Emily in Paris: Coach competesMackay in Olympics
Cross country coach runs for Team USA
Sonja Peetz-Larsen Arts Editor
According to Google Maps, a trip from the Upper School (US) to the Shake Shack in Harvard Square should take 19 minutes on foot. That’s a round trip of upwards of 40 minutes—not enough time to fit into a student’s 30-minute lunch break. Upper and Middle School Cross Country (XC) Coach Emily Mackay, however, could make the same round trip in under eight minutes according to her personal record and Women’s 1500M Olympic Games 2024 Qualifier time of 3:55.90. She could, hypothetically, enjoy burgers and shakes daily.
Coach Emily joined both the Middle and Upper School XC teams in the fall of 2022 after Millie Paladino, her teammate on the New Balance team, began coaching for the school in 2021.
“I started coaching at BB&N when I moved to Boston, and professional running became my full-time job. I wanted something outside of that … I wanted to be there for and inspire other people. It’s very rewarding to me, and my favorite part about it is seeing the progression and growth.”
Prior to joining the school, Emily ran for the U.S. at the Pan American Games in Santiago, Chile in 2023, winning the bronze medal in the 1500M. Only a year later, she came in second place with a personal best of 3:55.90 at the Women’s 1500M Olympic Games 2024 Qualifier, officially qualifying her for the 2024 Paris Olympics.
Continued on Page 16
‘Sleepy
Athletic Department changes its lineup Faculty to hold new roles at NAC
Matthew Walsh Sports Editor
“New leadership always brings some change … I am confident that things will continue to function smoothly and efficiently,” Major Gift Officer and former Athletic Director Chuck Richard said about the Athletic Department’s future.
Beginning this fall, both new and familiar faces will take on new roles in the Athletic Department. Returning faculty will include Girls’ Varsity Field Hockey Head Coach and previous Associate Director of Athletics (68) Jaye Locke, now the new athletic director, Girls’ Varsity Volleyball (GVV) Head Coach Jeff Emenaker who will join the department as an athletic associate, and Girls Varsity Soccer Head Coach Hayley Katkowski, who is joining as an Education Fellow. New additions to the department include Associate Director of Athletics (6-8) and Boys’ Varsity Soccer (BVS) Head Coach Joe Campbell and a third Athletic Trainer, Alessia Pesaturo.
Departing staff include Associate Athletics Director Kathy Newell, BVS Head Coach and Admissions Associate Kaeghan Kelly ’10, and Fencing Team Coordinator and Upper School (US) Math Teacher Grace Wang. Mr. Richard is also leaving the department but is staying at the US and taking on a new position in the Advancement Office.
Mr. Richard is excited to continue to support students and reconnect with alumni, he said.
“I have a relatively long history with BB&N, and I’ve had the privilege of knowing so many students over the years,” he said. “It will be really exciting to reconnect with former students and athletes in their professional lives, learn about their journeys, and see how BB&N has influenced their paths. I am looking forward to fostering relationships that can lead to new opportunities for current students, such as internships, mentorship programs, and career networking events.”
Continued on Page 5
Hollow’ travels to Fringe Festival
Cast spooks Edinburgh with ghost story
Gabe Cooper On Campus Editor
Among the winding cobblestone streets of Edinburgh, below the jagged green cliffs of nearby mountains, a band of Upper School (US) students, costumed in old-fashioned dresses and suits, marched together, distributing flyers to promote their performances— and frightening everyone they met.
From July 30 to August 9, nine students traveled to Scotland to participate in the Edinburgh Fringe Festival, the world’s largest
performing arts festival. US Theater Director Ross MacDonald, US Arts Department Head and Technical Director Adam Howarth, and former US Choreographer Amanda Lewis accompanied the students on the trip.
Founded in 1947, the Edinburgh Fringe Festival hosts 60,000 shows each year in more than 300 locations across the city. The school partnered with the American High School Theatre Festival organization to plan its housing, meals, and the cast’s performance schedule.
As a continuation of the school’s
spring play, the cast performed “The Legend of Sleepy Hollow” four times at the festival with an almost entirely new cast. Of the actors who traveled to Edinburgh, only two had participated in the spring play due to significant time and financial commitments, among other reasons. The new cast had to quickly adjust and decide how they wanted to portray their characters differently, creating a variation of the same script and roles from the spring play.
Continued on Page 17
Buckingham Browne & Nichols Upper School, Cambridge, MA
September 2024
Photo Courtesy of Creative Commons
Emily Mackay at the World Athletics Indoor Championships in Glasgow.
Let’s have a bucking great year!
Happy back to school!
For those of you who are returning to our yellow and gray checkered hallways, I offer you a warm welcome back. And to those yet to join our commuKNIGHTy officially, welcome for the first time!
As the Dalai Lama once said, “an old day passes, a new day arrives.” So, while yesterday you may have reveled in sleeping in and not having to carry an obscenely heavy backpack, that day has passed. A new day has arrived.
Regardless of how many semesters you have under your belt, there will still be some new surprises this fall. Well, maybe surprise is the wrong word, because is anyone really surprised that the schedule has changed again? But don’t be worried returning students, there are only three significant changes from last school year:
1. Assembly Block has been moved to Monday, and Class Meetings will take place on Wednesday.
2. There will also be an additional five minutes added to Wednesday CAB.
3. A long block has been added on Wednesday, and the morning long block has been removed from Monday. While these changes may seem daunting to those accustomed to their routine, and new students may still be utterly confused if they have first or second lunch, don’t fret. You can all continue to do what you have always done: Conveniently forget that your class meets during first lunch and take the full hourand-a- half lunch break.
In fact, we should be excited about these new changes. Stop focusing on the long block intruding on our short Wednesdays, and see this as an opportunity. Maybe your teachers will believe you when you show up a minute late and say, “I didn’t know when this block started!”
That isn’t to say we condone tardiness at The Vanguard. Being early is on time, being
Buckingham Browne & Nichols School
80 Gerry’s Landing Road Cambridge, MA 02138 vanguard@bbns.org, vanguard.bbns.org (617) 547-6100 Ext. 2171 Volume 53, Issue 3
Editor-in-Chief Chloe Taft
Projects Editor Beckett Dubovik
Opinions
Editor
Lea Freiin Von Hilgers
Editorials Editor Kate Rice
On Campus Editor Gabe Cooper
Off Campus Editor Ayana Karthik
Features Editor Yancheng Zhao
Sports Editor Matthew Walsh
on time is late, and being late is unacceptable, except when you swear you pulled into Grove Street just as the shuttle was leaving, and you promise that you were there five minutes early. In other welcome back news, don’t forget to fill up your water bottle before making the trek up to the steamy, sweaty third floor. This message is unsponsored, but the water machine in the Drama Room has the coldest water in the school. Yes, you may struggle to pay attention due to the inescapable heat, and yes the sun may be beating down on your back through the walls of windows, but… well, there is no but. That’s the reality of early September at our school, but in no time you will forget all about the heat and will be complaining that The Commons is too drafty.
Now, a message for all the new students. Regardless of your grade, you will most likely be visiting Bivouac sometime in the coming weeks. Freshmen, you may be there right now, unable to read this editorial, or you might be using the paper it is printed on to build a fire. I encourage you to enjoy Bivouac as much as you can. It is a quintessential Upper School experience. Looking back, I promise you’ll be able to laugh about the sogginess of your socks or chuckle at the numbness you felt from sitting on the rock for what seemed like hours at a time.
Managing Editor Emilia Khoury
Digital Media Editor Doug Zhang
Audio Editor Will Benjamin
Production Manager Kathryn Martin
Asst. Production Manager Charlotte Garrity
Asst. Production Manager Carl Chen
Photo Editor Krishna Patel
Arts Editor
Sonja Peetz-Larsen
Asst. Photo Editor Olivia Richter
Faculty Advisor Kim Whitney
e Vanguard’s mission is to examine and engage the school community by providing news and information about events affecting it and by featuring the diverse range of people and perspectives that comprise it. We strive for fairness and accuracy in our content, and we strive to present that content with integrity and respect.
e Vanguard is the official student newspaper of the Buckingham Browne & Nichols Upper School, which has 524 students, 81 faculty members, and 59 staff members. Affiliated with the Columbia Scholastic Press Association, the paper is a forum for differing views and welcomes comments from its readers in the form of Letters to the Editor. No anonymous letters will be printed. e Vanguard reserves the right to edit all letters for length. e Vanguard publishes eight issues per annual volume and prints between 600 and 900 copies of each issue. About 200 of those are mailed out; the rest are distributed around campus.
Copyright © 2024 e Vanguard
Staff Writers: Fitzgerald Hung, Aparajita Srivastava, Alex Lev, Tillie Fischoeder, Hailey Jiang, David Xiong, Lucy Song, Annie Zhu, Finn Konary, Christine Tao, Scarlett Hawkins, Vartan Arakelian
Staff Photographers: Quentin Higgins, Emilia Khoury, Gil Cavalieros, Keenan Billings, Caroline Kovacs, Ash Surati, Ashleen Pierre, Hailey Jiang
Staff Artists: Victoria Nassikas, Isabel Doricent, Kate Rice
For those of you participating in Short Stay, I encourage you to actually enjoy it. You may feel conflicted, but by the time you think to yourself, I’m not sure if this camping thing is for me, you will be loaded back onto the buses and supplied with plenty of snacks. Freshmen, if you are reading this upon returning from your Bivouac experience, welcome back. All the teachers will, without a doubt, tell you that because you’ve made it through Biv you can do anything! This may well be true, but even if it isn’t, don’t sweat it. It is your job as a freshman to mess up a little. Since this will be your first time in the Upper School, let us give you a quick geography lesson. While you may think that the building forms an “O” shape, you will quickly realize it is instead a funny-looking “J.” Also, a word to the wise: The thirdfloor arts room DOES NOT connect to the other third-floor classrooms. Additionally, please reference the above warning about the climate of the third floor.
Following recent events, we feel a new reminder should be issued regarding phishing emails. If you receive an email claiming that your classmate requires assistance to verify their “Zix” account, do not engage. You may want to be helpful, but, in this case, don’t. We don’t mean to scare you. Here at The Vanguard, we want you to feel prepared for your first few weeks at the Upper School. So don’t be afraid to ask for help. Welcome to the 2024-25 school year. Let’s make it a bucking great year!
Microtrends: becoming conscious of our consumption
As a typical summer’s day came to a close, like clockwork, I opened my phone and began the inevitable doomscroll on TikTok. The mindless activity was calming before bed. After scrolling for a bit, I noticed a trend in my feed: More and more clothing hauls took over my screen. It wasn’t the number of them that was concerning—the algorithm knew I was glued to similar videos—but the sheer quantity of clothing in each haul.
