55.3 FINAL DRAFT

The Vanguard

September 2026

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Volume 55 / Number 3

Buckingham Browne & Nichols Upper School, Cambridge, Ma

September 2026

No more phones

US institutes new ‘off-and-away’ phone policy Pilar Bowen-Arce Off Campus Editor

On Friday, May 22, Upper School (US) Director Jessica Keimowitz sent a long-awaited email to parents, faculty and students detailing the new phone policy going into effect for the 2026-27 school year. The policy, described as an “off-andaway” restriction, was the culmination of a year of surveys, discussions and meetings.

The new phone policy requires students to

keep their phones in their backpacks or lockers while on campus from 8 a.m. to 3:25 p.m. There is also a complete ban on all technology, including computers, in the Commons during first and second lunch. Teachers will enforce the policy through a warning system, Ms. Keimowitz said.

“Teachers will be able to say to a student, ‘I see that you are on your phone, you really can’t be on your phone. Can I have your name please?’

We’ll keep track that way,” she said.

Ms. Keimowitz said that after two warnings, the student’s parents will be notified and, after

three, further consequences, such as losing offcampus privileges, will follow.

The new phone policy follows a growing trend of similar policies in neighboring schools, Ms. Keimowitz said.

“The pendulum has been swinging in schools around the country,” she said. “Many, many states have passed cell phone bans for public schools statewide, and many of our peer independent schools have been working on cell phone policies for several years.”

Continued on page 4

Changes ahead

$44M renovation begins at Lower School Henry Carroll Arts Editor

Staff Photo by Katy Varadi

Sam Kelley ’26 lines up, preparing for the next play during a Friday Night Lights game at the Grove fields.

Sam received more than seven Division I offers, including four from Ivy League schools, before committing to play football at Brown University.

An abundance of offers

Over the past five years, the school’s Bright Bold Next campaign has raised $91.5 million toward its $100 million goal, making it the most successful fundraising effort in the school’s history.

“It is a huge commitment to the future of our school, and I feel very good about how we’re stewarding those dollars to make transformational impact,” Head of School Jennifer Price said.

The campaign includes many initiatives, including increased financial aid, innovation grants and the addition of the Grove Street fields. The largest and most expensive initiative, however, is the Lower School (LS) renovation, which is projected to cost $44 million.

The plans for the LS renovation include doing a gut renovation of the brick building and replacing the Markham building, the Kelsey House and the Morrison House with a building that will be called New Markham. In June, Kelsey and Morrison were demolished, and the school plans to begin construction on New Markham in March. The full renovation is expected to be completed in the fall of 2029. Most disruptive construction work is planned to occur over the summer, and while some construction will go on during the school year, all students will remain on the LS campus.

Continued on page 5

Why football players rack up so much college interest Kate Tregay Sports Editor

By his sophomore year, Varsity Football (VF) player Owen DeSalvo ’28 had 13 offers from colleges across the country. However, those offers do not carry the same weight as in other sports.

“Football is definitely different from a lot of sports in the amount of kids that do get offered.

But, even though they hand out a lot of offers, once it gets to the point where I’ll be choosing where to go, that’s when you figure out which schools are

What’s Inside

showing real, genuine interest,” Owen said.

As of 2025, the NCAA has allowed the maximum number of scholarships to match the number of roster spots for any given sports team at the Division I level. Currently, there are 105 scholarships for Division I football teams, while Division I men’s hockey teams cap scholarships at 24 and Division I men’s soccer at 28. More roster spots mean more offers, more social media strategy and more pressure to commit early. That flood of interest cuts both ways, forcing players to sort genuine interest from noise in a way other athletes rarely have to.

Freshmen struggle with high school transition

Is StuCo facing a candidate drought?

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New robotics lab New robotics lab Page 8 Page 8

“There’s things called committable offers, which means if you have an offer that’s committable, that’s real interest, they want you on their team, and you can commit whenever you want,” Owen said. “However, if you don’t have a committable offer, that basically means your offer really is just verbal, and it doesn’t really mean anything until you’re at a point where you’re building these real relationships and seeing if that interest will actually turn into a committable offer, and you can actually go to that school.”

