55.2

The Vanguard

June 2026

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Volume 55 / Number 2

Buckingham Browne & Nichols Upper School, Cambridge, Ma

Photo Courtesy of Mimi Shaywitz

Students and faculty celebrate Ms. Krauss as she walks out of her last class.

26 years of impact

Case by case

New standardized heads has been a great privilege and a appeals process receives rewarding joy.” mixed reviews Even after teaching “The Great

Ms. Krauss to retire at the end of the school year Tony Bi

Contributing writer

“I was a student almost as much as a teacher during all of these years,” Upper School (US) English Teacher Sharon Krauss said.

After 26 years at the US, English Teacher and former English Department Head Sharon Krauss will retire at the end of the 2025-2026 school year.

Since arriving at the US in 2000, Ms. Krauss has also worked as The

Vanguard faculty advisor, Model UN faculty advisor and writer for the school’s communications office.

Ms. Krauss said one of the most rewarding aspects of teaching has been watching students grow into strong thinkers and readers.

“I feel that the crucial heart of my job is helping students to learn how to think on their own, so they can take that skill and apply it in all facets of their lives,” she said. “Watching all of those light bulbs go off over students’

Playing both sides

Gatsby” 33 times over the course of her career, she said she still found new meaning in it each year.

“The novel speaks to students in different ways and to me in different ways,” she said. “Looking at it through a variety of lenses has kept it fresh and interesting.”

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School community weighs the future of sports requirement Kate Tregay Sports editor

Last fall, after 90 minutes of JV soccer practice, one student at the Upper School (US), who wishes to remain anonymous to protect their privacy, headed straight to a three-hour club swim practice. By the time they ate dinner and showered, it was 11 p.m., and they still had over three hours of homework to complete. According to the student, this is a shared reality for many student-athletes who play any sport at a high level.

While the school’s sports requirement aims to build community and promote physical activity, some students say the policy creates physical

What’s Inside

strain and academic stress. They also argue it causes scheduling conflicts given the increasingly demanding commitments students face beyond on-campus activities.

“When I would do soccer, I would leave early every single day. I could never go to any of the games,” the athlete said. “It doesn’t help my academics and it doesn’t help my sports out of school.”

Along with balancing their overlapping commitments, the student-athlete said the sports requirement also pushed them to their physical limit.

“It creates a lot of physical strain. I was injured because in soccer I was using different muscles, and then I went right to swim, so there were definitely

June 2026

some repercussions down the line that were negative in that aspect.”

As for making friends and being a part of the community, the studentathlete did not feel a negative impact.

“The BB&N community is very strong, so I’ve never had an issue. There are so many opportunities to make friends without sports,” they said.

The BB&N All-School and Family Handbook outlines the requirements for each grade level, noting the difference between an interscholastic and a non-interscholastic sport. Non-interscholastic sports include Health and Fitness, Strength and Conditioning, Rock Climbing and Sculling.

Christian Chow On Campus Editor

The email arrived around 10 p.m. on a Saturday. One junior had spent the last weeks of trimester two raising his AB Precalculus grade up from a B+, earning an A on one test and an A+ on the next.

He thought it would be enough to appeal for his long-standing goal of taking AP Calculus BC. He opened the email.

“Your request and materials have been reviewed by the Appeals Committee, and your appeal to move from AP Calculus AB to AP Calculus BC has been denied,” the email read.

This junior, who spoke anonymously to preserve relations with faculty, was one of more than 90 students who appealed their course placements this year under a new standardized process, according to Upper School (US) Director Jessica Keimowitz. The system, designed by US Dean of Teaching and Learning Michael Chapman alongside Ms. Keimowitz, replaced a path in which students could push back through their teacher, department head or the US office, with no official system in place.

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MORE ONLINE Student Side Hustles Page 6

Quiz Show Team Wins State Championship Page 8

Masters Academy International

Devil Wears Prada 2 movie review

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The Vanguard

June 2026

The Vanguard

Editorials

Page 2

Touch grass

Spring is finally in full swing. We recently had the hottest May day in Massachusetts in 10 years, reaching a high of 95 degrees! What does that mean for our Upper School (US) community? It means: Go outside, have fun, embrace adventure and most importantly, stop being so serious.

First, we would like to congratulate the US on its high engagement in outdoor activities this spring. I think we can thank one new trend in particular for this increase in participation: the dreaded, Instagram-involved, 1980s flashback — hacky sack.

Walk outside on a nice day or sit in the Commons, and I guarantee you will see a group of students standing in a circle, each taking a turn trying to impress one another with a new trick.

Who would have thought a knitted ball filled with beads would finally get them off their phones? But The Vanguard is here for it! It keeps the US community outside, away from screens, talking to one another and enjoying the sun. Not to mention, it has even brought the US national recognition after the Buck Sack team was nationally ranked on Instagram. Thanks, Buck Sack.

Beyond hacky sack, you might see spikeball games or the new volleyball net set up next to

Features

and into the sunshine. Most importantly, they bring out our free spirit. We all know the rigor, stress and competition of this school, but when we step outside, we become kids again. We are here to remind you that it is okay to take a break and go outside; working nonstop is not always beneficial.

As spring comes to a close and summer approaches, remember to relax. Step outside, go to the beach, play hacky sack or spikeball, and get off your phones! Become a kid again.

Photo Courtesy of Carl Chen Colin Hoffman ’27 performs a clipper kick in a hacky sack circle.

the baseball field. During advisories or lunch, multiple rounds of spikeball are constantly being played. Students fully engage in games, shifting the typical US competitive spirit away from grades and toward spikeball bets.

We are genuinely pleased with students’ participation in outdoor games, which do more than just pull our community away from their phones

Buckingham Browne & Nichols School 80 Gerry’s Landing Road • Cambridge, MA 02138 vanguard@bbns.org, vanguard.bbns.org (617) 547-6100 Volume 55, Issue 2 Editor-in-Chief Lucia Longstreet-Lipson Projects Editor Managing Editor Christine Tao Mimi Shaywitz Opinions Editor Ethan Moran

Production Manager Harper Dubovik

Editorials Editor Scarlett Hawkins

Bring back the NAC cafe!

Hungry after practice? Grab a slice of pizza …

Oh, wait, we no longer have the NAC Cafe. This has become a recurring frustration for many Upper School (US) students. Students want an easy burrito or slice of pizza after school or practice, and what used to be a simple $3 snack is now a bare, empty closet.

To understand why the US needs the NAC Cafe, we must reminisce about the good times.

After practice, student-athletes would rush upstairs to indulge in a hot, cheesy slice, replenishing their bodies after a difficult game or exhausting practice. Spectators waiting by the cold ice rink could warm up with food, too. The NAC Cafe was not just convenient; it brought community and energy to students and families alike.

Now, the loss of the NAC Cafe goes beyond food itself. Hungry students are forced to order from DoorDash, which is both expensive and wasteful because of delivery packaging and transportation. Others leave campus entirely, walking to Harvard Square to buy food. When the cafe existed, students stayed in the NAC together, eating, talking and laughing. It created community.

It was affordable and convenient, and it brought students together in a way that simply does not happen anymore.

Digital Media Editor Adi Bhatia

Off Campus Editor Pilar Bowen-Arce

Asst. Production Manager Lauren Li

Features Editor Rima Demir

Asst. Production Manager Noura Farahat

Sports Editor Kate Tregay

Photo Editor Katy Varadi Arts Editor Henry Carroll

Faculty Advisor Kim Whitney

Asst. Photo Editor Tristan Ko

The 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.

The Vanguard is the official student newspaper of the Buckingham Browne & Nichols Upper School, which has 534 students, 84 faculty members, and 79 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. The Vanguard reserves the right to edit all letters for length. The Vanguard publishes eight issues per annual volume and prints between 500 and 800 copies of each issue. About 200 of those are mailed out; the rest are distributed around campus.

Copyright © 2026 The Vanguard.

Staff Writers: Olivia Bell, Jack Reinfeld, Sydney Xu, Leah Cooper, Maggie Whitney, David Zhou, Robbie Lally, Julia Agudelo, Alice Chung, Santi Cavallo, Viola Shepard, Vivian Cain-Weingram, Cata Longstreet-Lipson, Marwa Benyounes, Bradley Shen, Siran Arakelian, James Tao, Alex Berk Staff Photographers: Azariah Zewde Staff Artists: Lauren Li, Sydney Ruiz, Sydney Xu, Rachel Goldberg, Christine Tao, Marin MacDonald, James Tao, Catalina Longstreet-Lipson, Mimi Shaywitz

Page 3

I scream, you scream, we all scream for ice cream Throughout the final weeks of school, to help myself handle the demands of AP exams and final projects, I decided to take the edge off by trying different ice cream shops in Harvard Square. In total, I went to three: the nationally-renowned Ben and Jerry’s, the local favorite Lizzy’s and the international chain Amorino.

To keep the playing field even and ensure consistency across all three shops, I used the same flavorpicking method at each location, asking workers at each establishment, “What is the best flavor here?” The most important factor to me was the ice cream itself, so all ice cream was ordered in a small cup rather than a cone.

However, one variable that did differ was the spoon provided, which had a noticeable impact on the overall eating experience. Atmosphere and seating were not factored into the review, since I ate at the same location each time: a random bench in the heart of Harvard Square.

—Ethan Moran ’27 Amorino: L’inimitabile (Hazelnut Chocolate) - Blind Score: 7/10 - Price: $8.88 - Line length: three people - Utensil: small plastic spoon Conclusion: Coming all the way from Paris, Amorino entered the competition with the fanciest name and the highest price tag, but the ice cream did not fully live up to either competitor. The hazelnut chocolate flavor was enjoyable, but it was not quite as memorable or exciting as the other two. The texture was pleasantly smooth, but the overall flavor felt a little too simple for an $8.88 cup of ice cream. The small plastic spoon was better than Ben and Jerry’s wooden spoon, but still not as comfortable as Lizzy’s larger spoon. While Amorino may win in presentation and international flair, in a blind review focused on taste, texture, spoon and price, it landed in last place.

Ben and Jerry’s: Salted Caramel Blondie - Blind Score: 8.5/10 - Price: $8.25 - Line Length: five people - Utensil: small wooden spoon Conclusion: Ben and Jerry’s came in as a strong competitor, but the steep price lowered its overall appeal. The Salted Caramel Blondie had a rich caramel flavor and a creamy texture, with enough mixins to keep every bite interesting. However, at $8.25, it felt slightly overpriced for a standard cup of ice cream. While the small wooden spoon may reflect the brand’s eco-friendly philosophy, it took away from the experience, making each bite feel less smooth and less enjoyable. Overall, Ben and Jerry’s delivered a very good ice cream, but not quite enough value to take the top spot.

Lizzy’s Ice Cream: Mocha Chocolate Lace - Blind Score: 9/10 - Price: $6.51 - Line Length: eight people - Utensil: large plastic spoon Conclusion: Lizzy’s Mocha Chocolate Lace had the best balance of flavor, texture and price. The mocha flavor was rich without being overpowering, and the chocolate pieces added a satisfying, contrasting crunch to the silky ice cream. At only $6.51, it was also the best deal of the three, especially considering it earned the highest blind score and had the biggest portion. The large plastic spoon was another victory, allowing for full, easy bites without distracting from the ice cream itself. With the best flavor, texture, spoon and price, Lizzy’s was the clear winner.

Production Manager Sydney Ruiz

On Campus Editor Christian Chow

June 2026

Staff Photo by Scarlett Hawkins The NAC Cafe sign hangs over the shuttered service window.

The Vanguard board understands that opening a school cafe is difficult due to cost and employment considerations, but let’s break it down realistically. Would the school truly lose significant profit? A $3 slice of pizza is already marked up enough that the administration likely would not lose money. Additionally, reopening the cafe could also create opportunities for students themselves. Many Independent School League schools, including Noble and Greenough, St. George’s and Milton Academy have their own cafes. Their cafes are all student-led — a great way to address the cost issue while providing students with work experience. We should follow in their footsteps! Students could even run the cafe as part of a sports requirement or season of service, creating a sustainable system that benefits both students and the school.