In the caption of one video, I saw a plethora of hashtags: #foryoupage, #haul, #SHEIN, #cottagecore. “Cottagecore, what’s that?” I murmured. I went back to the video and watched as frills, florals, and shades of various pastels burst out from the screen, something I hadn’t noticed before. While displaying each clothing item, the creator repeated that all the clothes were “must haves” to fulfill the “cottagecore” aesthetic. Despite having never heard the term “cottagecore,” over the next two weeks, I saw the parabolic rise and fall of a microtrend in real time. Microtrends have compressed the traditional 20-year trend cycle into a much shorter lifespan. Their popularity rises fast but falls rapidly. The rise of microtrends can be attributed to social media, and more specifically, influencer marketing. Influencers are in constant competition for the attention of their audience. The more views they have, the more money they earn. For example, influencer Charlie D’Amelio earned $5 million in 2020 from TikTok alone. The need for views forces influencers to become more inventive with their content and convincing with their marketing tactics.
Unfortunately, this can negatively affect viewers who end up falling victim.
Kate Rice**
By the time your new clothes arrive, the trend is already out, and influencers have moved on to the next big thing. These influencers portray that you need a certain product to “fit in.” This way, the cycle keeps repeating itself.
These rapid-speed trends became especially popular during COVID-19. Impulse buying skyrocketed because of a need for instant gratification and comfort in a time when everything else was fluctuating. Gen-Z got hit especially hard with the wave of microtrends, and it was only natural that the appeal of fast fashion skyrocketed, given its affordability and power to mirror trends.
Microtrends and fast fashion are directly intertwined. Once brands like SHEIN, Zara, and H&M have a glimpse into a trend, the turnaround until product availability is within three weeks. According to the COO of SHEIN, Molly Miao, 700 to 1000 new items of clothing are released to the website every day. For the sake of quantity, quality is sacrificed. Cheap fossil-fuel-based synthetic fibers such as polyester, nylon, spandex, and acetate make up the clothing we buy from these brands. This overproduction of cheap goods leads to massive amounts of waste: Over 101 tons of textile waste is produced annually. Forecasters predict a staggering 147 million tons will be produced by the end of this decade. Most of this waste ends up in landfills, where decomposition pollutes the environment. So consciously deciding if a purchase is worth it is becoming increasingly crucial.
When making a trendy purchase, I ask myself: Do I see myself wearing this next year and the year after that? And what about when, not if, this trend has gone
“out of fashion?” I have fallen into these marketing traps countless times—my baby-tee, fluffy bag, argyle sweaters, and plaid skirt eras were very short-lived. My money went straight into the back of my closet to sit in shame.
If I am able to justify my decision, I turn to secondhand platforms such as Depop, eBay, Poshmark, and Etsy. Shopping secondhand means promoting a circular economy, standing against fast fashion, and being able to shop more sustainably. Nine times out of ten, this sustainable way of shopping will result in that one-of-a-kind gem that satisfies your retail fantasies.
It is important to ask yourself if you’ve fallen into these microtrend marketing traps. If yes, try to have an open mind. Expand beyond the bounds of social media to avoid “succumbing to the bandwagon of fast-fashion microtrends,” according to an article by Giuseppe Scandariato. Ignore the rapid ways of social media marketing and instead hone in on clothing that makes you feel good. Make a Pinterest mood board and pull out items of clothing from your closet that speak to you, ignoring what the 100k viewers on that one TikTok would approve. Understand that the most authentic style is one thoughtfully curated through a personal lens. Find cover! And don’t get swept away by the whirlwind of microtrends.
—Leena Wong
’25
Campus security switches from Blue-U to Synergy 911 Change to bring increased staff, more convenient location
Emilia Khoury Managing Editor
After using Blue-U Defense for campus security training and safety since 2021, the school is switching to Synergy 911. Chief Operating and Financial Officer Tara Gohlmann worked with Director of Facilities, Safety and Transportation Derek Bross, and Director of Security and Transportation Kathleen Murphy, to plan and implement the change. While searching for a company to replace Blue-U, the school focused on making sure they fit the community and could cater to its size, Mr. Bross said.
“The biggest challenge was finding the right group that would fit our community well and could support our needs,” Mr. Bross said. “Many folks are doing this type of work with basically the same philosophy; however, getting a consultant that could scale to suit our needs was an important part of the switch.”
Headquartered in Franklin, Massachusetts, Synergy 911 is better equipped to help schools like the Upper School (US), compared to Blue-U, which is located in Hancock, New Hampshire, Dr. Gohlmann said. Synergy 911 was heavily recommended by peer institutions. “Milton Academy has used
them for over a decade and has had positive things to say,” she said. “The main reason we moved from Blue-U to Synergy 911 was because Blue-U was a really small shop. They only had two people. We really struggled trying to get them scheduled to come to see us because it’s a long trip for them.”
Synergy 911 has a larger number of representatives, making scheduling easier.
“They have a much more significant network of individuals that support schools in their efforts to do the security training,” she said. “So, for example, most of the training that we’re doing with faculty and staff in open meetings next week we’ll be able to do at the same time, rather than having them go from campus to campus and having to schedule around that.”
The safety of the school’s campuses is the top priority, Dr. Gohlmann said. Synergy 911 will work alongside the school’s internal security team. The school is also in the process of hiring an Associate Director of Security to support response to security issues, train individuals, and oversee and coordinate fire drills.
“Ms. Murphy and her work with the Cambridge Police Department are incredibly important. This is a shift that hopefully will help with training, but the core security
remains intact and really strong.”
For students, the security will look similar, except the school is now being supported by a new group, US Director Jessica Keimowitz said.
“The truth of the matter is that our core safety plan remains in place in terms of swipe cards and locking doors and coverage at all three campuses, in terms of monitoring who’s in and out and guest visitor passes,” she said. “Our hope and our plan is to make sure that we have more regular training for all members of the community, students, faculty, and staff.”
Last year, Blue-U’s fall training received positive reviews from both students and faculty, Ms. Keimowitz said.
“I think they did really good work and felt like at least we’re talking about it. We’re doing something. We have experts coming in.”
Nandita Aggarwal ’25 believes that the training was a good way to inform the school.
“I thought the Blue-U workshops were helpful because I didn’t know much about what to do during a lockdown, so I thought it was an effective and time-efficient safety measure that the school added.”
President of the Women in National Security Club Aanika Mohta ’25 agreed that security training is important for incoming students to learn about safety measures in case of emergencies.
School to restructure decades-old 20% system
Three tier system introduced for teachers’ additional responsibilities
Chloe Taft Editor-in-Chief
Over the 2023-24 school year, a committee of faculty was formed to explore what roles constitute a full-time teacher’s workload at the school—continuing a “conversation that’s been going on since the merger,” according to Director of the Upper School (US) Jessica Keimowitz. Now, with the committee’s findings, the decades-old system is changing.
To be considered full-time, most teachers teach four classes, advise, and fulfill an additional role. That additional role, which is required for full-time faculty, can take many forms, including coaching, acting as a club’s faculty advisor, running an extracurricular program, or advising ninth graders.
“Every school that I know of defines a full-time job as teaching a certain number of courses and doing something outside of the classroom,” Ms. Keimowitz said. “It’s the way that independent schools have operated for a long time, and BB&N is no different. No independent School has figured out a foolproof, fully equitable and universally lauded system for categorizing what that stuff is outside of the classroom.”
The committee met three times last year to discuss the system. Various subcommittees were also formed to investigate other schools’ systems for assigning outof-the-classroom responsibilities. They aimed to improve equity and transparency, as well as create a more “accurate description” than the 20% nomenclature, Ms. Keimowitz said.
“Many, not all, but many of the additional responsibilities outside of the classroom are not the same
in terms of time spent, or frankly, effort devoted. They’re not the same as teaching a class. So, to equate that with a numeric system doesn’t feel great.”
Ms. Keimowitz laid out the new system at the June allfaculty meeting. Now, “additional responsibilities” will fall into three tiers: Standard, Standard Plus, or Leadership. Standard responsibilities do not require excessive time outside of school hours. The Standard Plus tier requires a beyond-average time commitment, such as coaching the Speech and Debate team, Ms. Keimowitz said. Leadership responsibilities, such as grade dean or department head, typically allow for a class drop—only teaching three classes.
Some exceptions to the system have been grandfathered in. Teachers who “are doing work above and beyond,” such as by both coaching a varsity sport and advising a club, are offered stipends. The school’s system for offering stipends has changed throughout its history. The school doesn’t currently stipend all responsibilities, like most public schools do, because it would likely reduce teachers’ base salaries. How it is determined who deserves a stipend has been previously confusing and inconsistent, according to teacher testimonials.
Many factors determine what tier responsibilities fall under and whether a role should be stipended, Ms. Keimowitz said.
“How much time is required? How much student interaction is required? How much parent interaction is required? Is there travel required? Is it outside the school day? Is it during the school
day?”
Ms. Keimowitz acknowledged that the system is a work in progress.
“I can pretty much tell you we won’t get it perfect. We can make it better.”
US Math Teacher Chip Rollinson, whose “final piece”—as he refers to it—is running the Math team, said he applauds the committee’s efforts.
“US math and computer science teacher Mr. Fidler said to me, and he’s been at this school 44 years, this is by far the most work he’s seen in this direction.”
A better system would “try to figure out where the gross inequities are and then try to lessen that,” he said.
US Arabic Teacher Amani Abu Shakra, who is also the Senior Spring Project Coordinator and the Yearbook Advisor, noticed the ambiguity of the 20% system caused confusion.
“I think there were a lot of maybe negative feelings associated with the 20% system, and I think maybe there’s some bitterness that arose from it,” she said. “But I think the language makes it feel like it’s more leveled right now.”
Ms. Abu Shakra said the old system failed to value teacher’s additional responsibilities.
“People feeling like they’re acknowledged for the work they put in outside their classrooms is also very important. When you feel like you’re seen and you’re appreciated, it goes a long way.”
US Science Teacher Paige Kemezis volunteered to join the committee in the fall and focused mainly on researching other schools.
“I think the key word for me is transparency,” she said. “You’re able to see where your role fits and how it
“I think that it was a very strong switch for the school and it helped protect the school.”
Although the change to Synergy 911 was an administrative decision, Aanika hopes that there will be opportunities to collaborate and educate about women-specific safety in the future.
“I do see opportunities to collaborate on campus, such as enhancing specific security for women as well as doing more targeted security,” she said. “Obviously security plays a very important role in student life, and if students are not able to go to school without feeling safe, it can really impact their learning.”
A student security workshop, administered by representatives from Synergy 911, is scheduled to be held before Winter Break, according to Ms. Keimowitz.
fits into the community… It’s going to be really helpful and empowering for the teachers to be able to use this information to help themselves.”
US English Teacher Beth McNamara, who is the Grade 11 Dean and coaches Varsity Softball, among other uncounted roles like chairing the Keegan Fellowship Committee and serving on the Senior Spring Project Committee, has seen the system of additional responsibilities vary throughout her time at the school.
“In 2001, both Thirds Soccer, which never met on the weekends and Varsity Softball, which had preseason practices, obligations six days a week, and a postseason, were both 10% responsibilities,” she said. “It has been malleable the entire time.”
Additionally, she has seen similar efforts stall, she said.