Continued on page 8

MORE ONLINE Student photography finds an audience online Page 17

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The Vanguard

September 2026

Editorials

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Tr-AI-ling behind Artificial Intelligence (AI) is no longer a question or theoretical idea that could someday change our education. It is here.

AI is already running schools through Alpha programs in San Francisco, Los Angeles and, most recently, Boston. At these schools, AI-driven programming replaces teachers. Students learn through interactive courses built by AI software, while teachers become “guides” who help students navigate the technology rather than teaching the course itself.

These models limit human connection with teachers and peers.

Other schools are taking a less radical approach.

North Star Academy Washington Park High School in Newark, for example, offers courses on AI alongside its core curriculum.

How is the Upper School incorporating AI into its syllabus? We are ignoring it and thus risk falling behind.

According to Forbes, 71% of employers value AI skills over experience. AI will be a determining factor in the future workforce and knowing how to leverage it will set you above your coworkers. Specifically, in labs, 57% of data analysis is reliant on AI software, according to Select Science. AI education has even

and how to interact with it responsibly, just as North Star Academy does. The course could also explore the history of emerging technologies and their effects on the economy, government and everyday life. Just as freshmen and sophomores have health classes, the upperclassmen need an AI preparation course.

Ultimately, the school won’t prepare students for future success if they don’t educate them on AI first.

We respect the school for defending the importance of human connection and critical thinking skills, but it is time for students to learn how to use AI — not be left behind by it.

Boston welcomes become a major at colleges such as MIT and Penn. As the world the school focuses on preparing students for college Drawing by Mimi Shaywitz and Katy Varadi

and the workforce, we need to learn about AI to equip us with the right tools.

To be clear, The Vanguard is not advocating for the school to replace all teachers with AI software; far from it, but we can do more. Let’s offer a sixth class focused on AI education: how it works, how to use it

Buckingham Browne & Nichols School 80 Gerry’s Landing Road • Cambridge, MA 02138 vanguard@bbns.org, vanguard.bbns.org (617) 547-6100 Volume 55, Issue 3 Projects Editor Christine Tao

Editor-in-Chief Lucia Longstreet-Lipson

Opinions Editor Ethan Moran

This summer, the most-watched sporting event in the world took the United States by storm.

Records were broken. Players left. Cultures merged.

Referees were deported. And Spain lifted the trophy.

The 2026 World Cup forcefully brought the world together in a time of high political unrest, creating unexpected opportunities for people to come together. Forget about the actual soccer; this World Cup was a test of what happens when we drag heated tensions around the globe onto a playing field. In the end, it showcased inspiring examples of humanity and acceptance, especially here in Boston.

That is not to say there wasn’t abuse of power and corruption that slipped into the tournament. Even before the opening match, lawsuits and public criticism erupted about FIFA and Ticketmaster after ticket prices reached record highs. Later, Trump publicly urged FIFA to overturn Folarin Balogun’s red card, an unprecedented request during the World Cup.

Managing Editor Mimi Shaywitz Production Manager Harper Dubovik

Editorials Editor Scarlett Hawkins

Production Manager Sydney Ruiz Photo Courtesy of JJ Lally

On Campus Editor Christian Chow

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, Viola Shepard, Vivian Cain-Weingram, Catalina Longstreet-Lipson, Marwa Benyounes, Bradley Shen, Siran Arakelian, James Tao, Alex Berk, Rachel Goldberg, Leo Brodksy 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, Katy Varadi

Daniella Hammerschlag, JJ Lally and Zaria Wellsley (all ’28) meet three Scottish tourists in Boston Common. Scottish fans flooded Boston after Scotland played two World Cup group-stage matches at nearby Gillette Stadium.

However, despite these stories, the heartwarming number of anecdotes from across the country outweighed the negatives. There was notable hospitality here in Boston. Walking into Dunkin’, riding the T or stopping by local bars, you could see Scots dressed in kilts and proudly waving their flag. Massachusetts, not necessarily known for its kindness, welcomed the Scots with an overwhelming love.

