of Americans. We are proud to say we are standing hand in hand with passionate Latinx youth leaders across the nation who also desire to uplift our immigrant community on a global scale. 

Q: How did you found Dreams United and what were the steps that made this possible? 

A: It was difficult at first to organize Dreams United but with the help of many people and students who wrote letters from various institutions, it truly assisted in creating a strong foundation for the letters of love writing campaign. Currently, I am still connecting with various high schools and institutions to gain more letters every day! I am in the works to host a letters of love event at GHS before winter break! 

Q: How many people have you been able to reach through Dreams United? 

A: There’s about 300 letters that we’ve collected so far and it’s growing every day. 

Q: Finally, what have you learned from founding Dreams United? 

A: I learned the importance one’s voice has, and the power it holds to truly initiate social change. I definitely grown become more open and incredible people through dreamsunited’s Letter Writing event whose passion the line with mine to uplift and power our global immigrant community. being able to connect with the with an incredible community of immigrant advocate truly inspires me to keep moving forward with my mission. 

This past summer, Greenwich High School’s administration announced that midterms and finals would return to the old, pre-COVID policy. This policy increased the weight from 5% and 10%, to 10% and 20%. First, the 2020-2021 school year, midterms and finals did not happen. Then, in the school years from 2021-2023, midterms and finals were only worth 5% and 10% of a final grade for a class. Now, the policy has returned to how it was before 2020, with 10% and 20% weighting for midterms and finals. 

In an interview with Principal Ralph Mayo, he affirmed that the staff of GHS was unanimous about wanting midterms and finals to go back to the original weighting. He also remarked that when they weighed less, students did not take exams as seriously as they should. The main reason the change was made, according to Mayo, is so that “students are prepared for post-secondary school and college.” 

However, he recognizes that the exam changes due to COVID were needed, even if they aren't now. In the 2020-2021 school year, students were not in school everyday and as a result would not see their teachers as often as usual. For this reason, Mayo said it would not have been fair to give students exams. In the 2021-2023 school years, the weighting decreased because so many students and staff members were frequently out sick. Last year, however, teachers were able to choose if a students’ midterm or final would be worth 5% or 10% in a full year class, or 10% or 20% in a semester class, depending on how well the student did on their exam. 

One thing that surprised Mayo was the strong reaction students had to the weight change in December 2023. Students claimed that they were unaware of this change, and only just learned about it in December. However, this change was first announced over the summer on the GHS website, and then announced again by teachers at the beginning of the school year. Mayo reiterated that the administration's goal is to “help, not hurt students,” and that in December the policy could no longer be changed, as midterms were just a month after. 

Student Government asked for a few changes from the administration regarding midterms and finals. They asked for the review day (which did not happen due to a snow day), exam review packets for all classes, for all major assignments to stop 5 days before the start of exams, and for the weighting to stay at 5% and 10%. The administration was able to grant all these requests, except for reverting the weighting back to 5% and 10%. Student Government conducted a survey during Advisor Base on February 7, and collected data about what the student body thought midterms felt for them in terms of their stress levels, performance, etc. Kaalund added that Student Government will review the survey and decide if something should be done about the weighting. Mayo also added that the administration will be reviewing the survey as well, and sending the data to staff members. Mayo does not yet know if anything will change as a result of the survey, as it all “depends on the results” that they receive from students. Again, the administration’s main goal is to see if the January 2023 weighting “hurt, helped, or did not change anything for the student body.” With this information, they will be able to decide whether any changes should be made, or whether things will stay the same for the foreseeable future.

For over a century, the Boy Scouts of America (BSA) has sought to foster the next generation of leaders. Values such as strong moral character and a commitment to community service are deeply entrenched in the Scout’s mission. Members of the Scouts engage in a wide range of activities including outdoor adventures, service projects, and civic education with many earning badges and recognition for their efforts. Joining the Scouts can be a great way for children of all ages to become more involved in their community and make lifelong friends. Yet, despite being such a valuable part of American youth culture, many are unaware of how the Scouts came to be. 