“I’m optimistic that the hope and intent to try to balance workloads and pay people what makes sense is going to work. I also know the exact same version of this committee existed in something like 2006, and it’s still been messy every year since then.”
A through line during her experience has been the importance of feeling valued in every role, she said.
“Regardless of the reality, the sense that it is equitable almost matters more than the exact dollar person-to-person.”
Ms. Mac acknowledges that achieving true equity is challenging.
“It is an impossible thing to get this exactly right,” she said. “The attempt to get it right is highly noble. Everyone knows it’s going to be complicated, but it’s never going to be perfect, nor could it ever.”
Photo Courtesy of Creative commons Synergy 911 will lead campus security efforts this year.
Summertime shuffle-up: Sports faculty restructure
Changes coming to the Athletic Department this year
Continued from Page 1
Although Mr. Richard is stepping away from athletics, he said he still values the community-building lessons students learn from participating in sports.
“Regardless of their level of interest in athletics, it’s my hope that every BB&N student can pull on a BB&N team jersey and experience what it means to be on a team,” he said. “The idea of working towards a common goal and being part of something bigger than oneself are invaluable life lessons.”
Stepping into her new role as athletic director, Coach Locke believes that athletics offers students an opportunity to learn more about themselves, she said.
“Athletes can truly discover so much of what they are capable of from playing sports at BB&N,” she said. “Athletics pushes you through challenges to discover so much about yourself and your peers.”
It was her deep commitment to sports and a desire to share that with others that made the athletic director position appealing to Coach Locke.
“Athletics is at my core. Coaching is my heart. It’s my biggest passion. I truly believe in the significant and positive impact of education-based athletics on people’s lives and on a community. When I had the opportunity to move into an athletic department and focus my attention on that work here at BB&N, I jumped at the chance.”
As the athletic director, Coach Locke plans to focus on ensuring that new members of the department succeed in their roles, she said.
“I am excited to support our new coaches and faculty so that they feel welcome in the BB&N community and that they have the resources and structure needed to focus their time and energy on the team.”
Coach Locke is also eagerly anticipating the start of a new season and experiencing the autumn atmosphere at school.
“I am looking forward to the early days of the pre-season when we grind it out in the heat to set the tone for the season,” she said. “I am looking forward to the afternoons when teams play back-to-back and have the opportunity to support each other. I am looking forward to some awesome games under the lights as the leaves are changing and the crisp airs begin to set in.… I am looking forward to it all: spending our afternoons together, working hard, learning and growing together, and just having fun.”
After joining the GVV team in 2019 as head coach, Coach Emenaker will join the department full-time this fall as an athletics associate.
“I’m excited about the opportunity to get more involved at a great school like BB&N and striving to help the Athletic Department get better, along with continuing to grow the volleyball program,” he said.
Ms. Pesaturo, the new athletic trainer, is ready to bring her skills to the department and
help as many students as possible, she said.
“I am most looking forward to becoming a part of the BB&N community and contributing to the development of the Athletic Department. I hope to aid all student-athletes in achieving their athletic and personal goals.”
Ms. Pesaturo said she is looking forward to meeting US students.
“One of my favorite parts of being a trainer is the relationships that I get to build with students and faculty,” she said. “It makes me excited to come into work to hear about someone’s day, how well they did on a test they were stressing over, or the opportunity to watch them compete in a sport they enjoy.”
Growing up as an athlete herself, Ms. Pesaturo seeks to keep students healthy and active, she said.
“I hope that the student-athletes at BB&N enjoy the experience of competing alongside friends and learn important life-long lessons of teamwork, leadership, resilience, and many more.”
While the Health & Fitness Program is “structurally different” from the rest of the Athletic Department, Director of Health & Fitness Henri Andre sees the department’s values across all its programs, he said.
“The values of self-awareness, self-care, self-discipline, self-confidence, self-worth, effort, and responsibility are emphasized in the Health and Fitness Program to help students become healthier physically and mentally as they put their knowledge into action.”
Face Off: Co-Presidents
Describe your co-president in three words: Diligent, fast, hardworking. Fierce, motivated, considerate.
What do you hope to achieve by the end of your term as co-president?
Give every student a voice through their class representatives and make advocating for change in the Upper School more efficient and effective.
I hope to permanently improve student experiences regarding assemblies, parking, sports, and other concerns that arise. I want the student body to have more fun and be happier at school.
What is your favorite BB&N tradition?
12 Days of Christmas performance by the faculty. My favorite BB&N event is One School One World. I love being able to eat TONS of free food that is incredible from around the world.
Favorite BB&N study spot/location of choice at school:
The conference rooms in the library but also the very back of the theater.
My favorite spot is the Renaissance wing study rooms on the first floor. And the Quiet Room.
Best lunchroom hack:
Mix the lemonade and the strawberry kiwi drink at the juice
Grilled cheese: don’t have a hack, just have perfected the recipe.
As a president now yourself, whose face would you add to Mount Rushmore? Barack Obama. LeBron James.
Name:
Mr. Vazquez Ms. Wellington Ms. Nolan New sChooL
1. What will you be teaching at the Upper School?
Mr. Vazquez: At BB&N, I will be teaching AP Human Geography (12th Grade) and Honors U.S. History (11th Grade).
Ms. Wellington: I will be teaching Latin II, Latin III, Latin III Honors, and Latin IV in the Upper School.
Ms. Nolan: I will be the Upper School Nurse.
Ms. Aprea: I will be teaching Global History I and Global History II.
2. Why this school?
Mr. Vazquez: I chose BB&N for multiple reasons, but one of the most salient reasons I chose BB&N is due to the agency I’ve seen fostered at the school. I appreciate the freedom with which teachers and students are given in regards to their intellectual and extracurricular pursuits.
Ms. Wellington: I chose BB&N because I am excited about their commitment to teaching and learning, as well as their commitment to teaching languages—they offer so many!
Ms. Nolan: I loved the community feel of BB&N and being able to work in a school setting. I was drawn to BB&N’s academic reputation as well as its strong commitment to diversity, equity, and inclusion.
3. What are you most looking forward to about working here?
I am most looking forward to engaging with the novel ideas and projects that students and faculty at BB&N have to share. I’m excited for the synergistic exchange of experience.
Ms. Wellington: I am most looking forward to getting to know my students and sharing my love of Latin with them.
I am most looking forward to meeting everyone and joining the community. I am looking forward to becoming embedded in the community. I am excited to start working with students, families, and new colleagues!
students, colleagues!
4. What other ways are you going to be involved on campus?
At the moment, I will primarily be working with the Boys’ Thirds Soccer Team.
Ms. Wellington: I will be helping to support some athletic team, but I am not sure what yet—stay tuned!
Ms. Aprea: In the spring, I will be supporting the Girls’ JV Lacrosse team. I hope to be involved in other ways as I get to know the school! I am eager to attend theatrical productions.
5. Highlight from this summer?
Mr. Vazquez: Moving to Mass from NYC!
Ms. Wellington: I got to visit Tucson, Arizona, where I had never been before. I was there for the American Classical League’s Summer Institute.
Ms. Nolan: Visiting friends and family in New York.
Ms. Aprea: I got married on July 27 in Rhode Island! I now have a new last name so thank you in advance for being patient as I learn to consistently respond to it.
6. What’s a fun fact about yourself?
Mr. Vazquez: I’ve published poetry in Roxane Gay’s PANK Magazine.
Ms. Wellington: A fun fact about myself: I love puzzles, board games, and mysteries.
Ms. Nolan: I love watching the Boston Bruins.
Ms. Aprea: I have a cat named Juniper.
Ms. Aprea
Grace Wang P ’25 left Brookline High School and came to the Upper School (US) as a math teacher in 2021. She wanted to join the US community for more than the opportunity to teach math, she said.
“One of the reasons I came to BB&N was the unique opportunity to teach at the place where my daughter goes to school.”
Ms. Wang has enjoyed being able to experience the US firsthand alongside her daughter.
“I really appreciated being part of and learning about the community that is educating my daughter,” she said. “Along the way, I met and became friends with many amazing colleagues.”
This past year, Ms. Wang taught Algebra 2, Geometry, and Calculus AB. Ms. Wang has also taught Geometry Honors and Precalculus AB in previous years.
During the COVID-19 pandemic, Ms. Wang discovered her love for fencing and became the program coordinator for the fencing team. She was the team representative and, in this role, was the main point of contact between families, coaches, and the school.
Ms. Wang will return to Brookline High School this fall as a math teacher. In the future, she said she wishes to travel.
“Ultimately I would like to retire and travel the world, but that is many years from now.”
—Sari
Goldberg ’27
Ms. Wang
Mr. Kelly
“Home” is how departing Admissions Associate Kaeghan Kelly ’10 will remember the Upper School (US).
After graduating from the US in 2010, Mr. Kelly studied biopsychology at Hobart College and planned to go to medical school until he changed his mind late in his senior year. In 2014, Mr. Kelly returned to the school as a soccer coach.
“After about two weeks of coaching those boys at BB&N, the middle school boys, and the thirds boys, I just fell in love with coaching,” he said.
Mr. Kelly went on to hold a variety of positions at the school: He coached Boys’ Varsity Soccer (BVS) and Varsity Golf, taught psychology for five years, and was the sports information director for a short while. It was his work in the Admissions Office, though, that remained a constant throughout his 10 years at the school.
“I always took pride and felt rewarded in my own work when I offered a different perspective on an applicant that swayed a little bit of a decision,” Mr. Kelly said about his role in Admissions.
Mr. Kelly will miss being a resource for US students.
Soccer
The “Circus,” an affectionate nickname for the history teachers in Room 272, lost another member this spring. Upper School (US) History Teacher Jenna Larson departed from the US to teach at Beaver Country Day School this fall. The Circus was a highlight of her time at the school, she said.
“I cherished the many laughs and nerdy conversations with my colleagues in that space. Their deep intellect and genuine compassion for students are truly admirable as well. If you need a place to relax, process, or just chat about interesting topics, or nothing at all, the Circus is there for you.”
Ms. Larson taught Global History I and II and advised a group of freshmen. She enjoyed building relationships with students in her classes and advisory, she said.
“The students are pretty great. Many students are sincerely curious about the world around them, and those conversations in and outside of the classroom were always enjoyable.”
For Ms. Larson, the support from fellow US teachers was special.
“I always felt deeply supported by my faculty colleagues and my students, who welcomed me warmingly into the community, showed compassion during my journey through pregnancy and motherhood, and shared in the laughter and challenges along the way,” she said. “Their kindness and camaraderie significantly enriched my experience while there, and I am immensely grateful for it.”
At Beaver, she will continue to teach history but with an interdisciplinary approach.
“I tried to help them on their own path in whatever way that I could, academically, athletically, socially, artistically. Whatever way that I could be of service to them just brought me a lot of joy. I will probably miss that the most.”
As BVS coach, Mr. Kelly worked to teach his players leadership skills. He strived to create a positive, welcoming community, he said.