Not to mention, we are missing out on admissions opportunities for new students because we lack this feature. For many students, the quality of food at a school is an important factor in their decision.

At the end of the day, the NAC Cafe was more than a place to grab food. Bringing it back would increase our school’s spirit, community and convenience.

Let them eat pizza!

Seniors share lessons from SSP experiences Senior Spring Projects (SSPs) allow students to explore professional interests, practice independence and reflect on their future plans. Three seniors shared what they gained from the experience.

How did SSP affect how you think about your future?

“Working at the Lower School changed my perspective on what it means to be a teacher, and I might want to pursue that later on. My internship at McLean Hospital made me more interested in neuroscience. Being in the lab was very motivating, and it helped me picture what I could be doing in the next five years.”

— Lorenzo Blackston

Lorenzo Blackston: Intellectual engagement: AP Macroeconomics Community engagement: Internship at McLean Hospital Wellness: Track and field New experience: Breads and Spreads

Scarlett Chan-MacRae:

Intellectual engagement: AP Precalculus AB Community engagement: Taught music to Lower Schoolers Wellness: Sailing team New experience: Impact: A female self-defense course

Abby Brown: Intellectual engagement: Spanish podcast Community engagement: Volunteered at a Spanish immersion preschool Wellness: Varsity tennis New experience: Created a series of documentaries

What did you take away from your SSP experience?

“For my impact [class], we learned how to fight against gender-based violence. The skills I learned in that class are things I will carry with me through life. It taught me how to stand up for myself, set boundaries and feel more confident in situations.”

— Scarlett Chan-MacRae

What advice would you give students when planning their SSPs? How did SSP prepare you for your transition to college?

“It was really nice that they had us design our schedules. Now, I feel like I know how to communicate with adults and send cold emails to get internships and generally figure out how to make my own schedule without much guidance. I’d rather be struggling with it now instead of struggling with it next fall.” — Scarlett Chan-MacRae

“Spend as much time as you can with the people around you, like your friends, your families, your teachers because you’re likely not going to see any of these people for probably another couple of years. Staying on campus can be really helpful to reminisce about what you’ve accomplished over the last four years.”

— Lorenzo Blackston “My advice is to not put pressure on yourself about your SSP. This is one of the few times in your life that you’re not looking for ‘What can I do to get into a good college?’ or ‘What can I do to get a good job?’ It’s just this in-between time where it’s more about doing experiences that are exciting to you. So keep that in mind and give yourself a lot of time and grace to adapt.” — Abby Brown

The Vanguard

June 2026

The Vanguard

On Campus

Page 4

Features

Six hours, one chance Arts Editor

“I was scrambling. We had five minutes before we had to go to the theater. I’m trying to write my speech. I’m trying to change. Everybody’s all stressed out. I haven’t had a chance to practice or run through my speech,” Dylan Cooper Ewing ’28 said, describing the minutes leading up to this year’s AllStar Debate.

The All-Star Debate is an annual event at the Upper School where the best debaters from each sophomore English class form two teams and debate a resolution before their grade. In the past, students were allowed two to three weeks to prepare; however, this April, the format was changed, and each team received just six hours instead.

As soon as the school day started, the All-Star Debaters (commonly known as the All-Stars) began preparing for the debate, which was scheduled for the afternoon.

“We got to school and Ms. Duddy briefed us on what we were going to do,” Oliver Song ’28 said. “She gave us our teams and our topics, and then we split off into two different rooms. She had curated a pack of 14 resources that we would pull all of our information from.”

In addition to the shortened preparation time, All-Stars were limited to a selection of articles and a book compiled by librarians and English teachers rather than conducting independent internet research. Oliver Song ’28 said the restrictions made it harder to develop the arguments his team wanted to pursue.

“I feel like the teachers had an idea that they wanted the debate to focus on one main argument, but neither of the teams really wanted to talk about that,” he said. “We didn’t really find most of the sources applicable to what we wanted to say.”

Because Oliver typically relies on extensive preparation before de-

Drawing by Cata Longstreet-Lipson

bates, he said the shortened timeline was difficult to navigate.

“I didn’t like the idea of [being] sequestered for a day because my strength in debate is my preparation,” Oliver said. “I’m not quite as good at the actual talking part, so I didn’t love just having one day to prepare.”

While Oliver struggled with the condensed preparation, Jonathan Harlev ’28 felt more comfortable working under time pressure because of his Speech and Debate experience.

“We get five minutes to prepare in our shortened practices, and we get ten minutes at tournaments,” he said. “So it’s not like I’m working

with less time than I’m used to. It was definitely a confidence boost to know that I’ve prepared like this and maybe half of the other side hasn’t.”

According to English Department Head Ariel Duddy, one of the main reasons for changing the debate format was to relieve the stress for the All-Stars of having to prepare on their own time. Jonathan agreed that the new sequesteredfor-a-day plan was preferable.

“If I had to prepare over a whole week, that would honestly detract from my learning more than missing that one day,” he said.

Justin Hildebrandt ’27, who competed in last year’s debate un-

der the old format, said balancing preparation with regular schoolwork was overwhelming.

“It was a bit stressful to have the All-Star Debate looming and then having to prepare,” he said.

“It made some of the cases kind of underbaked just because it’s always going to be extra work.”

In prior years, Ms. Duddy recognized that the All-Star Debate, which was meant to be a reward for the most skilled sophomore debaters, could instead create more of a burden, leading to less well-prepared speeches.

“In the past, a handful of AllStars have opted out, which seems like such a shame because it’s meant to be a positive experience for everybody,” Ms. Duddy said. “I think we felt uncomfortable with this idea that we’re putting students in a situation in which they might feel underprepared to perform in front of the entire sophomore class in a pretty high-pressure environment.”

This year, to counterbalance the reduced time All-Stars were given, other aspects of the debate were also changed.

“We tried to mitigate that feeling of ‘I can’t prepare as well as I’d like to’ by allowing them to bring up paper to the podium,” Ms. Duddy said. “As opposed to feeling like they have to read the research, come up with argumentation, figure out their speech, figure out their delivery, memorize it all and now perform it, it was ‘yes’ to all the beginning stages, but no memorization.”

Based on this year’s results, next year’s All-Star Debate will likely follow a very similar format.

“The debate itself, in combination with the feedback we’ve gotten from All-Stars, suggests that we should stick with it,” Ms. Duddy said. “I think by all accounts, it was a success.”

Ms. Tangusso

Salar Sekhavat ’26, who had Ms. Krauss as an English teacher and Model UN advisor, said her enthusiasm affects the classroom’s atmosphere.

“She’s always just so happy and excited to be there, and that is what creates that positive discussion environment,” he said. “Her energy really made things come alive for us, and we were able to take the work in stride, instead of letting it weigh us down.”

Yuiko Hotta ’27, who takes Ms. Krauss’ Junior English elective, “Aliens,” said she encourages students to think deeply about literature while also making them feel comfortable participating.

“She listens to everyone, and she makes sure everyone’s included in the conversation,” Yuiko said. “She’s very calm in class, and it feels like she always knows what she’s doing.

She makes sure students don’t feel too nervous or stressed.”

US English Teacher Jean Klingler said Ms. Krauss helped guide the department through years of curriculum change while preserving its core values.

“She gave the department per-

mission to grow and change in a way that reflected the students who were in front of us,” she said.

Ms. Klingler said Ms. Krauss was open to change in the classroom and the department while also respect-

Ms. Krauss teaches her English elective “Aliens” to juniors.

Staff Photo by Tristan Ko

ing successful traditions.

“She’s kind of the department’s institutional memory. She’s been here long enough that she remembers how things are done, the pitfalls of that, the strengths of that,” she said.

Beyond curriculum changes, US English Teacher Wes Williams said Ms. Krauss shaped the department’s broader approach to teaching.

“She fostered really good discussions with the department, helped steer us towards making our curriculum maintain the rigor that BB&N has always had while acknowledging students’ work-life balance,” he said.

He added that she significantly influenced his own teaching style when he arrived at the school.

“Whatever elements of my curriculum that are thoughtful and student-centered, a lot of that is coming from what Sharon was all about,” Mr. Williams said. “I would not be the teacher I am today without her influence and support.”

“The most meaningful experiences have been seeing students make extraordinary leaps in their work and personal development through art,” Upper School (US) Visual Arts Teacher Laura Tangusso said. After 32 years in the Arts Department, she is retiring.

Ms. Tangusso said her stay was longer than she expected.

“I took the job thinking it would just be for a few years, but discovered pretty quickly that I really enjoyed teaching and that teaching itself is a creative process,” she said. “Plus, the students were so engaging and fun to work with in the studios.”

Over time, Ms. Tangusso’s involvement extended beyond the classroom. She served as the arts department chair for six years and founded the Eco Reps program and the annual Hand + Heart Charity Auction. She also coordinated the Petropoulos program.

“I’ll miss being part of an art department, sharing our experiences and the work our students do, and that which I came here for in the first place: the long-term relationships with students,” Ms. Tangusso said.

After leaving, Ms. Tangusso said she plans to continue her career in art and the environment.

“I’ve always had dual interests in art and nature, so for the past two years I’ve been training to become a wildlife rehabilitator and plan to take the state test this summer to be certified,” she said. “I’m looking forward to developing my tai chi practice too, doing my own artwork and just generally having more time for friends and family.”

Anya Lundberg ’28 was in Ms. Tangusso’s architecture class this year.

“She really did solidify my passion for architecture,” Anya said. “There have been times when, even during lunches or a free period, I’ve gone up there just to work on my project a bit more.”

She said Ms. Tangusso’s help goes beyond class.

“I even go up there just to chat with Ms. Tangusso when I work,” Anya said. “She’s a really sweet person. She has given me a good moral path on how to go about life. I’m really sad to see her leave.”

—Julia Agudelo ’28

Staff Photo by Tristan Ko Ms. Tangusso helps students understand artistic concepts in the architecture studio.

Coach Dorsey

26 years of impact CONTINUED FROM PAGE 1

Page 5

Departing Upper School faculty/staff

New All-Star Debate format replaces weeks of preparation Henry Carroll

June 2026

Staff Photo by Katy Varadi Coach Dorsey cheers on the Girls’ Varsity Lacrosse Team from the sidelines.

“The relationships I built with students, coworkers, faculty and staff here — that’s definitely the hardest part about leaving,” Upper School (US) Associate Director of Athletics and Girls’ Varsity Basketball (GVBB) Head Coach Kindyll Dorsey said.

Coach Dorsey first joined the school in 2013 as the GVBB coach before leaving in 2014 to earn her master’s in leadership education. She rejoined the US four years later.

“I kept in touch with former players and coworkers,” she said. “So when this position at BB&N came up, it was a no-brainer because I loved my time before.”

Some of Coach Dorsey’s favorite memories came from the Head of the Charles weekend, attending the quiz shows, volunteering at a Hackathon, lacrosse trips to Florida and getting to know the girls’ basketball teams on and off the court.

“I love getting out to campus events and supporting our students,” she said. “I’ll miss the everyday connections with faculty and staff as well. Whether it be a quick drop-in, office talk or working together on various events and day-to-day work.”

Coach Dorsey said she is looking forward to her next chapter.

“I am excited to live in D.C. I’ll be working with a dear friend of mine now. She is the head basketball coach at George Washington University, and I’ll be her assistant,” she said.

She said the community in the US is what made her time so meaningful.

“It really is, at the end of the day, the people in your life. That’s always been number one for me,” she said.

—Julia Agudelo ’28

From coaching Speech and Debate to leading discussions on hip-hop lyrics, English Teacher Talayah Hudson immersed herself in a variety of roles during her time at the Upper School (US).

“I’ve had the privilege of being involved in the community in a myriad of ways,” she said.

Ms. Hudson joined the school in 2022 and has served as an admissions file reader and interviewer, a member of the Senior Spring Project Committee, the coach of the Speech and Debate team, a member of the Discipline Committee and the faculty advisor of the Black Student Union (BSU).

“One of my favorite classroom moments was at the end of my second year when I taught HipHop as Literature for the first time.”

As the class’s final assignment, students presented musical autobiographies, identifying songs that supported them in some way during adolescence, Ms. Hudson said.