In 1902, Ernest Thompson Seton founded the first BSA troop in Cos Cob. Originally called the “Woodcraft Indians,” the organization was largely inspired by the Native American way of life, incorporating elements such as outdoor skills, respect for nature, and a sense of community to instill values of teamwork and an appreciation for the environment. The troop came to life over Easter vacation of that year when Seton invited ten local boys to his property for a camp. 

In a 1975 interview with Penny Bott, Leonard S. Clark, one of the ten invited to the camp, recalled his childhood and experience in the Scouts. An eighth-generation Greenwich citizen, Clark was born in 1892 to George P. and Alice Statewell Clark of Bible Street in Cos Cob. In his youth, he attended Cos Cob School, Greenwich High School, and Greenwich Academy.

During their first night on Seton’s property, Clark and the other boys slept in a tent and built a campfire, establishing two traditions that have since become synonymous with the Scouts. Unlike a normal tent, Seton allowed the boys to sleep in a teepee, an original that Seton had purchased from a Native American tribe during his travels. He also had his gardener and property superintendent John Hansen build a fire outside the teepee for the boys. That night, the boys and Seton sat around the fire while he told them stories. 

When asked why he and the other boys enjoyed the campouts so much, Clark described the magic of Seton’s storytelling. “Oh, he told us wonderful stories about the Indians…when he told us stories, everybody paid attention. Not only paid attention, but we were just entranced with his talking.” Seton’s campfire stories were described by Clark as having immense effect on him and the other boys, “And here he was, this great big man, with a fire burning high, and we boys all sitting around, and he telling those stories, while the chills just ran up and down our backs with that kind of thing. It was the greatest experience that any boy anywhere could ever possibly have had.”

The early Scouts took significant inspiration from Native American culture. In describing the structure of the first troop Clark stated, “We elected, not a person to be president, we elected a person to be chief.” While Scouts today receive badges for acts of merit, Scouts of Clark’s time received “coups” or feathers for doing good deeds. “...So we ran races for which we got what he called a coup. A coup was a feather, a feather that we could put in our hair, or stick up, and if you did particularly good, on the upper part of the feather was a little white thread that he had put on, and that was a grand coup.” Receiving a feather to commemorate an accomplishment was a Native American tradition that Seton shared with the Scouts. 

While Seton’s camp for the Scouts initially only consisted of boys from Cos Cob, by its second year, the camp expanded to include other Greenwich boys. The camp’s growing popularity helped to stir outside interest in the Scouts. In 1904, Seton, who was a member of the Camp Fire Club of America, invited club members to spend their summer with the Scouts at his residence in Cos Cob. Attendees included David T. Abercrombie of Abercrombie & Fitch and Englishman Sir Robert S. S. Baden-Powell. Sir Baden-Powell enjoyed his time with the Scouts so much so that he brought the idea back home to England, founding the British Boy Scouts and kicking off the international Boy Scout movement. “...And then I remember sitting around the camp fire one night, and Mr. Seton told us about the Boy Scout movement, and he suggested we change our name from the Woodcraft Indians, as we were known, to Boy Scouts. And so the first Boy Scouts in the United States were the group in Cos Cob.” 

As the Boy Scout movement took off, gaining widespread acclaim, Seton developed a book called the Birch Bark Roll. The book acted as an early form of Scout policy, detailing the things that you needed to do in order to earn a feather. Seton worked on the book from 1902 when the camp had first been founded all the way through 1910 when the camp officially became a Boy Scout troop. 

Clark and many of the other boys shared similar reflections on their time spent with Seton and the Scouts, describing what a cherished and rewarding experience it had been. “There we were, out in the fresh air, running races, sleeping on straw at night with a blanket around you, and being taught the great things, the good things in life, and not a cheap thing.” Despite growing up and leaving the Scouts, many of the boys continued to stay connected, remembering the important lessons that they had learned and memories that they shared. “...The training that we had was outstanding in every sense of the word: the training of truth, the training of physical life, the training of being honest, the training of making your own bed, keeping the camp clean. All those kind of things were just fundamental with us, and the good training that we had had. And so we who are left, and those who died in the World War (WWI), all attribute the good health, the fine characters we had, to the outstanding training Mr. Seton gave us as boys in Cos Cob.”