“I would tell the senior leaders of the varsity team, in particular, to go out of their way to say hi to anybody that they knew played soccer over the years,” he said. “That willingness to put yourself out there, be kind, be a good person, smile at somebody in the hallways and acknowledge them, I feel is a super important legacy.”
This fall, Mr. Kelly will work at Fessenden, a K-9 school in West Newton, as an associate director of secondary school counseling. He also plans to coach their soccer team.
“I will remain eternally grateful for BB&N,” Mr. Kelly said. “BB&N took a chance on me, as a student and as an employee, and helped build the foundation of my character, academic interests, and career. I’m very grateful for that.”
—Vartan Arakelian ’26
Ms. Larson
“I’m thrilled to be joining Beaver Country Day School, where I’ll have the opportunity to develop and teach some innovative and interdisciplinary classes. I’m looking forward to embracing the new challenges ahead and using my passion for curriculum design in a dynamic way.”
Ms. Larson said she hopes to have impacted the US during her time there.
“I hope my legacy reflects my desire to foster a compassionate and supportive community where everyone’s well-being and dignity are upheld through genuine efforts towards equity, for both teachers and students.”
—Chloe Taft ’25
Service learning day prompts questions about new requirement Day provides a ‘Costco sample’ of options for students
Ayana Karthik Off Campus Editor
How do Upper School (US) students engage in service? Until two years ago, the school had a 40-hour service requirement for all students. This has been replaced with service built into the school year for the class of 2026 and beyond, such as the end of year service learning day organized by the Community Engagement Leadership Board (CELB).
On June 3, freshmen and sophomores participated in a service learning day in which students were able to take part in various servicebased activities.
The Vanguard was unable to find the specifics of the new requirement in the Program Planning Guide, Student Handbook, or on the Service Learning website. US Dean of Teaching and Learning Michael Chapman explained the parameters of the new requirement.
“The idea, at least to my knowledge, was that there would now be a progression of service learning—9th and 10th graders have to participate in one of two Afternoons of Service throughout the school year. To get credit, students must serve and then reflect on their experiences. 9th and 10th graders also must attend and participate in the Service Learning Day in June. I don’t know if those activities are also connected to advisory, particularly the 9th grade, in some way, but I think the intent was for the connection.”
The Afternoons of Service will
be held on November 13 and March 5, 2025, both during mud weeks, he said.
US Service Learning Coordinator Sasha Lyons further explained the requirement’s goals.
“The idea is to inspire students to continue serving their communities in an ongoing way because they want to, not just to fulfill a 40-hour requirement and then forget about it.”
The new service requirement encourages students to build off previous service experiences when they become upperclassmen, she said.
“The service days give ninth and 10th graders a chance to try things out in a hands-on way, just for a few hours,” Ms. Lyons said. “The next step is to get students to connect individually with an organization and set up a relationship during their junior year. Maybe they start working with the organization regularly, or maybe it’s just a few times. By senior year, they should be able to engage with their organization more intensely as part of their Senior Spring Project.”
Ms. Lyons added that underclassmen were encouraged to explore different organizations and types of service as a part of their service learning requirement.
“Maybe a student signed up to work with, say Friends of the Fells and discovered that removing invasive species and doing trail maintenance was really not as fun as it sounded,” she said. “Or maybe they weren’t expecting to like it, but they did. It’s supposed to be about learning and discovery and hopefully about having fun with
your classmates as well.”
Meredith Richardson ’27 participated in the day of service for the first time this year.
“I did the Charles River cleanup, and honestly it was really fun. I really enjoyed it because I was with a lot of my friends, and we were all doing something that we were interested in.”
Meredith said she was able to see the impact of her group’s service.
“I think the cleanup was pretty impactful because, as I learned, the Charles River is really dirty, and it’s not in the best shape,” she said. “There’s a lot of trash and debris around the area, so I was made aware of that as well. I think we definitely made an impact because that area looked a lot better when we left compared to when we were first there.”
For Meredith, the new service requirement makes it more accessible to participate in service, she said.
“I think the new requirement is so much better because I know a lot of people, myself included, kind of struggle to find service opportunities by themselves outside of school,” she said.
Abby Brown ’26 feels the new requirement encourages students to make time for community service in their busy schedules. However, Abby said she doesn’t think students will be more inclined to participate in service outside of school under the new requirement.
“Obviously service is important and valuable, but students in their own free time might not choose to do it because they either don’t have the time or don’t prioritize it,” she
Shifting gears for the Pan-Mass Challenge Students and alumni train for, complete bike-a-thon together
Yancheng Zhao Features Editor
Busking on Newbury Street, selling art, and sending emails to family are just some of the ways Upper School students raised thousands of dollars for cancer this summer as part of the PanMass Challenge (PMC). Then, they celebrated their impact with a 150mile bike ride.
The PMC is an annual “bikea-thon” that raises money for the Jimmy Fund at the Dana-Farber Cancer Institute to support cancer research and treatment. According to its website, the PMC “raises more money for charity than any other event in the country.” The bike ride took place August 3 and 4.
For the 45th annual PMC, Daniel Wang ’22, Max Conine ’24, Leo Wang ’24, Allison Wang ’25, Quinn Conine ’27, and Nathan Ma ’27 worked as a team to train and ride a 50-mile loop starting and ending in Wellesley. Lily Coughlan ’24 also participated separately, riding a longer 162-mile route from Wellesley to Provincetown over the course of two days.
Allison brought the team of students and alums together two years ago after realizing many people she knew loved biking. The team has expanded since, and she is always looking to inspire more students to join the cause, she said.
“I originally formed this team in memory of my dad because he wanted to do the PMC.”
Her dad was diagnosed with pancreatic cancer in 2020 and died in 2022. His dream was to bike the PMC after getting better but was unable to do so. Now, she rides in his honor. However, Allison is motivated to ride by more than her dad’s dream, she said.
“Recently, for the past two years, I’ve been going back for the community. Going to bike, meeting all these people, and getting the support from all the volunteers and people lined up around the route is kind of what keeps me coming because it’s a really fun event, and at the end of the day, even if it’s really far and really tiring, it’s towards a great cause.”
Allison first rode in the PMC at 15 years old, the youngest age allowed to bike the 85-mile route.
“I was super exhausted, but then, a dad who had survived cancer and his son, who was just starting college, caught up to me, and we finished the entire route together,” she said. “We just talked and stuff. I think that people around me got me through the ride more than my actual training did.”
Although the overall goal of the event is to raise money for charity, the bike ride itself is also about celebrating the hard work riders have put into fundraising, Allison said. The ride itself does not raise money directly, but participants work before
said. “When it is a part of the school day, it is required of students to participate, so they are able to make it a priority during that time.”
CELB member Naomi Hammerschlag ’25 said students don’t often look for opportunities on their own. She also said community service is often not viewed as “cool.”
“I think now people just don’t want to do [service] because you’d rather just go hang out with your friends at a beach, not spend your time at a food pantry. I think it’s important to have these service learning days because it shows people that community service can be fun and worthwhile.”
While the requirement hasn’t been in place long enough to tell what its impact will be, it is a good place to start, Naomi said.
“These service learning days are like a Costco sample,” she said. “It makes initial connections so much smoother and shows students that there are so many options and opportunities to serve and get involved.”
and after the event to meet their fundraising goals.
“It’s a really fun way to thank everyone for donating to the cause and meet people who are supporting the same exact causes as you. Most of the people go there to enjoy the ride, talk to everyone, and learn about their stories because most people who are biking this event have stories or just want to help with the future of this research.”
Like Allison, Lily’s motivation for riding the PMC came from her family.
“For me, the PMC is kind of a family tradition. My dad has ridden about 15 times and my mom about five times, so I grew up hearing about it and cheering them on. When I decided to ride this year, it was to take part in something that my family, including both my brothers, was doing together.”
However, she also found that her drive to finish the race extended beyond just family.
“I finished the ride for the people who I had met or heard about who the PMC had helped. The ride made
me more aware of all the people in my life that had been diagnosed or impacted by cancer and all the work that has gone into many of them surviving it.”
A highlight for Lily was riding past a rest stop with “pedal partners,” kids at Dana-Farber who are being treated for cancer, she said.
“It was really incredible to see the direct impact of the ride, and it was motivating to complete it, making me want to do it again in future years.”
The different routes of the PMC all require a fundraising commitment, increasing with the length of the route. From the start of summer until October, riders are tasked with raising money to reach their commitment. Allison supplemented her donations by selling art, including jewelry and hand-painted vinyl. Leo, Quinn, and Max took a more performative approach to fundraising.
“I’ve been busking with my friends to raise money, and that’s been really fun,” Leo said. “I didn’t realize how fun and how good it is to fundraise money for such a good cause.”
This year was Leo’s first time riding the PMC, but he wants to return if he has time next year, he said.
“It’s for an incredible cause. It’s just fun. I enjoy it a lot, and it just made me happy.”
Through the experience, Nathan said he had moments of self-discovery.
“I learned a lot through biking about myself and how to figure it out by myself through tough situations.”
But the highlight was coming together as a team to support an important cause, Nathan said.
“When you come together as a community, you can make great stuff happen.”
Photo Courtesy of Ms. Lyons Students tackle weeds alongside goats at Mass Audubon.
Photo Courtesy of Allison Wang Leo Wang ’24, Quinn Connie ’27, Nathan Ma ’27, and Allison Wang ’25, among others, prepare to ride together.
Photo Courtesy of Lily Coughlan
Lily Coughlan ’24 celebrates the end of the Pan-Mass Challenge with other riders.
‘I hope we thrive:’ GSA marches in Boston Pride Pride event unites LGBTQ+ community, allies
Scarlett Hawkins Staff Writer
Waving a rainbow banner through the streets of Boston, 25 students and faculty gazed out at the energetic crowd around them, full of people decked out in vibrant clothing and carrying mini multi-colored flags. As they inched toward the finish line of the annual Boston Pride parade, the school’s participants admired the 200 booths that explored and celebrated LGBTQ+ identities.
On June 8, one million people participated in the Boston Pride Parade, beginning in Copley Square and concluding in the Boston Common. Boston Pride occurs once a year during June, which is celebrated annually as Pride month. The event featured booths that provided entertainment and learning opportunities for the LGBTQ+ community, such as a performance by a queer a cappella group.
During the march, members of the school community distributed customized Pride pencils, shirts, and bracelets created by the Upper School Gender and Sexuality Alliance (GSA) and the Family Gender and Sexuality Alliance (FGSA).
Head of School Dr. Jennifer Price marched in the parade alongside students.
“I love walking in the Boston Pride event because you can see the support from everyone watching that wasn’t there 25 years ago.”
For Dr. Price, this year’s Boston Pride Parade was about marching with the school’s community, as well as supporting her own identity.
“The march itself was so fun and encouraging. BB&N is my family. I love to go to the parade with my students and community whilst meeting old friends.”
Although Dr. Price feels that Pride Month is empowering and unique, only having one month to celebrate and acknowledge the LGBTQ+
community can be challenging, she said.
“My relationship with the months is a little tricky because it feels that those communities should be celebrated year-round. So, I hope as a community that we can be respected year-round.”