The Scots also brought over simple trends and pranks for the Bostonians to enjoy. Scots started placing traffic cones on famous Boston statues as part of a tradition that began in Glasgow, Scotland, during the 1980s: A traffic cone was placed on the head of the statue of the Duke of Wellington as a sign of national humor and a metaphor for not taking life so seriously. The Scots also influenced Massachusetts legislation! Governor Maura Healey took the Scottish sense of humor to heart, pretending to legalize haggis, a Scottish pudding made from sheep’s liver and heart.

The relationship between Scotland and Boston became a testament to cultures blending without prejudice and showcased the city’s ability to offer a warm welcome for visitors around the world. Go Boston!

In the end, the 2026 World Cup sent one clear message to the globe. Despite political division and corruption surrounding the tournament, stories of kindness, perseverance and hospitality proved that unity cannot be tarnished. At the Upper School, let’s learn from the World Cup: Despite our individual differences and backgrounds, we can remain kind and welcoming to one another and have a little fun along the way.

The Vanguard

September 2026

Features

In June, juniors in Ms. Kornet’s English class wrote Modest Proposals — satirical pieces of writing that take a real issue within the school community and offer an intentionally exaggerated solution. While these ideas may be unrealistic, they offer a humorous way to consider the problems students encounter every day. The Vanguard is featuring one of these proposals, which addresses the school’s transportation system. Would you support the solution?

A modest proposal for the BB&N express It is not uncommon to arrive at the Grove parking lot in the early morning and see the shuttle departing. You wait five minutes, then another five. As you wait, all you can think about is the meeting you must get to or that lastminute assignment you must finish. Or you are trying to squeeze onto the packed 3:25 p.m. shuttle after school, hoping you will not be late to practice. Or you have a doctor’s appointment in the middle of the day and you need to organize your schedule around bus availability just to make it.

In an era where food can get delivered to you in under 20 minutes, your package can be tracked to the exact street corner and you can call someone on the other side of the planet, BB&N still struggles to create a shuttle system that consistently works for students. I propose replacing the shuttle system from Grove Street to the Upper School with the BB&N Express Gondola lift. No buses. No drivers. No gas. No schedule. Just you and your classmates sitting briefly in a gondola that comes to and from school, continuously on time.

The Gondola Express would operate every school day from 5 a.m. to one hour after the last event. To keep operating costs low and reflect the school’s commitment to the environment, the system would be powered by solar panels mounted on the roof of the lift base.

With 15 individual gondolas, each able to carry six people, the system would begin in the back of the Grove Drawing by Christine Tao Street parking lot, eliminating only five parking spots.

To avoid obstacles, including cars, trees and people, the base would begin 15 feet above ground level, easily accessible by stairs. From there, a direct route would carry students just over a mile to the school. The ride would end at a second lift base located on the patch of grass between the baseball field and turf. Each gondola would then return immediately to Grove to pick up the next students — something that does not happen now. Each pod would also contain heated, cushioned benches for maximum comfort, and some would be designated “silent” for students wanting to catch up on their excessive nightly workload. Others would contain a music box, allowing students to choose the soundtrack for their short ride. On the gondolas outside would be additional space for storage of athletic gear, musical instruments or even theater props.

According to National Bus Sales, most new shuttle buses cost between $130,000 and $160,000, while minivans cost between $100,000 and $140,000. Throw in bus driver salaries, rising gas prices and maintenance costs, and the current system is not cheap. A gondola transit system may seem too expensive upfront, but transformative ideas are rarely inexpensive. Surely a school capable of spending $40.5 million on a second athletic complex can invest to solve a problem students face every day. And you can’t put a price on punctuality. For the first time in school history, students might voluntarily arrive before class begins.

For those concerned about unauthorized access, students would pass through an advanced facial-recognition security system, that instantly verifies their school membership, before entering the lift. This would be an improvement over the current shuttle system where anyone can board without a second glance from the drivers.

Beyond solving a daily transportation problem, the gondola would also become a distinctive part of campus.

Imagine the look on visiting families’ faces as they pull into Grove, or even the school, and see a gondola gliding overhead. No other New England school has that.