In founding the Woodcraft Indians, which became the Boy Scouts of America, Seton sought to give youth the proper training necessary to become principled, resilient adults. Simultaneously, Seton had hoped that the Scout camaraderie formed through shared adventures and challenges would help to build lasting friendships and memories, fostering positive attitudes towards civic engagement and community service. Therefore, the values of integrity, loyalty, and courage instilled in Boy Scouts from a young age are just as applicable today as they were during Clark’s time. Boy Scouts today, much like Boy Scouts of Clark’s day, learn important lessons that have unlimited implementations in their future lives and careers. 

Transcripts of the interview with Leonard S. Clark may be read at Greenwich Library and are available for purchase at the Oral History Project office. The OHP is sponsored by Friends of Greenwich Library. Visit the website at glohistory.org.

By permission of and in cooperation with the Greenwich Library Oral History Project

Cliques. Groups. Inner circles. Whatever term you use, we’ve all heard of them. They make up the basis for almost every movie set in high school, and seem to play a large role in society’s perception of adolescents. The question is, is the stereotype true? Does GHS have cliques? 

There’s no doubt that GHS offers a wide variety of extracurricular activities, from theater productions to sports. However, most of these offerings require large time commitments, forcing many students to pick only one activity to pursue. Meanwhile, while many choose to pursue two extracurriculars, this typically results in them having less time for things such as homework, which in turn leads to them staying up late at night, which can have negative consequences on their well-being. Either way, the fact remains that many are limited due to the large time commitments required by extracurriculars. As sophomore Petra Prepiak explains, “I do think a lot of extracurriculars prevent people from exploring other interests. If you know you like the extracurricular and would commit time to it, then that's good…but the amount of time required for extracurriculars might not be the best.” 

As a result of this, people naturally stick to those in the same extracurriculars as them, and it’s likely that this has inadvertently led to cliques developing throughout GHS.  “Whether you have classes with only honors students, play water polo, or spend all your time in the D-wing, you’re bound to become a group of jocks, theater kids, or something else” sophomore Abby Meyers suggests. This may also be happening due to the fact that these extracurricular activities encourage their participants to group together - which is not necessarily a bad thing. Speaking from personal experience, if I didn’t have friends on the ski team, or in the orchestra, I wouldn’t even know about important events for these extracurriculars, such as races and concerts. It seems that many find themselves in the same situation, with Petra Prepiak stating, “If I didn't have theater friends I would never have even set foot in the Black Box Theater. I don't think I would have even known that it existed, honestly.” 

In light of this, I reached out to Mr. Pereira, the Dean of Student Life, asking him about the efforts made by GHS to promote a more unified environment, and whether or not these efforts have succeeded.“ I think it's really important that most people do kind of tend to lean towards what they're used to, but to be comfortable in their own skin and to enter those other groups to be comfortable to invite other people to them as well,” he responded, later explaining the school’s efforts towards promoting unity: “Well, you have the Diversity Action Club, that's working with all of the different affinity groups for that. You certainly had the cultural celebration that we do--like Hispanic Heritage Month. We're in Black History Month…So it's really a lot of those things that we kind of bring into there. And we really hope that many of our student leaders of those diversity clubs will help celebrate those things.” 

However, he also acknowledged that many might not be aware of these events despite the school’s efforts, saying, “As always, I mean, you know, email blindness… but I think we certainly have tried to our communication, like the monitors that are all up around school, and the digital app that we're using, Minga, has almost like a Facebook wall kind of feed that we're currently working on developing the group levels for that.”

Ultimately, it appears that despite a recent increase in efforts towards promoting unity, most are unaware of events that happen around the school if they’re not actively involved in them, and it seems that there are, in fact, “cliques,” at GHS. So, what can be done? 

The main issue seems to be time. If students don’t have the time to explore other interests, or simply become aware of school events, then it’s likely that this will continue. A possible solution would be to lower the time commitments that certain extracurriculars require, but this would likely be a long and tedious process, and it may not be possible at all, as it would involve changing policies across the school, which is easier said than done. 