Lower School Learning Specialist Beth Chiasson, who attended the parade, said Pride month aims to ensure all members of the LGBTQ+ community feel seen and accepted.
“For all the people in the world that spend every ounce of their day worrying about safety, identity, and not being valued as a member of the community, Pride Month is about making sure those people are safe and feeling heard.”
If the school wants to support the LGBTQ+ community, it needs to be inclusive and advocate for change when necessary, Ms. Chiasson said.
“I want to represent BB&N as a school that embraces all identities, and that can’t be true if we’re not showing up. If we shy away from making statements and marching, that is considered ‘neutral.’ We are then not doing the work that allows everyone to feel safe.”
GSA Vice President Ash Surati ’26 felt empowered after marching at Boston Pride for the first time, she said.
“The LGBTQ community as a whole has struggled so much, so seeing an event full of pure joy made me so happy. Everyone was living their authentic lives.”
Ash said she hopes that GSA will continue to be a welcoming space for everyone.
“I hope we thrive, I hope we continue to have fun movie nights, and I really hope that people who aren’t part of the GSA aren’t afraid of being themselves.”
Everyone deserves to belong in a community where they can be themselves, Ash said.
“It’s okay to be yourself. Even if people aren’t accepting now, there are people out there for you.”
Knights host inaugural HacKnight Students learn, compete at computer science event
Jordan Price Contributing Writer
Some Upper School (US) students might choose to spend an all-nighter binge watching their favorite TV shows, eating a pint of Ben & Jerry’s ice cream, and listening to their favorite songs on repeat. Members of the Computer Science Club, however, chose to stay up all night writing code.
HacKnight, the Computer Science Club’s student-led overnight coding event, took place at the US over the weekend of June 1 and 2. The event had two components: a Learnathon, where students taught various computer sciencerelated concepts, and a 24-hour Hackathon, where groups created computer science projects. While planning the Hackathon, event organizers had the opportunity to choose the component upon which they would focus. After receiving the grant, the group decided to combine their ideas for the Learnathon and Hackathon to create a successful and interactive experience for event attendees.
Education Fellow Eben Cook was one of the faculty in the Teaching and Learning Office (TLO) who awarded the HacKnight project with an innovation grant. Mr. Cook said the project brought together the community to engage in science, technology, engineering, and math (STEM).
“The TLO strives to support community members who have identified a potential area of growth at the school and have an idea of how to act on it, yet require seed funding and further project management guidance. The HacKnight team possessed a palpable passion for bringing a communal, computer science-centric event to our campus and deprivatizing the knowledge they’ve gained and the memories they’ve made from their own endeavors as STEM enthusiasts and hackathon attendees.”
Event organizer Diba Demir ’25 said she had a fantastic time overall.
“Despite the lack of sleep and occasional fiveminute naps during the overnight Hackathon, there was a really high-spirited environment overall,” she said. “The Learnathon introduced new coders to computer science and allowed experienced ones to experiment with different
concepts. The Hackathon fostered a collaborative and social setting for programmers as they left with a complete and functioning project in just a few hours.”
In between workshops, attendees had the opportunity to listen to guest speaker Katya Ivshina, an Applied Math PhD student at Harvard University who works in topological and geometric machine learning.
Fellow event organizer Sophia Stafford ’25 enjoyed hearing Katya Ivshina speak.
“It was amazing to hear her story, advice, and perspective on machine learning and its applications.”
By late afternoon on Saturday, participants began arriving for the Hackathon portion of the event. This year’s Hackathon theme was “Side Quests,” which participants interpreted in a variety of ways. Event organizers encouraged participants to design a game, app, or website that related to the “little elements of life that go unseen.” The participants then had 24 hours to work on their projects before the judging ceremony began.
“At the judging ceremony, we encouraged all participants to walk around and look at one another’s projects,” Sophia said. “We were really impressed by everyone’s technical and creative skills.”
Annie Zhu ’26, another event organizer, was pleased with the outcome, she said.
“I was very happy with the overall experience of the Hackathon. Students walked out happy having learned something new or created a project they were proud of. I was proud of our teamwork to prepare for the Hackathon and the amount of effort everyone put into the preparation for the best experience possible.”
Victoria Nassikas ’25, a workshop leader and member of the winning Hackathon group, especially enjoyed seeing various interpretations of the side quest theme, she said.
“It was really interesting to see what people had accomplished in the short amount of time that we had. It was also really fun to meet and work with kids from different schools.”
Victoria’s group made a Chrome web extension. In the process, she was able to learn how web extensions work. Victoria was surprised by how similar the process was to web design.
GSA Co-President Miley Chen ’25 felt camaraderie with other members of the LGBTQ+ community during the Pride Parade, she said.
“It was a great way to bridge a relationship between LGBTQ communities within the school and the greater Boston area. It’s lots of fun to talk to other people about your experience and listen to their experiences so you can learn more about the community.”
Miley said she appreciated that the event created a sense of unity for the LGBTQ+ community and its allies.
“A lot of times you can feel alone in the LGBTQ community,” she said. “However, the world is getting better about acknowledging and educating about the LGBTQ community. It can still feel very isolating, especially if you think you are the only queer person wherever you are. This event allows people to see others who might think that they are alone to help them understand that they are not alone.”
Although the school has aided the GSA, more work is needed on behalf of its LGBTQ+ students, Miley said.
“Overall, I think BB&N has done an amazing job of supporting the GSA and the LGBTQ community. I just hope that we keep moving forward and be aware of how actions and words can inadvertently affect the queer community.”
For GSA Co-President Max Laibson ’25, Pride sparked his excitement for future events, such as the Queer Conference that the GSA is planning for the fall, he said.
“Attending Pride this year was especially meaningful to me because I got to experience queer culture surrounded by my school community.”
“Like a website, we were coding in HTML, CSS, and JavaScript. I also learned how to use GitHub, which I think will be a very useful skill to have.”
Chief Learning Officer Jed Lippard was proud of the students for their successful night under uncertain circumstances, he said.
“Pulling off an event of this magnitude is no small feat,” he said. “Whereas it wasn’t always certain that Hacknight was going to happen, the student leaders’ determination, collaboration, and perseverance ultimately led to its success. It was inspiring to witness their attention to detail and their unwavering commitment to turning a vision into a reality. Huge gratitude also to the many adults, namely Dr. Mattern, Dr. Cook, and Mr. Cook, who supported them along the way.”
Photo courtesy of BB&N Communications Team
Nikki Minsky ’24 and Max Laibson ’25 celebrate the parade with Pride flags.
Photo courtesy of Yancheng Zhao
Two Learnathon groups join together at the end of the event to play computer science trivia.
The horns blare, and cheers erupT as The boaTs cruise down The river seine, marking The sTarT of The 2024 olympic games having been a world TradiTion for The pasT 128 years, The olympics have conTinually evolved To represenT more of The world boTh Through naTions and sporTs represenTed The 2024 olympics were in many ways a zeniTh of This evoluTion, wiTh over 184 naTions and 40 sporTs represenTed–a far cry from The 14 naTions and nine sporTs aT The firsT original 1896 games in order To offer a new perspecTive, The vanguard has opTed To zoom in on whaT made This year ’ s games unique: The new evenTs, The olympian milesTones, The consTrucTion/ cleanup projecTs underTaken by The hosT naTion, and whaT happens To The newly builT sTadiums now ThaT The games are over
BReaking into the olympics
originaTing in The bronx, new york during The 1970s, breaking consisTs of a “combinaTion of aThleTic moves including spins, flips and oTher complex Techniques” (olympics com). inTernaTional compeTiTions for The sporT firsT sTarTed in The ‘90s, buT iT wasn ’ T unTil 2018 ThaT breaking was considered To be added To The olympic games rosTer a successful show of breaking during The 2018 youTh olympic games convinced The organizers To add iT This year
RepuRposed stadiums Aquatics
Centre
is being converTed inTo a housing complex wiTh over 2,800 aparTmenTs ThaT can TogeTher hold over 6,000 people communiTy, leisure, and educaTional faciliTies will also be included wiThin The housing complex
currenTly undergoing a TransformaTion inTo a mulTisporT faciliTy ThaT will house a climbing wall, fiTness cenTer, and skaTepark and will be open To The public
Olympic Village
Quick Facts
a breaking maTch is called a “baTTle.”
baTTles are compeTed in besT-of-Three rounds which are each called Throwdowns and are 60 seconds long.
aThleTes are scored on five caTegories: musicaliTy, vocabulary, originaliTy, Technique, and execuTion.
uppeR school WRestling coach henRy kasdon Weighs in
How long Have you been breaking, and wHat styles of breaking do you practice?
i’ve been breaking iT since 1983, when i was 3 years old i had Two older broThers, and They ’ d bring Their boombox ouT To our Tennis courT in wesTon, and Their friends would come over and pracTice breaking on our Tennis courT buT iT was during my freshman year aT TufTs (fall of 1998) i joined a crew ThaT jusT sTarTed Then and goT really inTo iT i’ve been breaking ever since i’m hip-hop based; ThaT ’ s whaT i Teach, buT i dance all differenT sTyles
was tHere a particular moment during tHe olympic breaking competition tHat stood out to you?
jusT The momenT of acTually seeing The breakers and seeing The sTage and having ThaT amounT of aTTenTion on True hip-hop culTure was a poignanT momenT for me. There’s people who are famous wiThin breaking and wiThin dance, buT iT ’ s noT like rap everybody knows who kendrick lamar is, buT mosT people don ’ T know who phil wizard is, The guy who won The men ’ s gold in breaking
wHat part of tHe olympic breaking competition did you watcH?
i was busy Those Two days of The compeTiTion, buT i recorded all of iT i wanTed To be acTually waTching iT and sTudying iT, waTching whaT The dancers were doing so iT Took me a whole week before i was acTually done waTching all of iT. There was five or six hours of conTenT for The women on friday and Then again for The men on saTurday and There wasn ’ T much wasTed Time in ThaT broadcasT; They Told some sTories, buT iT was jam-packed wiTh dance acTion
in your opinion, Has tHe visibility of breaking increased since its inclusion in tHe olympics? more people have had conversaTions wiTh me abouT iT This summer because i’m in The world of breaking eighT years ago, They announced ThaT breaking was going To be in The olympics, and for probably four years, we ’ ve known iT was going To be in This olympics so i kind of ThoughT ThaT everyone knew ThaT ThaT was going To be happening This year. Then apparenTly, iT was jusT people who are in The hip hop culTure who acTually knew ThaT unTil six monThs ago, and i was surprised ThaT iT was news To so many people so, yes, The visibiliTy of breaking has definiTely increased recenTly
coach kasdon sTill periodically compeTes in breaking baTTles
do you tHink tHat breaking deserved its spot at tHe olympics?