“It was very moving to hear students talk fondly and scholarly about songs they cherished …

One student highlighted Eminem’s “Lose Yourself ” in their biography, which led to a class-wide rap-along.”

Ms. Hudson said she is preparing for a new teaching opportunity across the country.

“I will be moving back west to teach in my home state,” she said. “This is definitely a bittersweet moment, but I am looking forward to being back in California and teaching in a new environment.”

—Julia Agudelo ’28

Ms. Hudson

Photo Courtesy of Ms. Hudson Ms. Hudson celebrates her students Chloe Taft, Sophia Stafford (both ‘25) and Salar Sekhavat ‘26 after a debate tournament.

The Vanguard

June 2026

The Vanguard

On Campus

Page 6

On Campus

Student side hustles

Selena - Depop reseller

Photo Courtesy of Selena Daley Selena Daley ’28 sells different clothing items, including tank tops, on Depop.

Barbara - Nail tech

Photo Courtesy of Barbara Ma Barbara Ma ’27 creates intricate nail designs for her friends.

Three years ago, Barbara Ma ’27 walked out of a nail salon down $120 and unimpressed. Instead of booking another appointment, she watched some TikToks, bought a nail kit and figured she could do it herself.

“I have always been a very hands-on person, so when I started to see nail TikToks on my For You Page, I decided to buy a nail kit,” Barbara said. “I learned to do nails completely through social media.”

Barbara likes the flexibility of her work.

“I don’t really have to worry about balancing doing nails with school and other stuff because I just book when I am free and want to do people’s nails.”

Doing nails gives Barbara the opportunity to express creative freedom. It also allows her to change her own nail design twice a month at a lower price.

“I do it for fun, mostly for my friends, and they are willing to pay because it is not as expensive as other places,” she said. “I love doing arts and crafts, so doing nails is really similar. I like to see a new set in my hand, but it’s also a very calming process.

You start with the prep, then go in with the builder gel and then do the design, and it turns out really cute.”

Although Barbara began doing her own nails during the fall of her sophomore year, she only recently started taking clients.

“It’s not really something I do for the money, but because it’s fun. I am still not really full-swing making a lot of money. I’m just getting the hang of it, but I want to continue doing nails if it works with my schedule.”

Mateo - Barber

Haircuts on the field have become a regular part of Mateo Kramer-Gomez ’29’s post-soccer practice routine. What started with a borrowed clipper kit has grown into a profitable side hustle.

“I saw all these really satisfying videos online, and my dad had a kit, so I started to try and do my own hair,” Mateo said.

Mateo began by paying friends to let him practice on their hair. Now, he regularly receives Instagram DMs from people looking to book appointments.

“I give cuts sometimes right after practice on the soccer field to my teammates, and then I also do it at home,” he said. “I’ve been cutting hair for a year, so I have a good amount of experience now.”

He uses an Instagram account to connect with clients and book appointments.

He also regularly posts “before-and-afters” to advertise his work.

“A lot of people from school started following my cuts account, and it helps me to grow it,” Mateo said.

Despite growing demand, he has learned how to balance his side hustle with being a student-athlete.

“I do my homework during my free blocks, and that gives me time outside of school to cut hair.”

Money is not the only benefit that comes with cutting hair for Mateo.

“With people I don’t know as well, I ask questions and get to know them, so I make friends through giving cuts,” Mateo said, “I haven’t been to the barber in a year since I started practicing.”

Mateo plans to continue his side hustle through college, as he enjoys the process and flexibility of being self-employed.

Page 7

Case by case

Students at the Upper School (US) are increasingly starting side hustles alongside their schoolwork and extracurricular activities. Many have turned hobbies and skills into small businesses, offering services ranging from nail art to haircuts. Unlike traditional part-time jobs, these student-run businesses allow for more flexible schedules and provide opportunities to connect with clients and build experience in areas of interest.

—Marwa Benyounes ’28

Selena Daley ’28 is among many US students who make money in unconventional ways. She runs a weekly Depop shop, selling thrifted and self-sewn clothing to support her nonprofit organization, SisterBridge. Her passion for fashion motivated her to begin selling online.

“My closet has always been overflowing since I change my style so often, and I love thrifting and shopping for clothes, so I have all these clothes that I don’t wear anymore. Usually, they would just sit in my closet,” Selena said.

Through social media, she found Depop, a clothing reselling platform.

“When I found Depop, it was really exciting because I could sell my extra clothes and make money off them. I also really like to sew, and sometimes I sew clothes to sell on Depop. It’s a nice way to get recognized for my hobby and what I do.”

Every Wednesday, she builds time into her schedule to make 10 new listings and set up times for USPS to pick up purchased items. Selena said Depop’s convenient features, like auto-replies to offers, make the process low-effort.

She said her side hustle has helped her develop stronger financial discipline.

“It’s really interesting learning how to manage money,” Selena said. “When I see the amount of money, I want to take it, but I have to remind myself that there are things I have to save up for, since 50% goes towards my college fund and 50% goes towards SisterBridge.”

Wanting to build connections with people who shared her background, Selena created SisterBridge earlier this year.

“It’s a community for mixed race teen girls that combines writing, art, storytelling and mentorship. We also have state ambassadors across the country, who run events, discussions and bring in speakers. Usually, they’ll send me a budget, and I have to fulfill it.”

Funded by Selena’s Depop profit, SisterBridge looks forward to hosting “Hair University” in Cambridge on June 13 which will teach girls how to care for and style their natural hair.

June 2026

Photo Courtesy of Mateo Kramer-Gomez Mateo Kramer-Gomez ’29 cuts a client’s hair after school.

Continued from page 1 Now, any students who wish to appeal complete an in-person form that asks about workload management and motivation. Once submitted, every appeal now routes through a committee of three to four reviewers, including the student’s teacher. One of three decisions is returned: approved, postponed until the end of the trimester or denied.

The Vanguard reviewed the junior’s email, which appeared to be a standard letter sent to students who were denied.

“I opened it on a fine Saturday evening, and it was just a no,” he said.

“It just felt like a song and a dance.

The only thing that really changes anything is your grade.

“It kind of feels like it prevents parents from freaking out at the teachers.

It takes the burden off the teacher,” he said. “But then it takes away your ability to advocate for yourself. To me, it seemed more in the teacher’s interest not to have to deal with parents rather than the students.”

Davis McCullough ’28, who filled out the appeals form to advance in physics levels, said he was still waiting for a decision. He was not. Asked to check, he opened his email and read his decision aloud for the first time.

“Oh, appeal the decision. Right there,” Davis said. “Thank you for completing all parts of the appeal pro-

cess. Your request has been reviewed by the appeals committee, and a decision has been put on hold until the end of the trimester.”

He processed it in real time.

“I think it’s saying if I can get my grade back up, then I’ll be able to move up,” he said. “They’re waiting for that, so it’s dependent on how I do the rest of the year.”

The grade in question, he said, was dragged down by a single class-wide low on a test that could not be retaken.

He said he felt ahead of his classmates most of the year.

“I was understanding everything pretty quickly and was helping my classmates understand stuff,” he said.

“It definitely gives more freedom to a student, even if they’re not approved to go up by their teacher, to get a second opinion, which is good, like with my story.”

US Math Teacher Chip Rollinson heads the math department appeals committee. He said the old system did not work the same way for everyone.

“We realized that some kids and families would feel more comfortable pushing back on our recommendations,” Mr. Rollinson said. “And there were some students who didn’t know that they could advocate for themselves. This system makes that advocacy more accessible for students who might not have had the chance previously.”

Predicting a student’s future per-

formance is difficult, he said.

“We don’t have crystal balls. But we root for each student’s success in whichever course they end up taking.”

Another junior, whose name was not included to preserve her relationship with faculty, entered the school in ninth grade without the same math preparation as her classmates had.

“My grades weren’t the reason why I had to appeal in the first place,” she said. “It was because of my transfer background, and that’s what my teacher was concerned about. But it’s good that they have it.”

For Ajay Shroff ’28, the process worked. His teacher told him she would support an appeal if he raised his chemistry grade. He raised the grade and received an email stating that his appeal for AP Physics 1 was approved.

“I think the form honestly had less of an impact than other things,” he said. “I’m moving down in another class next year so I can make space for the AP, because my advisor said he didn’t want me to do too many AP classes, especially if I’m moving up in one of them. So I think that is part of the reason I got approved.”

Mr. Chapman said the committee’s decisions are not based solely on whether a student is academically capable of succeeding in a harder course but also on how the increased workload could affect other parts of a student’s life.

“Moving into a class that’s going to take so much extra time outside of class to just stay afloat – that energy doesn’t just magically appear,” he said.

“You have to take it from other places.

What happens to your other responsibilities? Time is a finite resource.”

Standardizing the appeals process will deliver statistics the school didn’t have before, including how students who appeal go on to succeed in the course, Mr. Chapman said.

“The system was made to be something every student can utilize,” he said. “We are trying to ensure that the maximum number of students who feel they have the potential to be successful have those doors open to them.”

Ms. Keimowitz said the committee also considers student well-being.

“No teacher wants to tell a student they can’t do it,” Ms. Keimowitz said.

“But the real question is, at what cost?

How much sleep will you lose? How much stress will you endure? For me, it’s not ‘You can’t do it,’ but ‘Is the cost worth the benefit?’”

Drawing Courtesy of Creative Commons

Bridging the gap

Joint Algebra and Geometry class offers students new opportunities Alex Berk

Staff Writer

For years, Upper School (US) students who entered the school without prior Algebra experience struggled to reach Calculus before graduation. Now, a new two-year Algebra and Geometry program is helping more students stay on track for advanced math courses.

The standard US math sequence begins with Algebra II, followed by Geometry, Precalculus and Calculus. However, differences in math curricula across schools can mean that some transfer students benefit from starting in Algebra I rather than Algebra II. In the past, this sometimes made it challenging for them to fit Calculus into their schedules by senior year without summer coursework.

Math Department Head Meena Kaur said she proposed the twoyear joint Algebra and Geometry course to create more opportunities for students. After the two-year course, most students can take Precalculus in junior year, then Calculus in senior year.

“There were a handful of students who came to us saying they needed to have Calculus on their transcript by senior year,” Ms. Kaur said. “The way that our system was working, the only access was through a summer course, which not every student was able to take …So after years of listening to con-

Staff Photo by Katy Varadi

Ms. Simon teaches the second year of the Algebra and Geometry course.

cerns, we proposed condensing the three-year program into a two-year program. It would have the same rigor and difficulty as our previously offered courses, but instead of spreading it out over three years, condensing it into two years by removing overlapping content.”

Math Teacher Sarina Simon helped pioneer the creation of the two-year program. She said the previous system did not work for many students.

“BB&N had historically had an accelerated Algebra I course for incoming ninth graders, then after their sophomore year,” Ms. Simon said. “But summer Geometry was very accelerated, and some kids cannot get to school for it or have other commitments which cause equity and accessibility problems.”

Ms. Simon said the content was

the same as the other math sections, but the course is taught at a different pace.

“Ms. Kaur and I meet almost every other week to fine-tune the curriculum and change aspects of it,” Ms. Simon said. “Because Geometry is a graduation requirement, we have to make some decisions about what we cover when. By spreading out topics and continuing to be circular about it, we can talk about specific things when they become necessary.”

Noah Avram ’28 is in the second year of the two-year program. He said that he is content with the academic track he is currently on.

“Because the Algebra and Geometry program is a two-year course, we were able to focus on things that we may not be able to focus on in the other math courses

because they go through different topics faster,” he said. “We are also offered more help and more time to meet with teachers. The class helped me a lot, and I am happy that I can take precalculus as a junior.”

Charlotte Dahl ’28 said the joint Algebra and Geometry class is a good fit for her.

“I joined BB&N in freshman year, but even though I took Algebra I at my previous school, I didn’t feel like they were teaching me well enough,” she said. “I felt like I needed to do it again to get the level of understanding I wanted.”

Charlotte said the speed of the class works well for her.

“I’m really glad that I get to take the course. It’s the perfect speed for me, not too fast or too slow.”