On the other hand, the school could also work towards organizing school-wide activities that would introduce kids to different areas of GHS. For instance, many sophomores were taken to see GHS’ production of Macbeth during the school day with their English classes. A fun and original way to spend class, the in-school field trips were both entertaining and educational, since sophomores are required to read Macbeth as part of the curriculum. They also exposed many students to GHS’ theater productions. When asked if the field trip helped students explore a new side of GHS, Petra Prepiak said: “Definitely! I do think GHS should organize more events like this because they're so fun! This also might encourage some students to participate in a show themselves, and they could find their new passion.”

A similar opinion was expressed by senior Jack Glass, who starred in the production of Macbeth, stating, “ I think that the in-school shows definitely exposed students to an aspect of the school that they haven't had contact with before. I don't think it encouraged more kids to join theater, but it helped enrich people's individual connections to the wider GHS community, with some never having even come down to the lower D-Wing before.” He also believed that, “...in-school field trips like this would be very beneficial to increasing students' awareness of the events occurring around GHS. Already we've taken measures in theater to attract more students to our shows…we love to share what we do and we simply hope that people will love to come and watch.”

Organizing more in-school activities such as the Macbeth field trips would allow students to be exposed to areas outside their interest, and could potentially result in them discovering new passions. Having similar events-for instance, having a Prep Rally event for winter and spring sports as well- throughout the school year could make students come out of their “comfort zone,” further increasing school spirit and a sense of community between the study body. 

Of course, other things can be done, but it will take the combined efforts of both students and staff  to fix the apparent divide between students with different interests or characteristics. As Mr. Pereira suggested, “In order to create more unity, I think just be willing and open to see people from different perspectives. You know, everybody brings their own positive spin to things. Everyone brings their own positive light things, but you need to be open and willing to see things from another individual side.” 

After all, to quote the one high school movie we all know, “we’re all in this together.”

Have you ever had the feeling that you're being listened to? Many people have reported feeling the same way. Have specific ads pop up related to topics that you have recently been talking about? If you answered yes to these questions, you may also be wondering if it is even possible for your devices to listen to your conversations. 

According to BBC Technology reports, client Zoe Kleinman reported that shortly after hearing about the death of her friend, she found that the friend's personal information began to pop up in Google searches, including her friend's name, address, and details about the accident. If you have given consent to the microphone on any apps, listening in on your conversations is legal, and any recorded information may be used. Search engines can utilize your conversations to make sure that information is relevant to you. As stated by Make Use Of, “In 2019, 1000 Google Assistant-harvested voice recordings were leaked to Belgium media outlet VRT News. The recordings--many of which will have been collected from Android phones--included enough information to identify the device owners.” These recordings included sensitive information such as addresses and had many people worried for their safety. 

Numerous tests have been conducted to further understand how apps could capture information through recordings. Cybersecurity expert Kevin Monro, claims, “We gave ourselves permission to use the microphone on the phone, set up a listening server on the internet, and everything that microphone heard on that phone, wherever it was in the world, came to us and we could then have sent back customized ads.” With companies worldwide looking to expand and draw people in, technology is only making it easier to find personalized information. 

So how do you prevent your phone from listening to you? Here are some easy steps to follow. 

Step 1: Turn off the “Hey Siri” voice commands. For “Hey Siri” to work, your phone must be constantly listening to you, waiting for you to say the right words. Most things you say after you have your phone's attention will be saved in some way. 

Step 2: Review which apps and websites you have given microphone permissions to by going into privacy and security and then clicking on the microphone section. Some of the most common apps include TikTok, Messages, and Safari. 

Step 3: If you find any apps that you don’t need or want to have access to your microphone, turn off the permission in the settings After these steps, if you still believe your phone is listening to you, try doing a simple test and seeing if new ads pop up. First, choose a topic that is unrelated to you and that you have not researched previously. Begin to talk about things related to this topic with the people around you over the span of 3-5 days. After these days, check to see if any related ads have appeared on your phone. 

Though it is easy to believe that your phone is listening to you, just know that it is more likely that you have just shown interest in topics through your recent searches. When you go onto Google, Safari, or any other search engine, your history is recorded, and the websites are able to predict new things that could potentially interest you as well. Overall, make sure you’re being careful about who has access to your conversations just in case. 