iT’s unquesTionable The amounT of aThleTicism ThaT
iT Takes To do Those power moves, which is anyThing where you ’ re spinning or flipping in The olympics
[There are] sporTs ThaT are judged, like gymnasTics, figure skaTing, diving, and synchronized swimming breaking is an exTension of Those judged sporTs
Startofthecleanup:2015
seine RiVeR cleanup
BEFORE
AFTER
The river seine, which runs Through The cenTer of paris, has been a mainsTay of The french capiTal since The ciTy was firsT founded over over a Thousand years ago. however, over The lasT cenTury, The river has become increasingly polluTed wiTh sewage and Trash. in 2015, wiTh The possibiliTy of hosTing The olympics on The horizon, paris began To ramp up efforTs To clean up The seine when paris was confirmed as The hosT of The 2024 olympics in 2017, The efforTs wenT inTo overdrive, wiTh The goal of The river being clean enough for aThleTes To swim in iT during The 2024 games. The goal was meT wiTh all evenTs being held in The seine. however, pracTices for Those same evenTs were canceled due To poor waTer qualiTy. mulTiple aThleTes laTer fell sick wiTh e. coli
team usa highlights
Paris Mayor Anne Hidalgo swam in the river on July 17, to demonstrate the success of the cleanup campaign. imone
Swimming in the Seine has been banned since 1923.
gabby tHomas - track
biles - gymnastics
3 gold medals in 200m dash, 4x100m relay, 4x400m relay torri Huske - swimming
3 gold medals in 100m buTTerfly, 4x100m medley, 4x100m mixed medley
2 silVeR medals in 100m freesTyle and 4x100 m freesTyle
3 gold medals in women’s arTisTic individual all-around, women’s arTisTic Team all-around, and women’s vaulT·arTisTic gymnasTics 1 silVeR medal in women’s floor·arTisTic gymnasTics 2 gold medals in 800m and 1500m freesTyle
gold medal in 100m
BRonZe medal in 200m
On July 8, Upper School students checked their emails, holding their breath as they waited for what could either be pure joy or terror. Advanced Placement (AP) Exams have become even more popular over the last decade. In Massachusetts, the percent of high school graduates who took AP exams increased to 45.2%, an 8.6% increase from 2013. With students receiving their AP exam scores earlier this summer, The Vanguard decided to take a closer look and determine whether AP exams have really increased in popularity at the school.
3 AP Exams: Calculus BC,
2 AP Classes: Calculus BC, Chemistry
I took these AP classes because of interest in the subject matter, as well as the fact that AP classes offer a good opportunity to study a subject at a high level and hopefully at a high level of depth. Although the APs can be flawed with regard to studying a subject deeply due to the small amount of time to cover huge amounts of content, I still found that the classes I took stimulated critical thinking skills, especially due to the engaging way my teachers taught them. Of course, the perceived rigor of APs and peer pressure (particularly for juniors) play a role, but I would say any of those came secondary to the factors I mentioned above—at least in my case.
Signature
Anonymous Sophomore
4 AP Exams: English Literature and Composition, English Language and Composition, Latin, U.S. History
2 AP Classes: English Literature and Composition, Latin
I’m interested in the subjects, but I also want to go to college. I imagine opportunities to show that you can excel in a standardized testing environment are helpful for your college resume. AP scores are one of the ways you can show that you’re in the top percentile of students who are applying.
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Anonymous Junior
5 AP Exams: French, Calculus BC, English Literature and Composition, U.S. History, Physics 1
3 AP Classes: French, English Literature and Composition, Physics 1
Most of the classes I took were AP classes, and we were prepping for them in school, so it made sense to take the exam. Also, I feel like doing well on the APs puts your grades into context and adds value to them. Plus, it helps you, and colleges see how well you’re doing compared to the country because an A is very subjective and has a different value depending on the school or even teacher, whereas a 5 on an AP is standardized. I also took APUSH because even though we were not taught APUSH, we were taught all the skills, so I thought it would be a low stakes, small added bonus for college if I did well.
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Anonymous Junior
2 AP Exams:
2 AP Classes: Chemistry, Computer Science
“
I was definitely interested in computer science, and I was also pretty interested in chemistry, but I took the tests for college credit. For Chemistry, I took it for the challenge because Chemistry was a hard class, but I’m not sure I would’ve taken the test if it weren’t for the college credit/application.
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Anonymous Sophomore
1. Have AP exams become more popular with students?
2. By what percentage has the number of students taking AP exams changed from 2023 to 2024?
*While data from 2009-2019 is not available, the overall trend shows an increase in popularity among students.
3. What percentage of students score 3 or higher per year?
4. How has the number of AP class offerings changed?
(A) Changed by 10+
(B) Changed by 7+
(C) Changed by 5+
(D) Remained relatively the same
5. How many students take AP exams per year?
2024-2025 Class Offerings
6. On average, how many AP exams are taken by a student each year?
(A) 1
(B) 2
(C) 3
(D) 4 (E) 5+
B 2024-2025 AP Exam Offerings
Opinions
Dear gentle readers
For the past four years, “Bridgerton” has dominated screens and conversations. We follow every season’s “diamond,” every Lady Danbury quip, and every Whistledown issue. “Bridgerton” has an extremely large fanbase, especially when considering TV and original novel fans. “Bridgerton” has many of the same draws as “Downtown Abbey” did in the 2010s: beautiful, large mansions, British accents, and intense family drama.
The series follows the Bridgerton siblings and their respective love stories and is set in an upper-class London neighborhood in the early 1800s. One of the prominent characters is Queen Charlotte, the wife of King George III. While the show is fictional, the characters King George and Queen Charlotte are based on the actual reigning couple in the show’s time period.
There is something notable about how “Bridgerton” portrays these characters. Queen Charlotte is black, Duke Hastings is black, and Miss Kate Sharma is Indian. “Bridgerton,” in an effort to promote racial diversity on the screen, has an inclusive cast with lords and ladies from all over the world, representing different nations and speaking different languages—all accepted into the ton’s community.
“Bridgerton” sometimes feels it is trying to achieve two disparate goals: create the perfect anglophile TV show complete with grand balls and posh British accents and live up to diversity and inclusion standards in 2024. There is no way to do both. In reality, “Bridgerton” is a complete fantasy.
I am not saying that “Bridgerton” is a bad TV show—I find it very entertaining—but I think we need to realize why these TV shows are even being made. Modern-day TV media wants to tell the story of Benedict exploring his sexuality and Penelope fighting against gender norms because we are in the 21st century, and those stories are relevant to us. However, there is for some reason an insistence on telling these stories in a fantastical 19th century England.
The anglophile fever in the entertainment industry is real, reflected in the popularity of shows like “Downton Abbey” and really any Jane Austen remake, but those films and series very intentionally reflect the time period and tell those specific stories. They are period pieces that comment on characters in an explicit historical and societal context. “Bridgerton” does not do that. The show is set in a completely make-believe 1800s England just for the sake of the Regency aesthetic, massive ball gowns and all. In some ways, the setting of the show hinders its ability to truly represent all kinds of identities in a way that feels authentic and meaningful to the audience. That goal should trump aesthetics any day of the week.
Entertainment and media enterprises should keep diversity and representation in mind. Movies, TV shows, and books tell stories, and we should all be able to see ourselves in those stories.
Many people relate to the diverse characters in “Bridgerton.” For example, I loved the Sharma family. They would sometimes use Hindi in their conversations, and that is not something I typically see in trending TV shows. But I think I would be more touched and feel more represented in the media if there was a film about the real experiences and stories of my family. A movie of Indian immigrants braving the new world in search of a better life, education, and health represents me and my history, and a makebelieve scenario like the one in Bridgerton does not necessarily do that.
“Bridgerton” feels like an unproductive way to go about representing the world’s rich diversity or reflecting on epic love stories. If the goal is to have representation of different races, ethnicities, and sexual orientations, why isn’t Penelope Featherington an aspiring journalist? What is the necessity of the castles and promenades? Why isn’t Colin Bridgerton a travel vlogger? Why aren’t Kate and Eloise going to law school and Lady Danbury running for president? Bridgerton has some amazing stories and characters, but the Regency Era setting is an aesthetic choice, one that fails to truly represent the show’s characters.
A soundtrack in waiting
Childish Gambino, aka Donald Glover, has been a creative presence in the entertainment industry for almost 20 years. He was first thrust into the public eye just a few months before I was born when his college comedy troupe, “derrickcomedy,” went viral on YouTube. Since then, Glover has been an ever-shifting force in music, film, television, and pop culture. His shift from focusing on chronically-online, intentionally selfdeprecating humor to creating critically acclaimed and often surreal pieces of art has been one of the most interesting—and most successful— artistic rebrands of the last decade.
“Bando Stone and the New World” is an album meant to accompany a piece of visual art, much like Glover’s 2013 “Because the Internet.” However, that album was released under entirely different circumstances: after Glover left his long-time role on NBC’s “Community” and before he dove into his full-time role directing, producing, and starring in FX’s “Atlanta.” Largely due to Glover’s lack of commitment to the piece, or perhaps a lack of total creative focus, “Because the Internet” is accompanied by an unfinished 20-minute short film called “Clapping for the Wrong Reasons.” “Bando Stone and the New World,” on the other hand, was released with a full-length movie trailer on July 19. The movie release date is unknown.
Immediately after wrapping up work on “Atlanta” in 2022, Glover began to work on “Bando Stone,” the final album under his Childish Gambino moniker. With the movie’s release date and plot unknown, it is exceedingly difficult to review the album as a comprehensive piece of art. Maybe there’s a movie review in this column’s future—for now, I just want to get some of my thoughts out there.
The album listens like the soundtrack it is, the same way Kendrick Lamar and SZA’s “Black Panther” album does; the tracks are beautiful when isolated but fall flat as a comprehensive art piece. This is, of course, because they are meant to be played at different times during a film, but without the movie as a compass, even back-to-back tracks have basically nothing in common, varying between Glover’s best Yeezus-era Kanye impression (think harsh, thumping, and repetitive) to verifiable elevator music (think “Harry’s House”).
The opening track, “H3@RT$ W3RE M3@NT T0 F7¥,” comes from the former category. Uncharacteristically, Glover comes straight onto the first song at the beginning of the album, rapping over a broken-CD instrumental that grates on the ears and makes the song unlistenable less than a minute in. He channels 2013 Kanye lyrically, as well: “Everybody hatin’ tryna get like me/everybody Satan and I’m G-O-D!”
The next song, “Lithonia,” is a total break, lyrically and sonically. As far as Glover makes clear in the trailer, the “Bando Stone” movie is about a world where a singer (the main character, played by Glover) is trapped on an abandoned island during an apocalypse. Stone’s salvation comes in the form of a woman and a boy (played by Jessica Allain and Glover’s son, Legend, respectively). The song “Lithonia” is about a man named Cody Larae (presumably Stone’s nonstage name) coming to terms with making music for his love of the art rather than seeking fame after realizing that the world outside the island has been destroyed: “Cody Lerae/He had a break/He’s findin’ out/That nobody gives a f---.” The song is funny, and the lyrics nod to the sound bites that permeate the entire album and the trailer: Allain asking Glover if he can perform basic wilderness survival skills, and Glover incessantly responding, “No… but I can sing!”