Some have proposed a more straightforward solution: Just buy more buses and hire more drivers. Two key words: buy and hire. Why should the school continue to pour money into a system that has already proven unreliable? At a school that values innovation, I cannot support an approach so utterly lacking in vision. Others have suggested adding GPS trackers to the buses so students can know their exact locations. However, let’s be honest: Students would then track the bus’s movement while driving to Grove, an unsafe practice that wouldn’t lessen the likelihood of missing the shuttle anyway.

I welcome anyone who believes they have a better solution to step forward, provided their proposal is a serious reflection of how many students rely daily on school transportation. By the time the BB&N Express Gondola is up and running, I will have graduated, so I will not reap the benefits. Until then, the gondola seems the most logical, reliable and exciting option on the table. The technology exists, the sunlight is free and the sky is the limit.

— Cailan MacDonald ’27

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The Vanguard

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No more phones

September 2026

On Campus

Photo Illustration by Katy Varadi and Mimi Shaywitz

Mimi Shaywitz ’27 places her cellphone in her backpack pocket. The US’s new cellphone policy required students to keep their phones put away during the school day.

Continued from page 1 Fellow Independent School League (ISL) school Thayer Academy has a similar bell-to-bell ban, but instead of requiring all phones to be in backpacks, students lock cellphones away in Yondr Pouches.

Tabor Academy requires students to leave cellphones in cars, lockers or, being a partial boarding school, in dorms. Massachusetts is currently in the process of passing a law banning cellphone use in all public schools.

Ms. Keimowitz saw issues with US students on their phones.

“Between looking at lunch tables and seeing kids sitting together but not actually talking to each other, watching people walk through the halls but their phones right in front of their face and really worrying about what that’s doing to community interactions, to our ability to interact with each other, we felt it was high time to revise the policy,” she said.

Ms. Keimowitz acknowledged challenges may come with a transition.

“It’s really hard to change culture and behavior, especially coming off of the summer when many of us have had unlimited access to the phone and a lot more time to spend on it,” she said. “I don’t want to say that the phone is all evil, it’s not.

It does a lot of useful things, but I think we need to really focus our efforts on building community and human interaction. I think that’s the solution to many of the issues that we’re facing in this world and this is one way to do it.”

The school will administer another survey to students in January to assess the policy’s effectiveness,

she said.

“I will be really clear with students that I am seeking feedback all the time, whether it’s a formal survey or not,” Ms. Keimowitz said. “If students want to come talk to me or talk to their advisor who’ll come talk to me about a concern that they had, that’s absolutely fine.”

Tabor Academy Head of School Tony Jaccaci oversaw the implementation of the school’s cellphone policy two years ago. After receiving feedback from students, this year they are allowing phones to be concealed in students’ pockets for safety reasons. He said their policy is meant to serve their students, not punish them.

“Students should not feel bad about feeling connected to their telephones,” Mr. Jaccaci said. “You guys aren’t at fault because you want to use your phones. These social media and handheld devices are built for that, and you have all come of age when it’s been very easy to access them. So, when I think of these policies, it’s not a punishment because students are weak in character or something like that. It really is trying to reprogram the brain and reprogram the behavior towards these devices.”

At the US, the student response to the new policy has been mixed.

“I was kind of surprised that there was a new policy being implemented because I didn’t really think that there was a major issue within the school regarding the phones,” Kaeleigh Neil ’27 said.

According to the cellphone survey results shared in the email announcing the new policy, students echoed her sentiments, with 73.4% of students saying the previous

policy was “just right” and 97% of students agreeing, strongly agreeing, or staying neutral with the statement that they are “satisfied with the school’s cellphone policy.”

The faculty, however, had a different response, with 94.2% saying the policy should be a little or much more restrictive.

US Dean of Teaching and Learning Michael Chapman said both perspectives were a big priority when creating the policy.

“This is a policy that affects us as a community, and it should not be simply something that comes from on high or something that excludes constituencies that are going to be directly affected by this,” he said. “From a faculty perspective, the general sentiment is this is something that’s really important.