Callum Sullivan ’29 said the course enables him to keep up with his peers in other math classes.

“While it does feel weird to not be in the same type of class as most other people in my grade, I think that we still learn nearly the same amount of stuff though at a slightly slower pace,” he said. “The first trimester of the year is focused a little more on algebraic concepts, while most of the second and third trimesters are focused more on geometry.”

The Vanguard

Page 8

State champions!

June 2026

The Vanguard

Off Campus

Off Campus

Contributing writer

“It was the final 10 seconds against Belmont. Andreas Bai ’27 buzzed in after hearing only half the question and just said, ‘French.’ We won by five points,” You-Yan Wang ’26, a three-year player, said. The Upper School (US) Quiz Show Team won the Season 17 state championship against Sharon High School on May 16.

While many High School Quiz Show teams focus on memorization and trivia knowledge, the school’s team built its success by staying calm under pressure, YouYan said.

“We’ve been really able to perfect a strategy for winning a game,” he said. “We huddle very closely to make sure that we can all hear each other so it’s not just an individual effort. It doesn’t matter how many points the other team has. If we can play our best game, we can probably win the game.”

When trailing late in matches, players relied on trust, chemistry and quick mental resets to come back in matches, Quiz Show Player Dean Riaz ’28 said.

“In almost all of our games, we’re always trailing in the end. So we regroup and try to lock in,” he said.

Having a cohesive group is ben-

Drawing by Catalina Longstreet-Lipson

eficial in matches when the stakes are high, Dean said.

“We have great team dynamics, so that makes us work well together, especially during stressful times,” he said. “We’re friends, so it’s more like team building than actual Quiz Show practice.”

Quiz Show Team Captain An-

Who’s counting the minutes?

dreas has been on the team since freshman year.

“My role is to guide the team through practices and matches,” Andreas said. “I use what I learned from my freshman and sophomore years to guide the team along and do well. Getting direct advice from a former captain who won the show

Students speak at the US inaugural TEDx event was really helpful.”

Andreas said mistakes are part of the game.

“We just kind of move on. If someone misses a question, we forget about it and try to get the next one,” he said.

While preparing, it is difficult to cover all bases, Andreas said.

“We practice for the things that will make us successful in the actual competition,” Andreas said. “We practice our teamwork and practice getting in on the buzzer first.”

US English Teacher and High School Quiz Show Team Faculty Advisor Sam Crihfield said the mentality of the team was the driving factor of their success this year.

“This team had a really strong belief in themselves, and they never gave up even when they were down in the matches,” he said.

Mr. Crihfield said the team is led primarily by the students.

“We are glorified cheerleaders with some help in terms of strategy and logistics,” Mr. Crihfield said.

“Mr. Rollinson and I help out by keeping track of what kind of questions we are getting so we can help the team with figuring out strategy during the match; we go up and talk with them between the different rounds, which is something you don’t see on the televised show.”

Off Campus Editor

Forty-five minutes a night, for juniors and seniors, is the amount of time teachers are limited to assigning per subject for homework, according to the Upper School (US) academic policies laid out in the student handbook. For freshmen and sophomores, the limit is 30 minutes. History Teacher Sasha Lyons said while teachers try to follow the guidelines, doing so is not always straightforward.

“We’re very aware of the limits,” she said. “We get told about them often in case we’re not aware. That doesn’t mean we are always able to follow the guidelines, but mostly people try.”

That limit applies to individual assignments. In practice, Ms. Lyons said it is difficult to predict how long work will take, and it varies by student.

“Sometimes we don’t know exactly how much time it’s going to take to do any particular assignment, and the other problem is it differs from student to student,” she said. “Some students might absolutely be able to do my homework in 30 minutes, and some students might not.”

At the start of the year, Ms. Lyons encourages her students to speak up when homework consistently takes longer than it should. However, she has noticed students often are hesitant to reach out if the night’s homework exceeds the time limit.

“Generally, people are just uncomfortable talking to teachers about that, especially individually,” she said. “Sometimes you’ll get a class

Staff Photo by Tristan Ko Students do work during the school day in the quiet room.

period where one person will say, ‘Oh, this homework took so long,’ and other people will say ‘Oh yeah, I had trouble with that too.’ Then you can get a conversation started about a particular assignment and get some feedback.”

Daniella Hammerschlag ’28 said that US teachers are generally adaptable with homework.

“A lot of my teachers are pretty understanding. If I am not going to get my homework done in 45 minutes, I set the boundary for myself that I’m not going to do more than 45 minutes of homework.”

Daniella said homework time limits become harder to manage when multiple assessments are due across different classes in the same week.

“Sometimes it’s projects and tests I have on top of homework so then it

gets really messy,” she said. “Even if it’s ‘only 45 minutes of homework,’ it’s 45 minutes, plus studying for two other tests that week, so it’s not really 45 minutes.”

She said homework often gets in the way of other school activities.

“For a school that encourages us to explore extracurriculars, with CAB blocks and stuff like that, if homework is simply busywork, why are we not spending that time doing something that interests us?”

Math Teacher Chip Rollinson said the gradual increase in homework workloads by grade level is intended to prepare students for the future.

“As students get older, we have to get them more and more ready for college where the expectations are higher,” he said. “Getting kids more

Arjun Srivastava and Henry Carroll

Contributing Writer and Arts Editor

“A lot of the time, just knowing me, I don’t usually take risks because I know what I like,” Valor McGrath ’28 said.

Yet on Saturday, April 25, she stepped out of her comfort zone and spoke at the Upper School (US) inaugural TEDx event before an audience of students and faculty, she said. Valor said she saw posters recruiting speakers and decided to apply.

“I thought ‘How many people do a TED talk?’ So I was like, I might as well just sign up. I was still really nervous … but I thought it was also good practice, writing a speech and performing it.”

The event was an opportunity for students to deliver speeches centered around the theme of redefining success. Nathan Minn ’28, one of the student organizers, had the idea from seeing peer schools host student TEDx talks.

“I saw this was happening at other ISL schools,” he said. “My sister does it at her school, so I thought it would be a good thing to bring here.”

Inspiring the community was one of Nathan’s goals for the event.

“I got some new ideas about what success is,” he said. “I think

Staff Photo by Tristan Ko Valor McGrath ’28 speaks at the Upper School TEDx event. She used a math equation to explain her perspective.

the other people there did too. Even the speakers, just hearing them be able to think about that themselves while they’re preparing their talks, I think they also benefit.”

James Tao ’29 focused his talk on Jerry Donovan, a pioneer of adaptive golf infrastructure and accessibility. After a truck accident paralyzed Donovan from the waist down, he dedicated his life to making golf accessible for people with similar disabilities.

“My topic was a big part of why I got involved because it’s such an inspirational story that I want to

share with more people because of how he shifted his focus from achievement and life goals to helping other people out,” James said.

Even with weeks of preparation, James was anxious about his delivery.

“You have to speak a lot slower to calm down your nerves,” he said. “A big part of it was also trying to enunciate the most important parts. In practice, that is pretty easy, but in front of an audience, you tend to tense up, and you tend to speak not as clearly as you normally would.”

Audience member Vartan Arakelian ’26 found that the event’s theme of redefining success reshaped his view on his four years at the US. “In the thick of the high school grind, it is very easy to lose sight of what matters most,” Vartan said.

“If you define success as getting into a good college, then sure, high grades and leadership positions will get you there. However, if you spend four years only chasing that shiny diploma and acceptance letter, you risk missing out on so much.”

He heard about how others found success without focusing on material gain and applied the same principles to his own life.

“Beyond academics, the pursuit of personal growth, connections with other people and the formation of worthwhile memories are what make a high school journey fulfilling and successful,” he said.

US History Teacher Xavier Vazquez expressed his admiration for the student speakers.

“Seeing them reach outside of the comfort zone and seeing them speak with such confidence at such an early age, I think a lot of the audience was impressed and taken aback by that element of them being so young, but being so confident in their engagement with the audience,” he said.

French students recognized in national contest

Students and teachers navigate homework time restrictions Pilar Bowen-Arce

Page 9

Redefining the rules of success

US Quiz Show Team wins Season 17 state championship Jayden Resnick

June 2026

ready for college is why it makes sense to have a little bit of a higher expectation, ramp it up a little bit.”

Mr. Rollinson asks his students to fill out a brief homework feedback form every night so he can get a sense of how long and difficult each assignment is.

“You hear some teachers that are not always following the rules.

I think students should first try to work with their teacher if this is the case,” he said. “If that doesn’t work, they should communicate their concerns with their advisors or the department head.”

Natalie Barouch ’29 said longer assignments like essays and research papers often extend beyond class time expectations.

“I’ve definitely spent even up to a couple hours on homework, especially when there are projects,” she said. “For the history research paper, over the weekend I had to work on it for three hours because I didn’t have enough time in my class to do it.”

Justin Hildebrandt ’27 finds the homework load at the US to be generally reasonable.

“It’s overwhelming only when there are big projects hanging around,” he said. “I just had my junior profile, and having that compounded with other homework was super hard for me. It felt like everything else was extra, or the junior profile became kind of extra and I wouldn’t work on it as much, so I feel like it’s hard when big things in multiple classes start colliding, but on average, it is not too much.”

In March, Upper School (US) French students took Le Grand Concours, a national French competition.

About 47,000 students across the United States took the exam, and 20% earned medals. This year, 49 Upper School students received medals.

Scoring in the top 5% nationally at their respective levels and receiving gold medals: Sarah Baker, Amelia Beausang, Lucie Becker, Santi Cavallo, Anthony Gao, Mirabel Ge, Eli Gertsberg, Anna Gorman-Huang, Ada Keles, Avery Papp and Viola Shephard.

Scoring in the top 15% nationally at their respective levels and receiving silver medals: Jone Abadie, Marwa Benyounes, Henry Carroll, Rima Demir, Eliot Goins, Rachel Goldberg, Rami Hafez, Yuiko Hotta, Emmanuel Jaramillo, Elsbeth Kasparian, Luca Kovacs, Sylvia Kunst, Sydney Lahens, Foster Larabee, Morgane Massard, Camile Mauristhene, Mabel McClatchey, Tess Neuefeind Lessig, Kevin Pineda, Sophie Reynolds, Malik Shadid, Bradley Shen, Arjun Srivastava, Romir Vishwanath, Gwen Watson and David Zhou.

Staff Photo by Lucia Longstreet-Lipson

Scoring in the top 25% nationally at their respective levels and receiving bronze medals: Audrey Buller, Gaella de Fontaine, Eliza DeMichele, Abby Garrett, David Moon, Pari Naga, Katja Rankel, Meredith Richardson, Francisco Santos, Ajay Shroff, Liya Tilahun and Georgia West.

Photo Courtesy of Madame Roucher-Greenberg

The Vanguard

Page 10

S E C U R I T Y

June 2026

The Vanguard

June 2026

Current topics

C Y B E R On May 7, a cybercrime group, ShinyHunters, hacked Instructure, the company that manages Canvas, the educational platform used at the Upper School (US). Thousands of schools were affected. The school has also seen an uptick in phishing emails sent to students and faculty/staff. To better understand how threats appear and how the US responds, The Vanguard spoke with US Director of IT Systems and Cybersecurity Aziz Darouichi and US Technology Officer Megan Bounit.

Has AI made phishing scams harder to detect?

Ms. Bounit: “AI has definitely raised the bar for phishing scams. Years ago, many phishing emails were easy to spot because they contained spelling mistakes, poor grammar or awkward wording. Today, AI can generate messages that look polished and professional, making them much harder to identify at first glance. That’s why we encourage people not to rely on grammar alone, but to look carefully at who sent the message, where links lead and whether the request is unusual or unexpected.”

Do you think cybersecurity education should become a more formal part of school curriculum?

Ms. Bounit: “For students, we have already increased our digital citizenship and internet safety curriculum in fourth through sixth grade. We are going to implement it into the new student orientation next year in seventh, and we are currently making plans to add curriculum for eighth grade, as well as beginners through third grade.”

“Think of BB&N as a fortress, and we, the technology guys, are the guards guarding the fortress.

