Winners of the Caption Contest
“Stop acting like animals, control yourselves,” said the teacher, glaring at the students.  -- Elizabeth Jackson ‘28
The Zoo for Presidency -- Kaylie Johnson ‘27
“Ok class, today we will be playing this or that: politics edition.”  -- Indira Weed ‘25
Herald staff members chose their top three and these three were chosen more than others.

By Mason Bibby​

It is time to stop beating around the bush. Whether Republican or Democrat, I believe there is a large degree of consensus around the premise that neither candidate, Donald Trump or Kamala Harris, is ideal for a majority of people.
In fact, this has been the case for a multiplicity of presidential candidates, leaving many to opt for the proverbial “lesser of two evils.” Too few have stopped to consider what a hypothetical “ideal candidate” would look like. Specifically, what would a campaign look like that synthesizes and juxtaposes all of the beliefs, values and visions that one holds dear. For myself, it is relatively easy to discern. However, that averment may be difficult for others, and so I have used myself as an example.
This was a more arduous task than one might expect, which surprised even me, as I took a great deal of care in ensuring that my beliefs aligned with things I may say or attempt. To do this, I took a quick political test (which I strongly recommend by the way) and found that I side with the GOP, or Republican Party, on about 81% of issues. I was not unsurprised; I tend to lean further to the right on a multiplicity of issues, such as economic policy, infrastructure improvement, and individual values. Conversely, I found that I sided with the Democratic Party on about 46% of issues–far less than the Republicans, and far less than half. Other parties, such as the American Constitutional and the NoLabels movement, also made appearances, mostly through answers that were similar throughout most or all parties. Therefore, I figured, my ideal candidate would most realistically either be on the right, center-right, or a more conservative iteration of the left. 
Next, I did a bit of self-searching to determine what kind of qualities, characteristics, and general demeanor I would want a presidential candidate to exhibit. Honesty, transparency, and integrity, are perhaps the most important benchmarks of an individual competing for the highest office in the land. Lastly, it all comes down to how my opinions will change as I grow. I am neither a true office holder nor a voter, and there are many, many, many things I still need to learn and experience. But for now, I can safely say that I would value the true characteristics of a candidate rather than his or her party.

How often do high school students reflect on or think of politics?
The daily life of a student at NCS: wake up, get ready for school, attend four block periods, have an assembly, a break and lunch in between, then head to extracurriculars, athletic practices or home. 
But what do we think about throughout the day? Should students be more educated on politics?
How do I look? My shoes don’t really match my uniform. Is my homework done? I can’t wait to watch YouTube when I’m home. Is Mrs. Sprouse here? What time do we go back to class? What are we eating for lunch? I’m sick of chicken tenders. I wonder if I should get a Celsius or Frappuccino from the snack shack. I’m afraid my best friend won’t be able to hang out with me this weekend.
What about the world outside?
Politics are always mentioned in Government classes. But are we actually informed on what’s going on in the world aside from what we are taught in school? Do we know which side we favor in politics, and do we know who to vote for if possible? AP Comparative Government and regular Government classes are only taught in the later years of high school. We don’t have a class for politics.
Political education defines our politics. Students need to be educated in order to build democracy. We need to be learning, especially at a young age.
“The history department aims to produce engaged American citizens,” History Department Chair Ryan Demarco said, “by not only teaching students about the contents of American history and the principles of American government, but also by fostering skills needed by active citizens including critical thinking, digital media literacy, engaging diverse perspectives, and active listening.” 
Some students clearly get the message.
“Learning about the structures of government and the different roles that everybody plays helps me become more active in politics,” Valeria Dancea ‘25 said, “and I have also learned from government class about the importance of voting in smaller, more local elections.”
Politically active Mason Bibby ‘27, sophomore class president said, “I think of politics at least once every couple minutes. I’ll be sitting in class, and my mind wanders to something political. What does the electoral map look like? What states are going to flip or stay the same?”
“Sometimes I think about what all I need to get done. If the people who I wanted to email have responded,” Bibby said. “I’m genuinely a busy person, whether on campus or off. When not focused in class, which is often, I’m thinking of things I need to get done. But like everyone else, I do think about random things like what’s for dinner and which parent is going to pick me up from school. I think about whether I will mess up on the script I have to read on stage or for volleyball games as well,” he said. 
“As a student close to the age of 18,” Lauren Boone ‘25 said, “I only think about politics when it is mentioned. I think about it in Government, when I’m watching the news or talking to my parents.  It is not something that I’m too passionate about or interested in unless elections are coming up. I’m sure that I can speak for other high school students too.”