From listening to students, there is a loss because being able to have your cellphones in different places and spaces has been around for a while, so there is a loss of familiarity and normalcy.”

Katja Rankel ’28 said she wasn’t surprised by the new ban.

“This is a controversial opinion, but I think it is pretty reasonable.

I’ve noticed a lot of people always on their phones during lunchtime and on the couches in the library. It makes sense,” she said.

Katja said the restrictiveness of the policy is necessary.

“It’s hard for people to make a rule everyone will respect, so they kind of had to go harder than we were all expecting,” she said.

Katja hopes the policy will encourage bonding among peers.

“There’s going to be a lot more opportunities to have conversations throughout grade levels, but

also just our grade, to have more sincere conversations, not distracted by as much,” she said. “That’ll be cool. It’ll be interesting to see if our grade gets any closer because of it.

That could be a positive thing.”

Thayer Academy Head of School Chris Fortunato said he noticed a meaningful mood shift on campus after their Yondr Pouch requirement was implemented.

“We noticed a significant change in the tone and tenor of the campus,” he said. “We saw kids interacting with each other and playing cards and doing various things in a space that felt more consistent with what we were hoping for.”

US Math Teacher Amelia Mattern was a part of the faculty and student discussions Ms. Keimowitz held. She supports the policy but acknowledges the transition will be difficult.

“The first two to four weeks will probably be the hardest,” she said.

“I have friends who work at other schools who have done stuff like this, implemented policies, and they have said that the first several weeks are really hard, and after that everything gets better. The students enjoy school more, and the faculty and staff enjoy school more.”

Dr. Mattern said she understands students’ skepticism but is optimistic that the policy will make the US a better place.

“I’m really hopeful that this is going to help our community,” she said. “I understand that students are feeling upset by it and I totally get it, but I think it’s the right decision.”

The Vanguard

Changes ahead

September 2026

On Campus

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Continued from Page 1

According to LS Director Anthony Reppucci, one of the renovation’s primary goals is to design the campus around the school’s educational philosophy.

“The building should really support collaboration, small group instruction, hands-on learning, independence, movement and different ways of teaching,” he said.

“Not forcing teaching to conform to the building, but having teaching conform to the students that are in front of us.”

The renovation also aims to better unite the arts and sciences within the LS curriculum by creating shared physical spaces.

“When we look at how schools are traditionally designed, visual arts and the sciences are often separated from one another,” Mr. Reppucci said. “Having those subjects located in one building will strengthen learning and create more opportunities for integration. Rather than kids experiencing each subject as a separate part of their day, we want them to begin seeing the connections between what they’re learning and doing across disciplines.”

The renovated LS will also feature a cafeteria where lunch is cooked and served. Mr. Reppucci hopes the cafeteria will help bring the entire campus together.

“There’s a concept in the Reggio Emilia approach to education called the piazza, which is a central gathering place that helps build connection and community,” he said. “I think about our new lunchroom in a similar way. It will give us a central place where kids can come together and feel a sense of community and belonging within the LS.” Tommy Bresler ’27, a lifer at the school, believes his siblings at the LS will benefit from eating

Staff Photo by Henry Carroll

The area on the LS campus, seen through the frame of the nearby climbing structure, where the Kelsey house and the Morrison house used to stand. Both buildings were demolished in June.

with students outside of their own classes.

“I know during my time, it was kind of just you with your class,” he said. “This will be good for seeing people in the other class, especially in your own grade more.”

Another motivating factor for the renovation is to keep pace with other nearby independent schools that have more updated campuses.

“If you look around at the competitive landscape in terms of independent schools who have beginners to sixth grade or lower school components, BB&N is behind in terms of the facilities,” LS Campaign Committee member Steve Wise ’04 P ’36 ’38 said. “I always tell people: It’s the exact same school as when I went there,

which is a good thing but also not a great thing because the buildings haven’t changed.”

Mr. Wise attributes the renovation’s fundraising success to the community coming together.

“One of the things that I just continue to be impressed about is the fact that the gifts are coming in from everywhere,” he said.