Students and staff are inside the fortress, and nobody can come in because we have high walls, cannons, and people guarding the front door. However, if someone panics and opens the door, it doesn’t matter how much defense we have anymore, because the enemy can just come in.”

—Mr. Darouichi

How common are phishing attempts at schools like BB&N? Ms. Bounit: “Mr. Darouichi catches a lot of them before anyone knows about them. A lot of the times, we will get a whole flurry of phishing attack attempts. As soon as he knows about it, he will remove it from everyone’s inbox. So, as long as someone clicks ‘report,’ he gets notified, and he can delete hundreds of them, even if only one person has seen it.”

“How they get your attention is they play on your anxieties and what makes you nervous. A popular one on text messages right now is like ‘you owe money for a toll.’ It’s called social engineering.”

Page 11

Student Responses In an informal poll, The Vanguard asked 31 students about cybersecurity in their life.

Do you use two-factor authentication?

43.3%

Yes 56.7%

25.8% Yes

No 12.9%

No

57%

Not often

43%

67.7%

In the last week, how many spam emails, texts, and calls have you received?

0 19% Do you use the same password for more than one account?

6.5%

Barely

Are you more scared of phishing emails because of AI?

No

Sometimes

1-3

30%

4-6 23%

7-9: 10%

How often do you think or worry about cybersecurity?

10+

16%

The Vanguard also interviewed Sofia Egan ’26, who first discovered the phishing email circulating around the US. She works closely with Ms. Bounit and researches cybersecurity in her free time.

Yes: 87.1%

What made the email seem believable at first?

“People who send phishing emails try to send things that are vague enough that they can be sent to a mass amount of people, but specific enough that people believe it’s real. In that case, it was an event invitation which is really believable, especially from Ms. Tangusso, because she sends invitations to art events.”

Ms. Tangusso’s phishing email circulating in the US. Photo Courtesy of Sofia Egan ’26

What kinds of reactions were students having once people realized it was fake?

“I had a few people reply to my email and ask what to do because they had already given their login information. It’s really concerning to me that people don’t know what to do when they’ve given up their login information.”

“If you get something that looks phish-y, mark it.

There are two things you can do in an email. When you click on the three dots, you can mark it as spam, and you can mark it as phishing. If people do that, we get notified right away, and we can remove it from everyone’s inboxes.”

—Ms. Bounit

“What you do is you need to change your password, then log out of all devices. If you change your password, the hacker can’t log into your account, and then logging out of all devices kicks them out.”

Do you think schools should teach more about online safety and cyber awareness?

“Yes, but it’s really hard again to make it stick in people’s heads. You can say it in assembly or class meetings, but everyone’s going to leave, and they’re not going to do anything. Most universities have an app called Duo, where every time you log in, it’s mandatory that you have to put in a code, or it sends you a notification. The only way to get people to care is to force them to do it, which then makes people annoyed.”

The Vanguard

Page 12

June 2026

The Vanguard

Transportation

June 2026

Transportation

Where BB&N students commute from

Data on the map is from the BB&N directory. Quotes and data in charts are from a Vanguard survey sent to the US.

Approximately how long is your morning commute?

28%

9.33% 2.67% 0 <1

ins

m

-2

10

ns

i 0m

ns

i 0m

-3

20

Approximately what time do you leave home for school?

28%

24%

-4

30

ns

i 5m

-6

45

ns

i 0m

8+ 8.9%

The Vanguard interviewed Liam Cunningham and Angus McKenna (both ’27), who shared their perspective on the daily travel experience to school. Liam lives in Bellingham, and Angus lives in Hull.

1.33% 2

1-

hrs

Liam Cunningham

Angus McKenna

About how long does your drive to school take?

“On the way there, if I leave before traffic, it takes me 45 minutes, but on the way back, it‘s about an hour and 15 minutes to an hour and 30 minutes.”

What time do you usually wake up to get to school on time?

“I do half and half between ferry and driving. I wake up at 6:30 a.m. for the ferry, and 5:40 a.m. for driving.”

“I have to drive to the boat, get off at Long Wharf, and then either walk to South Station and take the shuttle, or walk to Park Street, take the train to Harvard Square, and then walk to school. If I take the South Station shuttle, I arrive right at 8:15 a.m.”

How has your routine changed now that you drive yourself instead?

“I have to wake up earlier now because for the morning lift, I used to be able to get dropped off at 6:30 but now I need to arrive at 5:50 to get a spot for Strip.”

How much do gas prices affect your decision to drive?

“A lot. I have had to start carpooling a lot more with people from BB&N to try to live more cheaply. Although, I often have to drive because it‘s the most efficient mode of transportation.”

Do you think students with longer commutes have a different school experience?

“Yes, we have to wake up earlier, and we often miss out on things. But from a positive perspective, it helps us develop good time management skills.”

Has commuting made it harder to make spontaneous plans with friends?

“110%. I don’t really go to as much stuff as I would like to. If an event ends at 8:00 p.m., I’m probably not getting home until 9:15 p.m.”

Never 31.1%

Frequently 9.5%

>2

Does your commute impact your academics or stress levels?

“Sometimes when it takes a longer time to get home.

It can be more stressful when there is a need to do a lot of homework. I definitely think that waking up early in the morning to get to school on time can lead to fatigue and stress, which can then impact academic performance.”

“Yes. I can’t start my work until I get home, and if the traffic is extra bad, I only start my homework at around 8 p.m. It’s really hard to have a balanced life and have time for rest and hobbies when you have such a time consuming commute.”

How do you commute to school?

Public transportation 2.67% Parent/guardian drives 49.33% Carpool 4%

Rarely 29.7%

Sometimes 29.7%

6-7 25.3%

7-8 62%

hrs

“No one can come to my house because I live so far, and it makes it hard to have connections outside of school.”

“Makes me take way longer which kinda sucks, and I don’t really live near anybody which sucks more compared to others that just live really close.”

“Yes. I feel like it’s hard to be as close with people when everyone is so far away from each other. It’s definitely not that wholesome small town neighbor experience. It can be hard to find time to hang out with my friends outside of the context of school because everyone lives so far away from each other.”

How often are you late to first period because of traffic or transportation issues?

5-6 3.8%

6.67%

Does your commute affect your social life at school?

Map created by Ethan Moran using ChatGPT

Page 13

Biking 4%

Walking 5.33%

I drive myself 14.67% School bus/shuttle 13.33%

Other 6.67%

Photos Courtesy of Creative Commons

The Vanguard

Page 14

June 2026

The Vanguard

Features

Opinions

Dr. Breen leaves a legacy of humor, support and stability Latin teacher retires from Middle School Anya Lundberg

Contributing writer

For over three decades, Assistant Director and Latin Teacher Dr. Tony Breen taught Latin, advised students and helped oversee daily operations at the Middle School (MS). This spring, he is retiring.

Dr. Breen first arrived at the MS in the fall of 1992. He served as the school’s main Latin teacher for nearly 25 years and taught introductory courses for seventh and eighth graders.

Because Latin is often considered a dead language, Dr. Breen said he made it feel relevant by connecting it to the modern world.

“Students buy in more successfully and deeply if we look at the connections between the ancient world and the modern world,” Dr. Breen said. “Whether it’s architecture, mythology, politics or family dynamics in the Roman world, students connect more when they can see how those ideas still exist today.”

Rather than simply memorizing words, students left his classes with a stronger appreciation for language itself.

“I’d much rather my students come away with a basic set of ‘here’s how to approach this situation’ rather than ‘here’s

random jokes he would make in the middle of lessons,” Darin said. “No matter what we were learning, he always made time to make the class fun.”

Later in his time at the MS, Dr. Breen became more involved in the administration of the school. MS Language Department Head Jennifer Ridge described Mr. Breen as a teacher and mentor.

“He keeps the place running,” Ms. Ridge said. “People turn to him because he has the answers without looking for recognition. There are a million moments where there are bumps in the day, and Dr. Breen is usually the person taking care of them.”

Ms. Ridge said Dr. Breen’s character has been central to the Photo Courtesy of Gia Singh culture of the MS. Dr. Breen is celebrated with flowers after reaching 30 years at the MS. “He’s just one of those people two-hundred different words in Shaw described Dr. Breen as ap- you are happy to be with,” she Latin,’” he said. “I want them to proachable and supportive in the said. “The things that connect develop useful language-learning classroom. people to a school are the people. skills for future classes and be“He doesn’t make class feel Dr. Breen is part of the story of yond.” stressful, and he explains things BB&N. He’s one of those people For Dr. Breen, one of the most in a way that actually makes who connect students, teachers rewarding aspects of teaching sense,” Darin said. “Whenever and families across the commuhas been learning how different someone doesn’t understand nity.” students think and adapt. something, he slows down and As he prepares for retirement, “The number of learning pro- explains it again without getting Dr. Breen hopes to travel to Irefiles out there is growing, and annoyed.” land to visit family and plans on part of the enjoyment is figuring He said Dr. Breen will be re- revisiting classical texts by phiout how to teach different types membered for his humor and losophers such as Plato and Arisof learners.” stable presence. totle.

Language 83 student Darin “I’ll always remember the

Fun in the sun or on the grind?

Students’ summer plans by the numbers What are your plans this summer?

Travel: 72% Internship: 44% Academic program(s): 32% Job: 28% Volunteering/ community service: 28%

What is your primary goal of the summer?

Have fun/ spend time with family and friends: 44% Prepare for college: 40%

Summer camp: 28% College applications: 24%

Relax: 8%

Visiting colleges: 20% The Vanguard conducted a survey of 108 students. Respondents were asked to choose multiple answers.

June 2026

Make money: 8%

Drowning in debt

Page 15

Finding meaning in the clutter

Right now, the United States owes roughly $39 trillion in total fedI didn’t spend any time in my bedroom growing up. Neighborhood eral debt. It’s not a typo and, unfortunately, it’s not Monopoly money kickball and football games kept me outside. We never wore shoes; either. However, despite the panic that usually surrounds the debt, the only tie-dye shirts and drawstring shorts. So when I stared down the country has not collapsed. Stores are still open. The government is still school’s in-person application essay prompt: “In three paragraphs, borrowing money. Investors are still buying Treasury bonds. And zom- write about your favorite room in your house,” I was at a loss. bies haven’t started walking the streets. So, we obviously have a large Something is better than nothing, I remember thinking, before debt, but the real question is how worried we should actually be about randomly titling the work “My Room.” I felt bad for the admissions it. officer who must’ve sat down at his desk, interested to hear bright First, national debt is not the same debt that’s on a credit card bill. 11-year-olds from New England describe their favorite When the federal government spends more than it collects in taxes, it place. Not only did structure and organization get the runs a deficit, and to cover that gap, it borrows money by selling Trea- better of me, but the essay was a weak attempt to sury securities. Investors buy them because U.S. government debt is describe a room that hardly felt like it belonged to still considered one of the safest assets in the world as it is “backed by me. the full faith and credit of the United States government,” according to I wrote hollowly about my twin beds and gingTreasury Direct. That is why comparing America to a person who owes ham curtains. Looking back, the three sentences money isn’t accurate. A person cannot print dollars, issue bonds or about the artwork that hung over my desk were collect taxes from an entire economy. The U.S. government can. Debt the only ones of substance. The Easter before matters, but still, the national debt works differently from the money writing my application, I had spent three hours Quinn Reynolds you owe your parents after ordering too much food through DoorDash. painting hundreds of interlaid circles in different Quinn Zooms In Still, after years of trying to turn a blind eye to the increasing num- colors onto a massive piece of cardstock. At the time, I didn’t think ber, it’s becoming much harder to ignore. This year, debt held by the anything of it. I had a free afternoon, so why not? My mom had called public surpassed a major milestone: It exceeded the entire annual U.S. it a “cluttering of Olympic rings.” Really, it was the start of a pattern economy. The Committee for a Responsible Federal Budget stated that of expressing thoughts and feelings through artwork that could show public debt reached $31.27 trillion, while GDP was about $31.22 tril- just how massive they were. lion. That sounds terrifying, but economists disagree on how serious Six years later, I have a better shot at writing about my room. Bethe situation actually is. Some argue that debt is not automatically bad. cause, of course, juniors spend the majority of their time in three placFor example, former President Barack Obama economic adviser Jason es: school, the car and their room. My mom designed the room to be Furman told the Financial Times that borrowing can make sense when a geometric puzzle, with beams that jut through the ceiling, parallel it is used “to invest and grow the economy and make you richer in the to the eight-foot-tall green cutout. It’s her personal project: The green future.” Borrowing can help a country get through wars, accents in the rug, bedspread and curtains are all her doing. economic recessions, pandemics or other emergenShe, however, left the accessorizing to me. I’ve covered the white cies. Ultimately, if a government borrows to build walls with Polaroids and posters of Diet Coke or the movie “Ferris infrastructure, support research or keep people Bueller’s Day Off.” Don’t look too closely at the rug — I’ve stained it employed during a downturn, that debt may be with paint and frozen yogurt. Crumbling flowers collect dust on my worth it in the long run. bedside table next to a small plastic flamingo. You might think the The problem is that America is not only bor- music is playing from the record player, but no. That’s broken. Dave rowing during emergencies. We are also borrowing Matthews’ voice comes from my mini JBL speaker. That dent by my during relatively normal times. And, the scariest window bed? That’s from throwing my alarm clock one morning last part of the debt isn’t even the total number: It’s the November. Indented shelves house every book from my childhood, Ethan Moran Econ with Ethan interest. According to the Congressional Budget Of- from “If You Give a Mouse a Cookie” to “Look Both Ways” and “Anna fice, net interest costs are projected to rise from $970 Karenina.” To my mother’s annoyance, I’ve piled up all the kitchen billion in 2025 to more than $1 trillion in 2026. This makes it the third- spoons on my dresser, unwilling and unlikely to ever bring them back most costly annual expense in the U.S., only behind Social Security downstairs. ($1.575 trillion) and Medicare ($1.18 trillion).