“Lithonia,” like much of the rest of “Bando Stone,” is a break from Glover’s recent musical style. Large swaths of the album feature more pop-oriented songs, like “Steps Beach” and “Real Love.” This is intentional. In a New York Times interview, Glover explained his goals behind the album’s sonic landscape: “For this album, I really wanted to be able to play big rooms and have big, anthemic songs that fill those rooms, so that people feel a sense of togetherness.”
This is a dream Glover plans to fulfill with The New World Tour, planned for the rest of this calendar year. Childish Gambino was at TD Garden for the last time ever in August. With a movie coming soon and a bright future ahead of him, the multimedia superstar looks to move elegantly into his middle age.
Aparajita Srivastava Spoiler Alert!
keenan Billings Keenly Attuned
Opinions
Beach blunder
I awoke one morning in July of 2022 to the sound of rain pounding my cabin door. I looked over to my friend as we both had the same sad realization: Despite the droves of rain we heard outside, we still would have to spend the day at the beach.
Some context about my predicament: It was my final year at sleepaway camp, and the entire camp was about to embark on the yearly beach trip. Every year, beach day manages to fall on one of the few rainy days of the summer, and this year was somehow even wetter than ever before.
The rain came down in sheets all morning as we ate breakfast and prepared to head off. Though we all held onto the hope that the rain might let up during the 90-minute bus ride, as we pulled up to the beach, we saw the rain had indeed persisted, now a light sprinkle.
Despite the conditions, my friends and I were determined to make the most of our day. As we set up our things and sat around laughing with one another, the rain finally stopped. For a while it seemed as though we might salvage our failure of a beach day. Little did we know our troubles would persist.
Butt why collaborate?
I really don’t like working with other people, which is why I was thrilled to give the most important presentation of my summer by myself. Standing in a room of 30 people, I began:
“Like many households, a fundamental difference divides my parents. They scream at each other; it scares me, and I wish it would stop. This conflict centers around a question I would like to capture in a short film: How do you wipe your butt?”
To my relief, people laughed. This was the beginning of the pitch for my short film, “Wiped Out.” Continuing my pitch, I described how a perfect romantic couple (and their stuffed penguin son) falls into a disastrous argument after they discover that they wipe differently. John envisions Jane completely mummified in toilet paper, surrounded by fire, punting his precious penguin son. Jane imagines John chasing her and licking his hands slathered in peanut butter.
Lunches (bagged sandwiches and chips) were distributed, and as we prepared to dig in, the flock of seagulls circling overhead grew immensely. Before long, their circling evolved into dive-bombing groups of campers amidst a cacophony of screams from the younger ones. Countless seagulls flapped their wings madly with bits of our lunches clutched in their beaks.
Though you might think that the day improved after our lunch disaster, the downward spiral only intensified. The rain picked up once again, and its return brought lightning. As a safety measure, we were all told to retreat to the buses to shelter until the lightning stopped. But after an hour of waiting on the buses, the lighting had not let up, and we began the hour-and-a-half drive home.
If you were to add up the time we spent on the buses compared to at the beach, the total would be as follows: four hours on the bus versus one-and-a-half cold hours on the beach feeding the seagulls.
After arriving back at camp, morale was low. The day felt like a complete failure, and as we all sat around on the floor of our cabin waiting for dinner, we whined about the time we had wasted. Tears were shed, and fellow campers wanted to go home.
Yet as I looked at the group assembled around me, I realized that this was the first time in my six years at camp taking part in a long conversation with almost half of them. Until this year, I had never been in a cabin with any of them, and we had never really crossed paths. I was always satisfied with the friends I already had in my circle, but after spending this time with my other bunkmates, I realized I had been missing out on so many cool people around me.
Though I can’t say I found new best friends, that day did make me realize the importance of branching out. I found myself talking to new people more often and finally connecting with people I had known as acquaintances for years.
Though beach day itself was a bit of a failure, it opened my eyes to the valuable lesson of broadening my social circle. I learned that if I spent more time with the other people around me instead of with my closest friends, my life as a whole would be more fulfilling.
After everyone in the program made their pitches, we voted on which films would be produced. Only a quarter could be made. I was fortunate enough that people voted for mine. I was allowed to choose my role in the production of “Wiped Out.” I chose to direct.
Initially, I was very protective of my creative vision for “Wiped Out.” It was my baby, and like many parents, I thought I always knew best. When the writer took the script in a totally different direction than I had envisioned, I cried a little inside. However, I soon found out that the writer’s script was better than I could’ve ever imagined, adding depth to characters where there was none and rivaling the campiness of the “Barbie” movie. Although I initially questioned the director of photography’s preferred location for the film, his argument about the superior lighting in the Sculpture Garden helped us discover that the classical sculptures offered thematic anatomical details. Initially, I disagreed with the editor’s choice of a modern-sounding score over classical pieces like “Hall of the Mountain King,” but after a few listens, I was proven wrong.
On the day of the shoot, I realized I needed to trust the actors to make their own decisions to bring their characters to life. Their choices would lead to a stronger film. Our actors knocked it out of the park. Their decisions to aggressively inhale the scent of the bouquet, come back on screen for a bottle of wine after their breakup, and overall willingness to be the butt of the joke really gave the screenplay a life of its own.
I don’t remember much from the day of the screening. I was both exhausted from all the work we’d done in the previous weeks and excited for the culmination of all our efforts to be shown on the big screen for the first time. I was nervous because I wasn’t sure if people would laugh, but my fears were quickly assuaged as raucous laughter erupted when the camera panned to the rear end of a statue.
At the reception following the viewing, one of the TAs came up to me and said, “I’m not supposed to say this, but ‘Wiped Out’ was my favorite film tonight.” In the end, I learned that collective effort leads to a stronger product. I thought I knew best for the film, but my ideas were only a launching point. My collaborators’ innovation and new perspectives caught me off guard. I’d been wiped out in the best way possible.
Miley Chen
Miley’s Mayhem
Martha Balson Moments with Martha
evolved
Mackay makes Olympic debut Cross country coach competes in 1500m at Paris Olympics
CONTINUED FROM PAGE 1
On August 6, Emily took the starting line in Paris.
Emily said that her first step onto the track was surreal.
“Walking onto the track for the first time is my favorite memory. Seeing the crowd and realizing that I was about to make my dream come true. I was about to become an Olympian on that purple track.”
Only 3:59.63 minutes later, Emily crossed the finish line in sixth place in Heat 1 of the Women’s 1500m race.
She described experiencing a sense of pride in the moment.
“I was the most proud that I had made it there, and I was proud to be representing Team USA,” she said. “I was really proud of how I handled the nerves and especially proud of how I competed in the first round.”
Two days later, she finished 13th in the semi-finals with a time of 4:02.03 minutes.
“I was disappointed that I didn’t make the final because that was my goal, and I thought that it was very realistic. On the right day, if I felt good, I could have made the final.”
Her disappointment was brief, however.
“I still was able to walk away feeling proud because I had given it my all and I had so much to be proud of. I was only disappointed for two hours after, and then I was celebrating the fact that I became an Olympian.”
When reflecting on her Olympic experience, Emily was at a loss for words.
“It was the experience of a lifetime, truly.”
Caroline Kovacs ’26, a runner on the school’s XC team, was emotional at the sight of her coach’s success, she said.
“It was truly awe-inspiring. I always get a little emotional watching the Olympics, but this time I felt like I had a personal stake in the outcome. I don’t think I’ve ever cheered so loudly for anyone in my life.”
US Girls’ Varsity Lacrosse and (MS) XC Coach Taylor Clancy has worked alongside Emily since 2022. Emily has set an example for her MS runners, Coach Clancy said.
“She is the best and one of the absolute nicest people you will meet... It is so great to have
someone coach these kids and show them that it is possible to achieve your dreams with a lot of hard work.”
Coach Clancy said Emily’s determination has also contributed greatly to her success in the Olympics. “She has worked her butt off especially this past year with all of her races, so it has definitely paid off... It is unreal to have someone on staff with that much talent and determination.”
US XC and Track and Field Head Coach Charlie O’Rourke also noticed Emily’s work ethic, he said.
“She had to work hard to improve, and success [doesn’t] come right away,” Coach Charlie said. “She’s just continued to improve while other runners might hit a plateau at that stage in their life. She went from a national athlete to a world-class athlete just over the past year. And she’s a role model for our runners in that way.”
Coach Charlie used a metaphor to describe Emily’s recent progression.
“She’s just on a different level now. She was driving a Ford, but now she’s driving a Maserati.”
Coach Charlie added that her experience makes coaching much easier for him.
“Sometimes the kids don’t believe me, but they’ll certainly believe a world-class athlete.”
Girls’ Varsity XC Captain Naomi Hammerschlag ’25
Goodbye Charles, hello Henley Girls’ Varsity Crew rows in the Henley Royal Regatta
An ocean away from the school’s boathouse on the familiar Charles River, nine members of the Upper School (US) Girls’ Varsity Crew team launched their boat into England’s River Thames to compete in the Women’s Henley Royal Regatta.
With races throughout the first four days of July, the Henley Regatta is an enormous event; this year, 722 boats registered to compete, a record high in the regatta’s 185-year history.
Girls’ Varsity Crew Coach John Cotter explained that the girls’ participation in the regatta was distinct from the school rowing season and required additional training. The logistics of the trip were also complicated, so every spot in the team’s boat was selected after careful consideration, Coach Cotter said.
“The qualification on our side is that we have a team worthy of all that effort.”
A collision with a tightlyspaced barrier prevented the girls’ boat from advancing in the competition by a single second. Although the team had hoped for a different result, their showing at the regatta was tremendous,
according to Coach Cotter.
“The Henley Women’s Regatta was probably the most competitive situation any team from BB&N could be involved in,” he said. “BB&N teams usually don’t compete outside of the Independent School League, and they certainly don’t compete with teams outside of the country.”
Coach Cotter said the team competed against professionals in the regatta, including women who narrowly missed qualifying for the Olympics this year.
Susanna Barouch ’25, a rower on the trip, described the team’s preparation as “intense.” In the days before the race, the team practiced on the River Thames to learn the course, she said.
Before the team landed in England, they practiced on the Charles River, every morning after the school year had ended. Lucy Forman ’25, a member of the boat, said that the team put in the effort to compete.
“We were all willing to practice,” she said. “We were all willing to get up at 5 or 6 a.m. We were all willing to do morning practices in the blistering heat even after school happened. As for everyone who was selected to go—it just spoke to all of our hard work that we were able to get there.”
described Emily’s impact on the XC team.
“Emily brings a lot of positivity to our team,” Naomi said. “She gives great advice on settling nerves, and that was a big thing for us this year. She’s great at listening, as well. It’s comforting to know that you have somebody who understands all the feelings since running is a very taxing sport.”
Emily’s presence in the running community also brought excitement to the team, Naomi said.
“To be coached by somebody who runs at such a pro level, literally world-class, is like seeing your favorite celebrity in the news.”