“This isn’t one of these things where we’re getting two $50 million checks, or someone’s leaving $100 million to the school. It’s alums, current parents, it’s past parents. It’s current board members and past board members. So there’s a real feeling of wanting to support the school.”

Initially, Campaign Committee Co-Chair Jennifer Aronson ’92 P ’31 ’33 did not believe that

the Bright Bold Next campaign’s $100 million fundraising goal was achievable.

“As an alum, and someone who’s been a parent for a while, I honestly didn’t believe that we could do it,” she said. “Until very recently, we really didn’t have a culture of philanthropy at BB&N.” While the renovation aims to make the LS campus nicer, Ms. Aronson said that it’s about more than just that.

“It’s not about having the shiniest campus and the beautiful rendering,” she said. “It’s really about being able to deepen our commitment to education, to community, to learning, to all of our values.”

The transition that never gets easier

Moving from MS to US still challenges students despite efforts Rima Demir

Features Editor

For eighth graders, being the oldest on their campus can mean knowing the routines, teachers and expectations. Then, when September comes, they become freshmen: the youngest students on their campus once again.

Whether students come from the school’s middle school (MS), another independent school or a public school, the transition to high school comes with new academic and social challenges. This is true even with the efforts middle schools are making to better prepare students for the transition.

In the MS, the schedule includes “E block,” a 35-40-minute open block for most students (depending on their involvement in other activities/groups). Several years ago, faculty designed the block to create access to teachers in the middle of the day, MS Director Mary Dolbear said.

“Students are introduced to choice within an open block, and students do begin to experience

accountability and responsibility through impact of choices. They often share the importance of E Block in learning the skill of time management,” she said. “Students also learn to self-advocate by connecting directly with teachers during that time.”

Kate Radlauer, a middle school teacher at Shady Hill School (SHS), said SHS also takes measures to prepare students for the greater independence they will have in high school.

“We teach an executive function skills class, and we’ve done it for two years now,” she said. “They come in more prepared because we’re actually teaching those cognitive skills in a more explicit way.

Despite these efforts, students from both the MS and other middle schools said they still faced challenges after entering high school.

For Sloane Francis ’29, who attended the MS, one of the biggest changes was managing an increased workload.

“I was unprepared for the amount of tests and quizzes that you have because in middle

school, you have about one per week, but in high school, it’s usually two, three,” he said.

To make the transition easier, eighth-grade teachers gradually increased the workload toward the end of eighth grade, Sloane said. Even so, he still had to adjust to balancing multiple assignments and extracurricular activities at once.

“In middle school, if you had a test, your teacher would just focus on that test,” he said. “But in high school, you can have a class where you have a test next week, and you’ll still have a project due at the end of the week.”

Anna Zhang ’29, who also attended the MS, said managing her time was a bigger adjustment than the workload itself.

“I had homework every single night during freshman year, but I felt like it was the same manner as I had in eighth grade,” Anna said. “In high school, you have to choose what you do with your free time. You could either actually do your homework, meet with a teacher or you could just sit on

your phone the whole time,” she said.

Jasiri Cash ’28 attended Wellesley Middle School. For her, the biggest adjustment was navigating a new social environment.

Cash said joining different clubs and planning community events helped her find her place.

“Every time you kind of step out of your bubble and meet new people or join a new club, you figure out people are so much more similar to you than you think,” she said.

Looking back, Cash said the transition was difficult but rewarding.

“When you’re going into a new space, you have no clue what anybody wants, like how anybody’s going to react to you,” she said.

“I feel like that forced me to learn more about myself.”

The Vanguard

September 2026

On Campus

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New Faculty Why did you go into teaching?

Athletics has always been a big part of my life. It’s where most of my close relationships have originated from, where I have learned many hard and valuable lessons, and [it has] taught me valuable skills about working together as part of a team.

What was your dream job in kindergarten?

To play in the NHL and play guitar in a rock band.

Highlight from the summer?

Gardening with my 3-year-old daughter Charlotte. We go out every night before bed to pick vegetables.

Jori Balsam ’19

What was your dream job in kindergarten?