Now, this doesn’t mean that the U.S. will stop functioning, but it puts restrictions on where and how we can borrow money. That is the real danger of the national debt. It does not necessarily create one dra“Yes, I have different relationships with matic disaster. It slowly limits what the country can do. Even Federal Reserve Chair Jerome Powell has warned the nation about this. In a the room I grew up in and the one I live in 2024 interview with “60 Minutes,” Powell said, “the U.S. federal government’s on an unsustainable fiscal path,” explaining that the debt is now. But both have been privy to the system growing faster than the economy.

I’ve created to synthesize my thoughts. Both have become an offset version of my mind.”

“Will Gen Z be the one to receive a bill in the mail for $39 trillion? No. But we may

Those are the focal points and trinkets you’d notice after spending still pay for it.” time in my room. But what stands out most are the one hundred 8-by11-inch pieces of paper that cover In the long run, the people who created this problem will be long the wall above my desk. I’ve named gone before it is solved. And that brings us to the most uncomfortable the mural “The Writing on the Wall.” part: Will Gen Z be the one to receive a bill in the mail for $39 trillion? Each page is packed with arrows and No. But we may still pay for it. The cost could show up as higher taxes, diagrams so that when you take a step fewer government services, slower economic growth or less flexibility back, all you see is an ocean of graphwhen future crises hit. If interest payments keep growing, then future ite. It started as a joke competition leaders may have less money available for the things our generation to see how much I could write down actually wants fixed: housing, education, climate, health care and in- to prepare for the December exams. frastructure.

Any person who needs to write and That does not mean we should panic every time someone mentions rewrite content for it to stick knows the debt. The U.S. can still borrow money. The economy is still strong that studying produces study guides enough to support a lot of debt. And there is no magic number where and notes — but also blisters and calPhoto Courtesy of Quinn Reynolds everything suddenly breaks. But even if it isn’t an immediate problem, luses. Two pages a day became three, it can’t be left unchecked. Realistically, no magic wand could wash and suddenly, my mom opened the door away all of the debt instantly. The U.S. would most likely need to cut in February and said, “Good heavens!” in that Atlanta way of hers. We some of its spending, increase its tax revenue and possibly reform the stepped back together and looked at the crowded wall. current Medicare program.

Without realizing it, I had created a spin-off of the mural I painted So, can the U.S. afford its national debt? For now, yes, because as a kid. Both are organized messes — one with interlaced rainbow the U.S. still borrows in its own currency, has the largest economy in rings and the other with linked ideas in graphite. The walls where I’ve the world and most importantly, has investors to support it. But this hung the “cluttering of Olympic rings” and “The Writing on the Wall” debt is scary because it represents choices we have postponed, such as have provided a space for my thoughts to leave abstraction. Yes, I have whether we should raise taxes, cut spending or change Social Security. different relationships with the room I grew up in and the one I live in And eventually, someone has to make those choices. now. But both have been privy to the system I’ve created to synthesize my thoughts. Both have become an offset version of my mind.

The Vanguard

June 2026

The Vanguard

Sports

Page 16

Spring sports

Sports

With a young roster and no seniors, the Girls Varsity Softball (GVS) team focused this season on growth, teamwork and building a foundation for the future. Although the team currently sits at 5-9-0, Head Coach Paige Kemezis said she feels proud of the work the players have put in both on and off the field.

“We’re really focusing on if that one error happens, we’re not going to make that second error that makes it even worse and also people on the field picking each other up.”

Coach Kemezis said she is optimistic about the team’s future.

“Beyond finishing this season strong at the Big East tournament, what I’m looking forward to is how this is a building block for what we can be next year,” she said. “If we are this good this year and not losing anybody in our field and only adding people in, what does that mean for next year?”

Left fielder Marina Kluzak ’27 said the team’s improvement became especially clear during two major wins against opponents who had dominated GVS last season.

“Our games against Govs and Exeter were huge for us, because those were both teams that mercied us last year and we beat them this year,” she said. “Having lost four of our best senior players, that was really a big deal, and I think those games showed us that we have a really strong team this year.”

Co-captain Kate Glantz ’27 pointed to an unexpected moment as a turning point for team chemistry.

“After practice, the ice cream truck came by and the coaches all let us get ice cream and we just spent the rest of the practice talking, and trying to get to know each other. It was definitely a big bonding moment for the team.”

For first baseman Adyson Balter ’29, softball has become about more than just the games.

“We just all have fun together and I think that’s what I’ll remember the most,” she said. “I look forward to softball practice at the end of the day, and I look forward to hanging out with my team.”

—Leo Brodsky ’29

Sports-focused school to open in Stow this fall

Photo Courtesy of Creative Commons

—Leo Brodsky ’29

3-on-3 tournament continues 18-year tradition Rima Demir

Features Editor

Staff Photo by Rima Demir

Zach McLeod ’10 embraces his family at the annual tournament in his name.

means.”

Liam Cunningham ’27 said Zach’s perseverance inspired him while recovering from a broken ankle and fibula this fall.

“Even though our sports injuries are on different levels, his story and resilience really helped me get through the tough times I had earlier this year,” Liam said.

Zach attends many of the US football games.

“During games, even if we’re down by a touchdown with five minutes left, he’s still giving guys hugs

and high-fives on the sideline,” he said. “That physical appreciation he shows towards us definitely gives us an extra bump during the games when we need it.”

The tournament stands out from other school events because of the shared purpose behind it, Liam said.

“We’re all on his side that day.

We’re all in Zach’s corner,” he said.

“He has had a really tough, long journey to get where he is today, and the basketball game is a way to show him that we’re there right beside him.”

don’t go to participate in various school activities. You go with the purpose of becoming as good as you possibly can in one sport. That specialization piece is the biggest difference between the ISL and Masters and is the piece that a lot of the ISL schools are trying to fight.”

Ms. Crump-Burbank said the MAI intensifies competition with ISL schools for prospective recruited athletes.

“There is a feeling that students who would be applying to our schools are now going to look at Masters Academy as their first choice,” she said. “Right now, we still like to believe that what our schools offer, as far as the wellrounded education with academics as a priority and the engagement in the community being a priority as well, that we’re still very attractive schools. For most people, that’s a much more valuable education than what Masters offers.”

Even though Masters Academy doesn’t open until the fall, its recruitment process has already im-

selves in new ways.”

While the school does not offer swimming, it does offer several less common school sports including fencing and squash, Coach Locke said.

She believes not every sport has to be played at the highest level to be of value.

“It encourages somebody to do something that they never thought they’d do, and then they get hooked, and it’s meaningful and fun. People are still playing JV hockey as seniors and they’re having a blast.”

The sports requirement also generally allows for the fielding of JV teams, Coach Locke said. However, this spring there weren’t enough players to field a JV baseball team.

“Part of BB&N is being a part of our programs and engaging in it, which allows us to run them, which allows everybody else to have a meaningful experience too,” she said. “It can be really hard right now in the spring season. We don’t have JV numbers.

I’m bummed that we don’t have a JV baseball team for the first time in a long time.”

The Independent School

League (ISL) does not give any guidelines for the sports requirement in the bylaws aside from the waiver policy, which states, “Multi-season, single sport: Athletes may not receive credit for participating in a sport offered by the school for more than one season in an academic year.” The school’s Athletics Department plans to reevaluate the sports requirement.

ISL schools can have different athletic requirements. The Athletic Director of the Noble and Greenough School Alex Gallagher explained how Nobles approaches the athletic requirement.

“At Nobles we don’t have a sports requirement, we have physical requirements … you can fulfill it not by playing a sport, but we do think that part of our responsibility as a school is to ensure that kids get some physical activity.”

The current afternoon programming requirement at Nobles states that students in ninth and 10th grade have to do three seasons of afternoon programming, and two of those seasons have to be physical in nature. Students in 11th and 12th grade have to do two seasons of afternoon pro-

gramming and one of those seasons needs to be physical. They are permitted to take one season off as an exempt season.

Nobles has a similar waiver system for sports the school doesn’t offer, with the addition of a one-day waiver.

“We allow kids to waiver for one season for a sport the school does not offer, and if they play for a JV team, we allow them to request a one-day exemption from our afternoon program,” Mr. Gallagher said. “We want them to be able to do what matters to them.

It’s because we really believe in what we’re doing here, but we also understand the huge commitments the kids are facing outside of school.”

The sports requirement provides more opportunities for connections between grades, Girls’ Varsity Lacrosse and Field Hockey player Toni Lally ’28 said.

“If nobody had to do a sport, a lot of people would take more than one season off, and since sports is a huge part of the culture here, it is a really great way to interact with a lot of the upperclassmen and people who you don’t normally see as much.”

Managing Editor

“The biggest challenge that we’ve faced was when our top players weren’t around, the bottom half of our team had to step up and play in some big matches,” said Boys’ Varsity Golf (BVG) Head Coach Shane Bourque.

Several players missed matches this season due to injuries and conflicts. Because of these setbacks, many younger players had the opportunity to step up.

“Our team improved a lot with dealing with adversity, dealing with the trouble of a couple of our top players not being there and the struggle of playing someone who is better than you, but is competitive.”

Despite holes in the roster, the team pulled out a tie against Thayer Academy. The team also narrowly lost a tri-match to Brooks and Rivers by one point.

Leo Song ’27 said the team hasn’t yet reached their full potential.

“There have been matches where two to four of our top players weren’t able to go to matches, and that led us to lose some matches that we shouldn’t have been losing.”

Jason Min ’29 said because different players have been able to play more, it can be viewed as a season of resilience and valuable experiences.

“The roster has become more diverse because different players have been able to play more games. We’ve been trying to fix each other’s swings and Coach Shane is helping people with the specific problems they have.”

Students honor Zach McLeod ’10 with annual basketball games

ance between academics and sports, and I feel like I don’t have to just choose one,” he said. “I can be good at both. The academics here [at BB&N] are pretty intense, so you have to really focus on that more than athletics. A lot of the time, you have a lot of academic commitments that sometimes you can’t go to a game or practice, so you have to just stay and study. So, Masters is nice because it’s a place where you can have both at the same time.”

According to the MAI website, students will spend roughly four hours a day on academics and four hours a day on sports training. Each student will train in one sport for the entire school year, a policy prohibited in the Independent School League (ISL). At ISL schools, students can only play one sport during a particular season, and there are regulations around receiving training outside of the season, Executive Secretary of the ISL Bobbie CrumpBurbank said.