In September, Taylor Swift shocked the world when she attended a football game played by Kansas City Chiefs football tight end Travis Kelce. Their whirlwind romance, from meeting the mothers to shoutouts during concerts, has since become a hot-button topic of conversation, leaving Americans from Alabama to Alaska polarized, asking seemingly unanswerable questions: did she put him on the map? Is he a simp? And, most importantly: is he the one? Today, we’ll see if we can expect a “Swelce” wedding by looking at the 6 most important factors in getting to the altar.

The first factor in any given relationship is, of course, attraction and chemistry. Given their constant PDA, it’s safe to check that box off.

As relationships progresses beyond initial attraction, people will want to share more of themselves with each other, leading to feeling comfortable together. Swift and Kelce have certainly done this, meeting each other’s parents, spending holidays together, and parading each other before beloved fans.

According to GHS Health teacher Ms. D’Agostino, “If partners are unable or unwilling to effectively and respectfully communicate with each other about their needs, feelings, ideas, and opinions, their relationships will often be strained.” Unfortunately, while it may seem that as a songwriter, Swift would be a great communicator, songs such as “Back To December” and “You’re Losing Me” demonstrate that she doesn’t tell her boyfriends how she feels until it’s too late. According to hopeful Swifties, though, Kelce’ openness and love might finally be enough to change her in this regard.

Most couples aren’t interested in the exact same things, but they don’t have to have all the same hobbies and passions as their better half, according to psychologists, as long as they support and encourage them. Kelce and Swift are a prime example of that, famously going to each other’s concerts and games.

In the long-term, a too-often overlooked indicator is similar values in important areas such as religion, politics, and family. Kelce and Swift are both Christians and Democrats. They highly value their families, with both pairs of parents attending their concerts and games and Kelce hosting a podcast with brother Jason Kelce. It’s also important to want the same things out of life. Swift and Kelce have both recently said that they want marriage and kids with each other.

Work and finances pose a significant threat to Swift and Kelce' “Love Story.” Despite their individual success in their respective fields, they balance their busy schedules. But when children inevitably come into the picture, will Swift keep on touring, neglecting her family life? Her time isn’t infinite, and chances are she’ll have to make a lot of sacrifices in her home life and career. In Swift’s previous six-year relationship with C-list actor Joe Alwyn, she wasn’t willing to make a sacrifice at home. Additionally, the disparity in their net worths, with Swift estimated to be a billionaire and Kelce having $40 million, adds another red flag. Ms. D’Agostino told the Beak, “Money can be a sensitive topic for many, especially when earnings are not even among partners. As relationships get more serious and involved, this can get increasingly complicated.” We know “All Too Well” that this is especially true for men, according to CNBC. Kelce, nearing retirement, will surely experience a decline in fame outside of his association with Swift, which once again echoes Swift's relationship with Alwyn, who kept her out of the public eye and ultimately ended. If Kelce wakes up one morning at the age of forty and realizes that he is only known as Swift's “Lover,” it could lead to the end of their relationship.

All in all, Swift and Kelce are compatible and likely to get married and start a family, but Swift’s work and Kelce’ lesser fame and income could likely drive Swift away from her family and drive Kelce towards resentment. Of course, Swift will then begin to resent her husband and it’ll only be a matter of time before they get divorced. Not too bad for a first marriage!

The Olympics have been an international sensation since 1896, with many winners all over the globe becoming overnight sensations. Yet there was an Olympian that came from Greenwich, Connecticut. Helen Meany, a long-time Greenwich resident, won a gold medal in diving in the 1928 Olympics in Amsterdam. Thanks to the Greenwich Historical Society’s Oral History Project, her history and her journey to become an Olympic Champion have been documented and preserved. Her story, as well as many other stories from other local Greenwich residents, are displayed at the Greenwich Library. 

Helen Meany was born on December 15th, 1904, in New York City. A year later, her family moved to Greenwich. Her family first lived in a steamboat house with a small beach before residing in a bigger house on Old Church Road and East Putnam. Everyone swam in her family, where she was the oldest of 11 children, but Meany proved to be the most talented. “I learned to swim before I could walk,” she told the interviewer. When she won her first swim meet at age 13, her dad took her to the A.A.U (Amateur Athletic Union). 