Diego Abadie ’26, a runner for the school’s XC team, agreed.
“It’s crazy to see one of the BB&N coaches competing on the world’s biggest stage. It inspires the team to have someone work so hard to be able to compete at the Olympics and pushes the team to work hard and improve at the sport as well.”
After returning home from three weeks of chocolate muffins and cardboard beds, Emily said she is looking forward to taking time off. She plans to return to the track on September 8 to run the New Balance Fifth Avenue Mile and hopes to compete in future international races.
Lucy said that the coaches worked with the Athletic Department to ensure safe rowing conditions during their practices.
“The practice times were a little inconvenient, but because of boat traffic at that time of year and the heat wave, it would be dangerous if we went later. Our coaches had to jump through a lot of hoops to make sure that we were allowed out in the mornings.”
Lucy wasn’t fond of rowing when she started in her freshman year but said the team’s atmosphere changed her perspective.
“I started to fall in love with the camaraderie of the team. Crew is the most team sport you can get, and I really like that.”
Alexia Gerogiannis ’25, another rower, agreed. For her, bonding with her teammates was an important part of the experience.
“I had never been on a school trip before, so it was great getting to travel with other BB&N students,” she said. “We had practiced a lot and really gotten close as a team and as a boat, and it was cool getting to see rowing on such a large scale with some of my closest friends.”
She said the pressure of racing
in the regatta was unlike typical crew races.
“It was obviously scary, because we had never gone to such a big race before, and there were a lot of really accomplished rowers there. I’ve done Head of the Charles before, but this was a whole new thing. It was stressful but really cool.”
Alexia’s experience attending an international event where everyone shared a common interest was fulfilling, she said.
“We saw so many rowers. Everyone was there because they liked rowing. It was cool that we had our little BB&N community inside of a larger rowing community.”
Photo Courtesy of NCAA Emily Mackay finishes 6th in her 1500m heat in the first round of the Olympics.
Meredith Richardson Contributing Writer
Photo Courtesy of Lea Freiin Von Hilgers Girls’ Varsity Crew rows down the River Thames during the regatta.
Scotland Theater unites across cultures, nationalities at festival
Continued from Page 1
In preparation for the festival, the cast met in late May to read through the script and outline the actors’ summer work. The week prior to the festival, the cast came together for five six-hour rehearsals before heading to Scotland.
Presley Jacobson ’25, who played Mrs. Van Tassel and the violin in the music pit, noticed the cast’s tangible growth and increasing enthusiasm during rehearsals.
“I’m most proud of how we increased our energy throughout our one week of rehearsals,” she said. “Because we had so little time, at the start, we were so focused on learning the blocking and lines that we weren’t as focused on bringing the play to life. By the end of the week, everyone really came into their characters, which made for four incredible shows.”
In Edinburgh, the cast spent their free time together, hiking
up Arthur’s Seat, a nearby mountain, attending workshops with professional actors, learning traditional “Ceilidh” dancing, and strolling down the Royal Mile, the city’s most famous street, often stopping to watch street performers captivate audiences with unicycles and fire.
Mr. MacDonald, who directed and devised the play, worked with Mr. Howarth to choose “The Legend of Sleepy Hollow” for the festival because it brought the cast together by encapsulating elements of their shared New England heritage.
“We needed to engage the audience and grab their attention with the play,” Mr. MacDonald said. “The students we have come from different backgrounds, groups, and identities, but, at the end of the day, we’re all from New England. So, how could we take a new spin on a classic piece of New England?”
The atmosphere of the festival encouraged performances that evoked various emotions, Mr. MacDonald added.
wonderful thing.”
Miley Chen ’25, who played the narrator, White Lady, appreciated the opportunity to share the play with a new audience in Edinburgh.
“We were told that we did a really good job,” she said. “Coming from an audience of strangers, their reaction hits differently. You’re like, ‘Wow, I impressed that person, and they’re going to go home thinking of our play.’ It’s part of why I like theater so much: It has the ability to affect people’s lives.”
Additionally, the festival introduced Miley to a global community of thespians.
it was palpable: you could feel it in the air.”
While in Edinburgh, Salar Sekhavat ’26, who played Mr. Van Tassel, viewed a school from China perform the play “12 Angry Men” in Mandarin with subtitles. The play demonstrated the ability of theater to unite global audiences, he said.
“The actors were living in that moment and in their characters so much that it completely transcended the language barrier. I could have never read the book before and not had the subtitles, and I still could have understood precisely what they meant in every scene.”
Mr. Howarth, who designed the production’s scenery, props, and lighting, said he enjoyed watching the cast share their love of theater with audiences. He appreciated the opportunity to learn from the festival’s other attendees, he said.
“The highlight of the festival for me was the ability to share our passion for what we do with others,” he said. “Our group made friends with other schools who were also performing here, attending shows together and sharing ideas. We had the ability to step out of our understanding of what art is at our school into a larger world and hopefully will bring some of what has influenced us home to broaden our program and school culture.” Cast performs ‘The Legend’ in
“Edinburgh is a unique city, rich in history and culture, providing the perfect setting for a beautiful, inclusive, and diverse month-long festival with people from all around the world coming to make art, make people laugh, make people cry for the right reasons, make people think, and engage people. That’s a
“It was exciting to be in a place where everyone had a common interest,” she said. “Theater and art bring a lot of joy into people’s lives. The Fringe Festival is a festival of joy. Even though there was war and scary things in our world, everyone was there to have a good time, and
Songs of the Summer
The electric guitar sounds awesome, and the song is short and catchy. It’s also super lighthearted - perfect for a summer beach day!!
Because sometimes, when things don’t go your way, all you can do is blame it on the boogie. “Misses”-Dominic Fike
“Maine”-Noah Kahan
“Perfect Sense”-Arctic Monkeys
She definitely put something stronger than espresso into it because it’s so addictive.
I rewatched the Cars movies with my family this summer and was reminded of this classic. I also got my driver’s license this summer, and driving with this song in the background completes the vibe for me.
The song has a relaxing energy and rhythm reminiscent of a summer afternoon on the beach.
thats the question
It’s what my friends and I played a lot this summer either in the car, on the beach, or just hanging out. It reminds me of those moments that are soon going to end. A grand song filled with orchestral strings, it perfectly encapsultates the euphoria one experiences before the end of summer.
Photo Courtesy of BB&N Theater Arts Instagram
“The Legend of Sleepy Hollow” cast parades through Edinburgh’s streets.
Photo Courtesy of Presley Jacobson Cast members pose in their costumes.
Some Upper School students spent their summer working as counselors and junior counselors at Summer@BB&N, the school’s summer day camp.
Mood and matter
Living in a city means enduring the sound of car engines rumbling until midnight, the early-morning beeping of cranes and drills, pigeons—or geese in Boston—pecking the sidewalk, and herds of people swarming the streets with rushed steps and arms flailing. Despite its endless cacophony, the city can also be a source of liveliness and much-needed distraction. After all, matters of the heart often feel rather prosaic compared to a city’s bustling, ruthless nature.
Yet, as its title suggests, “Far From the Madding Crowd” by Thomas Hardy embodies a much more idyllic setting, transporting the reader to a 1870s English countryside. The novel takes place in a southwestern farming community where a young woman named Bathsheba Everdene has recently inherited her uncle’s land. As Bathsheba navigates her position of power in a predominantly patriarchal society, she hires Gabriel Oak, a young and loyal farmer, to work alongside her.
Bathsheba soon becomes acquainted with her neighbor, Mr. Boldwood, who falls obsequiously in love after receiving the valentine she jokingly sends him. However, Mr. Boldwood’s desperate obsession falls short when Bathsheba meets Sergeant Troy, a dashing and brazen man freshly enlisted in the army. The story follows the fickle dynamics of these three relationships, and through them, it portrays the inconsistencies, irrationalities, and betrayals that plague our human morals.
The novel is recognized as Hardy’s attempt to preserve the solitude of the countryside, especially in the face of emerging English industrialization. The title’s bucolic undertone certainly subverts the reader’s expectations, though. I started the novel with stereotypical images of the pastoral world in mind: sheep grazing, birds chirping, people brimming with cordiality. The book does carry the physical elements of such a world: Bathsheba’s farm is described as a “hoary building” with ornate Gothic features and a moss-ridden gravel walk. But ironically, its human landscape is riddled with conflict. From murders at Christmas parties to dysfunctional marriages, the story is far from a tranquil, rustic farm tale.
Much like our lives today, there are hidden emotions, unspoken words, and ambiguous signs involved—only appropriate to reflect the many nuances of human relationships. So, this stark contrast between the novel’s location and storyline raises the question: To what extent does a novel’s setting truly drive its plot?
Horns & Halos
A “this should be everyday” HALO to late starts on Tuesdays.
A “not again” HORN to the World Health Organization declaring mpox a global health emergency.
Based on experience, my most recent change in scenery resulted from a two-week stay in Gambier, Ohio for the Kenyon Young Writers Workshop. Prior to my arrival at the Columbus Airport, my mental picture of Kenyon College was also of the traditional countryside: an academic sanctuary surrounded by nothing but dense foliage, farms, deer, and cows. Further research on the school painfully confirmed that there really was nowhere to explore outside a one-mile radius. As someone who grew up in one of the world’s largest cities, Istanbul, and learned to love its organized chaos, this stay in Gambier felt rather uninviting at first.
Historic stone buildings, glass-walled structures, and charming wooden houses line the iconic Middle Path, which runs across the length of Kenyon College. Marking its bicentennial this year, the college also has its fair share of stained-glass windows, lofty atriums, slender spires, and arched doorways. The rain would soak us to our socks almost daily, giving even my rain jacket a dark hue, but once it died down, the stars became more visible in the dusky, black sky.
An appreciative HALO because we don’t have to put our phones in pouches during school.
An apprehensive HORN to a new season of college applications and essays to overthink.
A HALO to the Celtics’ 18th NBA Finals win, the most of any NBA team.
To my surprise, two weeks went by in the blink of an eye due to five-hour-long workshops, public readings, and time spent editing every day. But outside of writing, as emerging writers and animated high schoolers, we had also formed our own small-scale, working community. Friend groups fell into place, short-lived romances sparked, brief moments of academic rivalry surfaced, and many “Only in Ohio” jokes were made. In just a few days, we developed a web of gossip and banter, with stories of others’ unrequited love, friendship conflicts, and love triangles to entertain us.
An “I swear I’m parking where I’m supposed to” HORN to the school’s parking situation.
Like the setting-plot disparity in “Far From the Madding Crowd,” every minor incident felt dramatized to us when the only distractions were the Ohioan trees, animals, and sudden downpours of rain. It was the ideal environment for introspection and hours of writing, but it also allowed us to hyperbolize the simplest rumor or emotion, much like Hardy does with Bathsheba’s tempestuous nature. There, we had boundless time and space in our minds, which the city so dictatorially occupies with its never-ending frenzy.
Photos Courtesy of Emma O’Loughlin and Jack Rossiter
Diba Demir Words with Wings