“You don’t go to Masters to compete in three sports,” she said. “You

pacted the independent school admissions landscape, US Athletics Director Jaye Locke said.

“Masters will also put pressure on all of us to find mission-aligned students who are really excited about BB&N, who want to come and make an impact and contribute to our athletic programs here.”

Boys’ Varsity Soccer Coach and Associate Director of Athletics Joseph Campbell is leaving to coach at MAI and Boys’ Varsity Hockey Coach Cason Hohmann is leaving to be the Director of Hockey Player Development at MAI. The Vanguard contacted Coach Campbell and Coach Hohmann for interviews but neither responded.

Masters Academy is “a pipeline” to a higher level of a particular sport, Coach Locke said.

“Specialization and believing that training in a particular sport a lot more often will potentially open up doors for the next level has only increased in recent years,” she said.

“Some kids are hoping to develop professionally at Masters. I still think that avenue also exists here, along with the incredible education and experience and friendships that you’re getting at BB&N that are really worth it.”

Director of Enrollment Julie Wadland said she fully believes in the educational experience the US offers.

“At BB&N, there’s academic excellence and excellence across athletics, arts and extracurriculars. Our teachers and faculty are outstanding.

We’re a city school. We’re very diverse. You have all of these pieces that are very appealing to prospective employees and families. So while we’ve lost some folks to Masters, I have no doubt that there are so many coaches and families that are really excited to be a part of the community.”

Mimi Shaywitz

Boys’ Varsity Golf

Students, alumni and families gathered on May 17 at the Nicholas Athletic Center (NAC) for the annual 3-on-3 basketball tournament in honor of Zach McLeod ’10. On the sidelines of the games, attendees bid at the silent auction, bought raffle tickets and greeted Zach with hugs and high-fives, continuing a tradition that has brought the Upper School (US) together for 18 years.

This annual basketball tournament began after Zach suffered a traumatic brain injury during a football scrimmage in 2008. The event was originally created to support Zach and his family, but over time it has also become a tradition that unites generations of the school community through basketball and fundraising, Head Football Coach Mike Willey said.

Coach Willey was Zach’s former coach and organizes the tournament.

“Zach McLeod is a great person.

He embodies all the things that I think are good about this school,” Coach Willey said. “It’s impossible to have a bad day when you’re with Zach.”

Coach Willey said Zach’s resilience shapes the event’s atmosphere each year.

“Zach is a great example of overcoming adversity, and not only that, but always with a positive attitude,” he said. “If you go to this event, you’re going to walk away feeling great about what this community

Page 17

Masters Academy: The future of high school sports?

Varsity Softball

Photo Courtesy of Christine Tao

June 2026

Colin Hoffman ’27 said the tournament also fosters relationships between students and returning alumni.

“It’s fun to connect with alumni from the football team, who are in college now and come back to the tournament,” Colin said. “The event shows the support that faculty, teammates and alumni can have for each other. It’s just a way we can all come together and reconnect.”

Eighteen years after the first tournament, Zach’s father, Pat McLeod, said the event is a reminder of the relationships and support surrounding Zach.

“Apparently, in the world of brain injury, most people who acquire a brain injury lose all of their friends within a year,” Mr. McLeod said. “Zach has been alive now longer with a brain injury than without. And still, Zach’s friends, teachers, coaches, and friends’ parents remain in his life, and this event is evidence of that.”

Nearly two decades later, that support has never wavered.

“It means so much to us to have the BB&N family continue to come around Zach and really our whole family and shower us with love, laughter, competition, all the things that define Zach’s character before and after his injury,” he said. “Thank you to the BB&N community for carrying us through the hardest season of our lives and thanks for not forgetting our son.”

According to the National Library of Medicine, 70% of junior tennis players begin specializing at the age of 10 years old. This trend doesn’t just apply to tennis; sports specialization – intense training in one sport while excluding other sports – has increased in the past years, with specialized sports schools popping up around the country, such as IMG Academy in Florida, Spire Institute in Ohio and Overtime Elite Academy in Georgia. Next fall, Masters Academy International (MAI) will open in Stow, Massachusetts. According to the Boston Globe, there are already 300 students enrolled in MAI. Gabe Matta ’27 is leaving the Upper School (US) to play soccer at MAI next year.

“I chose to go to Masters because it is a good opportunity for me academically and also athletically to be exposed to more opportunities.

I want to play in college, so for me, Masters is a better place if I want to get to that goal.”

MAI’s emphasis on sports education is what first attracted Gabe to the school, he said.

“There are five recruitment showcases all year round, whereas at BB&N, there was only one,” he said. “The fact that Masters is yearround and you get strength training was important when I made my decision as well. There are also three soccer coaches there, whereas at BB&N there is only one head coach, and the coaches are going to help put me out there and build networks throughout the year.”

Gabe said that MAI would allow him to pursue both academics and athletics more effectively.

“At Masters, there’s a lot of bal-

Staff Photo by Katy Varadi

Masters Academy is located in Stow and will be opening this fall.

Playing both sides CONTINUED FROM PAGE 1 Managing a varsity team counts as an interscholastic sport. Students may also fulfill one season of the requirement through non-athletic afternoon programs, including activites like stage crew and robotics team.

Students who play a sport not offered by the school can apply for a waiver for that sport — but only for one season.

Maia Deming ’27, a swimmer who trains 15 hours each week, fulfilled her requirement with stage crew.

“I’m not personally interested in it,” Maia said. “I go as much as I can, but I have to leave early because I have to get to swim practice, and so I’m really just doing it for the sports requirement. If I did a sport from school, I wouldn’t be able to get to practice on time, which is something my coach really values.”

According to US Athletic Director Jaye Locke, the sports requirement is designed to reflect the school’s core values.

“We believe in the benefits of being a part of a team sport and what you can learn,” she said. “Keeping people active, learning and stretching them-

The Vanguard

Page 18

Until the autumn...

The Vanguard

Opinions

Dearest Gentle Reader, This academic season is nearing its end, and while I myself am most ready to retire my quill and ink for the summer, there is simply nothing this author loves more than a dutiful reflection.

Upon returning to this institution after a hearty recovery period in March, many students ventured to new realms as they initiated their esteemed leadership positions. With rather keen discernment, I have observed as certain disciples rose to their promoted roles, others seemed to flounder from their mounting responsibilities. A shame, indeed!

Well, I do say that the theme of newly acquired positions is rather cohesive with the timings of the environment, for it can be seen around this period, the instantaneous bloom of botanical splendor. This author was most bewildered by the remarkable haste with which the nature around this fair institution seemed to revitalize completely, leaving the unforgiving muteness of winter to be all but a distant memory. I often find it rather paradoxical that in spite of spring’s reputation for genesis, it is also the era in which the eldest scholars of this academy must depart.

Indeed, as the senior pupils strive to leave their mark — embedding their final seeds in the dirt for future generations to nurture — the younger scholars are ever occupied cultivating their own epochs ahead.

Year after year, it has been well-versed amongst students at Buckingham Browne & Nichols that only those with outstanding performances both in quality and quantity of achievements will possibly be accepted into a respectable university.

I hope you are taking notes, dear underclassLady Knightingale men, for you must be cognizant that every step Dearest Gentle Reader you take will either help your plants grow or will spread weeds that cannot be removed with a simple plucking. Intimidating, is it not? What would possibly become of you if a single exam went poorly?

Endless as the ordeals of these final labors may feel, it is vital to remember that a proper recuperation is nearly tangible. Stride on, my dear reader. Time is both unforgiving and rather gracious in that way, for while the results are uncertain, the final day is not.

My goodness, I do apologize for my uncharacteristic melancholy; albeit, I did warn you, dear reader, there is nothing this author loves more than a reflection. But alas, I have pondered, and one should never look back for too long without glancing forward.

So what comes next? Perhaps I shall divide my examinations into age-level groupings.

To the zestful freshman class: A hearty congratulations on your near completion of the year. This author does recall the exhilaration of no longer being the youngest pupil. What a privilege to be freed from the fetters of a monitored “study hall” in lieu of an unscheduled period. An upgrade to relish, indeed! May the tidings of this recess grant you the power to enjoy youthful endeavors. This author would be most disappointed if you did not use this time to withdraw from the expectations of constant academic efforts.

For the sophomore demographic: With the daunting weight of scholarly debates off your shoulders, what can you not do? This author cannot stress the absolute importance of rejuvenation during your holiday enough. I hardly doubt you have heard tales of the tribulations of junior year. Rest assured, anxious reader, every notorious aspect is indubitably and devastatingly true! You stand before a mountain, and at the foot is a lake. I suggest you bathe, dear sophomores, and allow the cool waters of summer to regenerate your senses before your relentless climb.

“Endless as the ordeals of these final labors may feel, it is vital to remember that a proper recuperation is nearly tangible.”

And to my unwavering junior class: what a triumph — to be certain!

What was once an endless race is now a sprint with a finish line in sight.

To surrender now would be most disappointing. If this author could convince your ambitious spirits to indulge in a period of repose, she would do so, but she must not be mistaken for naive! Still, I do earnestly hope that you may consider even a moment of adolescent leisure as a token of your merit and diligence. It would be foolish to forget to rest during your fleeting cessation.

Lastly, but certainly not least, I would like to share my remarks with the senior class. With great deference, I congratulate you on completing a secondary education. This author is most pleased for you — if not envious as well! You are released from the chains of relentless academia, if only for some ephemeral months.

So, dear students and faculty alike, however you plan to enjoy the fruits of this year’s labor, I do wish you all the best. Never fear, loyal reader, for while I may be tucking my inkstand into its case, I’ll be diligently waiting — with watchful eyes — to report back to you in the autumnal season.

Sincerely, Lady Knightingale

June 2026

Contenders or pretenders

The United States is a powerhouse when it comes to most sports.

The nation is almost unrivaled in basketball and football, and Americans consistently experience victory in hockey, baseball and most Olympic games. When it comes to the world’s favorite sport, however, the United States is subpar at best.

With the World Cup soon approaching and the U.S. as one of the host countries alongside Canada and Mexico, hopes are high for the U.S. Men’s National Team (USMNT). Currently ranked 16th globally according to FIFA, the USMNT’s chances of winning the tournament, let alone making it out of the group stage, are slim. Furthermore, in recent friendly fixtures preparing for the tournament, the U.S. suffered embarrassing losses to Belgium (2–5) and Portugal (0–2).

Why does a nation so large, populous, wealthy and athletically dominant consistently lose in international soccer? The answer is simple: For decades, men’s soccer has been secondary to other sports in the U.S., leaving the country behind other nations and still working to catch up. However, recent development efforts have shown clear signs of progress. From 1954 to 1986, the USMNT had never even qualified for the World Cup. Since then, they have qualified on nine of the last ten occasions. The national team has also made it out of the group stage numerous times, but never past the round of 16.

This upward trajectory is largely thanks to the increased participation in “the beautiful game” among the youth. Historically, football has dominated as the main fall sport in the U.S., but because of the extreme toll it takes on a player, both physically and mentally, soccer has gained traction. The U.S. has also adopted the academy system for young soccer players, following the European model. The academy system is intense, making soccer the most important thing in these young players’ lives, but it is effective in producing high-level players.

For years, the excuse for the weak play of the USMNT has been that the U.S.’s best athletes don’t play soccer. But with rising participation and an established academy system driving player development, what argument remains? Still, the process needs time. The expectations of making it past the round of 16 this year are not realistic or fair. In 2018, the team didn’t qualify. That was only two World Cup cycles ago, so while the squad features players competing in Europe’s top five leagues like Christian Pulisic, Weston McKennie, Chris Richards and Tyler Adams, even just making it out of the group stage should be viewed as a successful tournament.

“Why does a nation so large, populous, wealthy and athletically dominant consistently lose in international soccer?”

In the years to come, expectations should rise, and the U.S. will be able to meet them. At the academy level, which includes high schoolaged players, U.S. teams like Philadelphia Union and Real Salt Lake have recorded wins against major European clubs. It’s only a matter of time for these results to translate onto the big stage in competitions like the World Cup. In 2026, however, you can’t expect that much from the Men’s National Team.