Although she was a skilled swimmer, Helen Meany’s true passion was diving, but there was no high diving platform readily available.  That didn’t stop Meany, however, for she would dive off the dock or on top of a coal house. Later, her father made a high-diving board out of a makeshift float with a ten-foot pole at the Indian Harbor Yacht Club. Because of how dangerous it was, they quickly stopped. But when she saw Alice Lord Landon dive off a 10-meter platform, she knew she wanted to pursue this more than recreationally. From that day on, she would travel to Manhattan Beach every day to practice her diving. The amazing part is that she never had a coach to teach her. “I learned most of my dives from a thirty-four-foot platform, and if you don’t hit the water just right, you can get hurt. . . .So you just have to try it and try to correct it yourself,” she explained to the interviewer. 

Making the Olympic diving team wasn’t easy. She first tried to make the team in 1920 but was eliminated in the first round. Four years later, she placed 5th in the ten-meter platform competition in Paris. But 1928 was the year she truly shined, as she won the gold medal in the three-meter event in Amsterdam. This is an incredible accomplishment considering she had no formal training from a coach. 

After going to India with the American Red Cross and living on a ranch with her family in San Antonio, Texas, she went back to Greenwich in 1958 until she died in 1991. Helen Meany is a true testimony of what a person can accomplish by making the best of her small resources.

Lockers. The epitome of the American High School; an association derived from classic movies and pop culture. The recurring depiction of teens standing by their lockers and conversing between classes, creating a hotbed for gossip and smalltalk has become a foundational symbol of American high school. At GHS, there is an abundance of lockers, but how long has it been since you opened yours? Perhaps freshman year orientation? The ease of being able to access all your personal belongings on a whim by carrying around a backpack has shoved the prospect of locker usage under the carpet, but what purpose do these abandoned relics have within GHS and why, if not used, do they line the halls so copiously?

In order to answer this question, we first have to conceptualize the evolution of lockers and their seemingly inevitable downfall. It all began when the current GHS school building was constructed in the 1970’s. Rather than lockers to safely store belongings, students kept their books in open cubbies that jutted out from the wall. This posed issues as the open concept attracted thieves and proved to be a hazard. So, when the building was remodeled between 1992 and 2000, lockers were installed. Principal Ralph Mayo, while reflecting on his high school days at the old Greenwich High campus where Town Hall currently sits, notes that the locker culture in the old building was omnipresent. Just as seen in American television, the halls were crowded and the lockers played a key role in the bustle. Mayo compares the locker culture at the Town Hall building to that of Eastern Middle School, or any other Greenwich Middle School, which he describes as being chaotic, yet charming and lively. GHS, where it currently sits, has never had this charm, but Mr. Mayo ensures that the school compensates for this in other ways. Without the hassle of making a trip to a locker, students can use the extra minutes to both socialize and be on time for class. While lockers may seem to enhance the hallway atmosphere, as suggested by pop culture, lockers are a pain. Mayo recalls that when he was principal at Eastern Middle School, students would often forget their locker combinations and require a master key to unlock it, among other issues. 

It's well-known that with Covid-19, and the limitations it placed on every physical surface, locker use was extracted from the school-scene. But GHS has long been refraining from locker use, even before the pandemic. With the exception of students in theater programs, as well as a few others, Mayo states that the percentage of students using lockers is “almost close to zero”. With the sheer size of GHS, having to retrieve your stored items in a seemingly random location, would be inconvenient and make for more congested halls. So, because locker usage for the average GHS student is nonexistent as of today, when it comes time for GHS to renovate years in the future, what will become of these unwieldy relics? Mayo states that because the lockers at GHS are built into the wall, removing them would be expensive and not financially worth it, meaning, they will continue to add to the GHS ambiance, for time to come. Even when not in use, lockers are a significant part of adding to the school charm and are quintessential to the stereotypical academic atmosphere. Therefore, functioning or not, they have a rightful place in our school hallways.