The U.S. women, on the other hand, are the most successful country of all time with four World Cup victories. Without having to compete with football for youth participation, soccer has been the biggest sport among girls in the nation for years. The high participation and intense competition for women’s soccer should be viewed as the blueprint for the men’s game. While it will be difficult for the men’s team to match the international achievements of the women’s team, they Jack Reinfeld should still experience success in the future.

This summer, the U.S. is slotted in a favorable Reinfeld’s Playbook group. Their competition is Paraguay, Australia and Turkey, which are ranked 40th, 27th and 22nd, respectively. This relatively less competitive group should propel the U.S. into the knockout rounds.

The USMNT could go undefeated in the group, finishing 2–0–1. After the group stage, the tournament gets extremely difficult. A round of 16 victory is possible for the U.S. but not expected. A single victory in the knockout rounds would signal a successful tournament for the United States. Anything more is playing with house money.

Drawing Courtesy of Creative Commons

June 2026

Arts

Page 19

Miranda Priestly returns, but the magic doesn’t “The Devil Wears Prada 2” movie review Lucia Longstreet-Lipson and Mimi Shaywitz

Editor-in-Chief and Managing Editor

Right before Andie Sachs (Anne Hathaway) walks up to the stage to accept a journalism award for her work at a newspaper called … wait for it …

The New York Vanguard, she finds out that all of the journalists there have recently been laid off. Andie finds her way back to working for the devil herself, Miranda Priestly (Meryl Streep) at Runway magazine, where she navigates a declining print magazine industry, AI, corporate takeovers and threats from Miranda’s former assistant, Emily (Emily Blunt), who now works at Dior.

“The Devil Wears Prada 2” has all the right components of a good movie: Lady Gaga songs, colorful outfits, Meryl Streep, a trip to Italy and celebrity cameos. Yet it never quite captures the same charm and nostalgia as the original “The Devil Wears Prada” that aired in 2006.

The overarching theme in “The Devil Wears Prada 2” is the importance of art and journalism in an increasingly digital and corporate society. Andie was originally hired to help Runway recover from a damaging scandal, but her role as the features editor expands beyond crisis management. As leadership changes at Runway and a young profit-focused

businessman takes over and tries to cut funds for Runway, Andie fights to preserve journalistic integrity and original reporting in an industry increasingly dominated by algorithms, AI-generated content and engagement metrics. This theme resonated with us at The Vanguard.

The main problem with “The Devil Wears Prada 2” is that there is too much going on. The film introduces multiple side plots and character arcs, but very few of them are developed enough to feel meaningful. As a result, the story feels overcrowded and unfocused. The largest conflict of the movie, the potential sale of Runway magazine, arrives too late in the film and seems rushed. It began during the last 30 minutes of the film, and was resolved within two scenes. Afterward, the movie hurries through the endings of several unfinished storylines, making the conclusion feel unrealistic and overly convenient.

For example, Andie meets a love interest on the way, they spend at most three short scenes together, and in that small amount of time get together and then break up. Then, within the last 10 minutes, the writers include a two-minute scene where they get back together. This side plot, along with others, doesn’t make sense because it is condensed.

It also doesn’t feel necessary to the overall storyline of the movie and Andie’s growth as a journalist.

Photo Courtesy of Lucia Longstreet-Lipson

From left to right: Miranda, Andie and Nigel meet up with Runway advertisers.

Although parts of the plot felt confusing, the costumes and set design were a very nice distraction. Unlike the original film, where Andie slowly adapted to the fashion world, she now fits in completely, wearing chic designer outfits, colorful dresses and modern runway-inspired looks. Along with that, the set changes, which vary from Met Gala red carpets to extravagant seaside mansions, aided in holding our attention for the two-hour film.

The best scene in the movie is when Nigel, Miranda’s longtime assistant, gets to run the magazine’s fashion show in Italy after Miranda suddenly leaves midway through.

Nigel has always written Miranda’s speeches and watched her from the sidelines, so his opportunity to step

into the spotlight and get the recognition he deserves is a satisfying and complete resolution of his story arc.

Overall, the movie was an entertaining but overcrowded sequel that didn’t fully live up to the beloved writing of the original. While it succeeds at touching relevant themes, it attempts to tackle too many ideas and plots at once. Still, the strong performances from lead characters, along with impressive fashion and set designs, made the movie enjoyable, even when the plot fell apart.

Rating: 3.9/5 *bonus points for The Vanguard reference

Treasure Island sets sail!

The US Spring Play will perform at an international festival this summer Phineas Clarke-Talhouni Contributing Writer

The theater department is off to Edinburgh this August, bringing “Treasure Island,” this year’s spring play, to an international stage. Sixteen students, led by Upper School (US) Theater Director Ross MacDonald and Arts Department Head and Technical Director Adam Howarth, will be taking their play adaptation of Robert Louis Stevenson’s classic to Scotland’s Fringe Festival, the largest performing arts festival in the world, with over 2 million viewers every year. The show will be performed at the US the weekend of May 30 and in Edinburgh in late August.

Whitney Pecorcaro ’27 is part of both casts – the cast performing at the US and in Edinburgh.

“I’m excited to see the different energy in a different space,” she said.

“But also, I’m excited about going to a theater festival where we get to see other performers and other actors in their element, alongside us, in our element, and seeing how the different shows feed off of each other.”

This will be the school’s second appearance at Fringe, the first time being in 2024 with a production of “Sleepy Hollow.” Whitney plays Israel Hands and Billy Bones in both shows.

“They are very different from each other, but they are both pirates,” Whitney said. “Billy Bones is your typical pirate, very rough and tumble. I am not that, so it’s hard to get into that mindset. My other character Israel Hands is easier to get into. He’s less of a typical pirate,

though evil and sinister, he’s less large and boisterous, so it was easier to get into that role.”

Max Barowsky ’29 plays Black Dog the pirate, Job Anderson and George Merry in the US performance.

“My first scene as Black Dog, where I’m confronting Jim Hawkins, is very in-character and very flamboyant,” he said. “I do some shouting, and it’s definitely one of my favorite scenes.”

Like Whitney, Max said he enjoys playing a pirate in the show.

“It’s interesting to play these desperate pirates who have more character than they would seem,” he said. “You would think a pirate is all angry, but they actually have a lot of depth to them.”

While the audience can enjoy the swashbuckling sword fights and tender tragedy of a lost father, they do not witness the behind-the-scenes

work to bring the show across the Atlantic, Mr. MacDonald said. The show has two casts, with one performing at the US and one going to Fringe. The six cast members doing both productions rehearse afterschool with the Cambridge cast and during CABs and Saturdays with the Edinburgh cast when they can.

Mr. MacDonald described how performing at Fringe is a great way for students to develop their acting craft at a world-renowned festival and gain experience in a unique environment outside of the US. “It really helps you as an actor to stay grounded. It’s a really good lesson in life, because a lot of people become very uncomfortable with new surroundings so it helps to actually develop a resilience to the unexpected, which I think is what theater helps a lot of the time, finding comfort in the uncomfortable,” he

Staff Photo by Katy Varadi Lucia Baum-Vardi ’29 and Marin MacDonald ’28 rehearse for the upcoming play.

said.

For Edinburgh, the entire set needs to fit in suitcases and be transported overseas. This means the set leaves a lot to the audience’s imagination. Many scenes utilize chairs in certain configurations to imply a tavern or a bedroom, and a large sail signifies a scene is taking place on a ship. Because of the minimalist set, and the fact that at Fringe many of the venues are old gathering halls or meeting spaces, not much color can be added through lighting and sound design.

“Mrs. Brown is brilliant with costumes, so that color and vibrancy is brought in with costumes,” Mr. MacDonald said.

The number of actors also poses a challenge for Costume Designer Louise Brown and her team of student costumers.

“It is a little trickier than usual because we will have some of our characters being played by a different actor in Edinburgh,” Mrs. Brown said. “So what I’m basically doing is creating as many stock costumes relevant to the early 18th century period that the story is set in. What we do is try to make sure that if it is going to be two separate actors for a role, or if they’re switching roles, that they’re pretty much the same size because we just don’t have that much budget.”

Despite the challenges and intricacies they’ve faced, both casts are excited to perform for two very different audiences.

The Vanguard

June 2026

The Back Page

Page 20

Performing madness

Hello…

SUMMER!

Photos Courtesy of Sally Hoagland, Ayana Dhruv, Pierce Seth, Christine Tao, Harper Dubovik and Adyson Balter

Notable Quotables

into her role to escape.”

that.”

Miller ’28

“It’s like a war on drugs.” let “I’ve got to breathe!”

them

e eacher Elli — US Math T f n taking of Schmucker o n class her shoes i

“She doesn’t run from the villain; in fact, she sinks further

“Shakespeare is lowkey a one trick pony. I could write better than

— George

Now look, I am usually not someone who enjoys thriller novels or shows. All the reliance on blood, dramatic screams and crazy plots to grab the audience just really isn’t my cup of tea. I’m more drawn to campy shows like “Lisa Frankenstein” or a heartbreaking romance, like “Me Before You.” So, maybe I went into “The Housemaid” already holding one pretty firm opinion: Thrillers are usually more shocking than thoughtprovoking. But, I was pleasantly surprised to find myself completely sucked into the twisted plot.

In particular, this had a lot to do with the character of Nina Winchester, played by Amanda Seyfried. We are introduced to Nina by following Millie, an ex-convict, who goes to work as a live-in housekeeper and nanny for Nina and her husband.

From the beginning, the audience is meant to see Nina as the unhinged antagonist of Millie’s story. Through her two-faced personality and blatant lies, the viewer is clearly guided to dislike her. She fits the stereotypical image of the rich, controlling wife with perfectly curled blonde hair and a knack for crafting the perfect image. With each lie, Millie is pulled closer and closer to her “savior,” who comes in the form of Nina’s husband, Andrew Winchester. At this point, I was seeing Ellis Wee Nina exactly the way the movie wanted me Guest Column to: ridiculous, cruel and easy to judge. That is what makes the first half effective, even when it feels exaggerated. It turns the audience’s judgment into part of the trap.

In the scene where Nina goes crazy, throwing things around her kitchen, I couldn’t help but feel that it seemed so ... messy. Seyfried’s Nina felt like a caricature of a woman.

It felt unrealistic and gave me a bit of second-hand embarrassment. But simultaneously, it was also too compelling not to continue watching. I was fully ready to just sit back and watch as Nina was taken down by Millie. That expectation is what made the twist more interesting, because the movie had not just tricked Millie; it had tricked me into feeling superior to Nina.

Nina is thrown out of her own home, replaced by Millie, and I am ready to watch Millie and Andrew get their happy ending when I realize that I still have an hour left in the movie. This was the moment I started to distrust my own reading of the story.

So when the scene cuts to Nina alone in her car, laughing through tears, everything finally clicks. The previous scenes felt over the top because Nina was performing. Nina Winchester had managed to “crazy” her way out of her own house.

The reversal made the plot I had criticized — the excess, the messiness, the embarrassment — suddenly feel intentional.

— Zach Kes selheim ’27 on the new phone policy

Nina shifts from being a monster to a mother willing to do anything to free her daughter from the grasp of her abusive father. Nina is not written as a stereotypical helpless victim or a jealous wife. She doesn’t run from the villain; in fact, she sinks further into her role to escape. So, despite how genuinely horrible Nina may appear to be to Millie, in my opinion she was the most compelling character. We are not asked to approve of Nina; we are just asked to look further.

That shift makes the final scene between Andrew and Nina all the more satisfying. Andrew is the one crying and begging for Nina to take him back, while Nina remains calm and deliberate. For the first time, she is taking control of a situation that has long been a twisted game against her. Her actions begin to feel less like instability and more like calculated revenge.

Her final act is another performance: she offers Andrew forgiveness, lets him believe he has regained control and then kills him. More importantly, though, she protects Millie and finally chooses herself over fear.

Her growth doesn’t excuse her initial actions, but it does make her one of the most memorable and impactful characters in the movie. By the end, I had completely reversed my initial impression: I did not exactly like Nina, but I respected the intelligence of her performance.