Though many kids do, I ironically was not one who dreamed of being an architect! I honestly dreamed of being a teacher. I used to play “school” with my stuffed animals. I also loved to draw, and that is indeed now one of the primary parts of my work.

Why did you choose to teach at the school?

I found BB&N’s core values of inquiry, integrity, belonging and kindness to be very much aligned with my own values.

It’s rare to find architecture taught at the high school level, so I’m grateful to be part of this unique learning community.

Highlight from the summer?

My daughter took her first steps in late spring, so the highlight has been watching her grow in confidence and really find her footing over the summer.

She’s running by now, of course!

Pam Schulman

Jonathan Sokolski Sport: Boys’ Varsity Ice Hockey and Strength & Conditioning Years teaching: 12

Katie Colford Subject: Architecture Years teaching: 6

Subject: Biology and Honors Chemistry Sport: Girls’ Varsity Ice Hockey Years teaching: 3

Why did you go into teaching?

I went into teaching because I have a passion for learning and education, and it is a profession where I can combine my love for school and sports.

Why did you choose to teach at the school?

I chose to teach at BB&N because as an alumna (Class of 2019), I feel a deep connection to this place and the relationships I made here.

I hope to inspire the next generation of BB&N students to find their passions and take advantage of everything this school offers.

Highlight from the summer?

A highlight from my summer was spending time in Maine with my college friends!

Why did you go into teaching?

I went into teaching because the people that had the greatest impact on Subject: GH1 and Ho- my life and helped shape me into the nors US History person I am were my teachers and Sport: JV Field Hockey my coaches, and I wanted to provide Years teaching: 6 that same level of support and inspiration that I was so lucky to have growing up to other young people.

What was your dream job in kindergarten?

My dream job in kindergarten was to be a singer! (FYI I can’t hit a single note LOL) Why did you choose to teach at the school?

I chose to teach at BB&N for the warm, inclusive and diverse community coupled with the small class sizes, which I believe allow for effective teaching and learning and aid the growth of meaningful relationships between faculty and students.

Sam Spicer

Why did you go into teaching?

Teaching is the best because, on the one hand, I get Subject: 10th, 11th and paid to talk about reading and theory (amazing), and on the other, I get to learn from my students and collea12th grade English gues and support them in their own learning.

Years teaching: 5 Why did you choose to teach at the school?

I was lucky enough to have a stable and meaningful job before this, so I could be intentional when I was looking for my next one. From everything I had heard, BB&N was committed not just to providing quality and meaningful education to its students, but to growing as a whole community, so it was really exciting when this job opened up. I wanted to keep learning how to be a better educator and a better person, and I was excited to be part of a community that valued this.

Highlight from the summer?

My whole summer is highlighted! There’s been camping, live music and theater, spending time with friends and family, but perhaps the biggest is getting ready for my start at BB&N! Photos Courtesy of the teachers and iStock

The Vanguard

September 2026

On Campus

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A modern take on ancient history US unveils reconstructed history curriculums Rachel Goldberg Contributing Writer

This year’s freshmen will be the first to experience a newly designed Global History I curriculum. After years of discussion, the Upper School (US) History Department has redesigned the course, changing what students study and the order in which they study it.

In the fall, students will cover case studies focusing on India, the Congo Slave Trade and the Atlantic Slave Trade. After their exam, students will study the Holocaust and the Cold War before writing their research papers in the spring. Students used to read the Holocaust memoir “Night” by Elie Wiesel for summer reading and dive straight into learning about the Holocaust.

The history department had discussed changing the curriculum since before the pandemic, and they finally agreed on a plan in May. US History Department Head Dr. Stacey Spring said the department will prioritize chronology and connections between historical events. Students will learn about the rise of Hitler in the broader context of the world wars while adhering to the course’s through line: human rights and community.

“I want people to encounter countries and peoples as themselves, as opposed to starting the story when they’ve been conquered,” she said. “It was hard for most of us to wrap our heads around starting with the Holo-

Drawing by Christine Tao

caust, and then doing ancient history.”

While this year’s sophomores can expect a similar curriculum as previ-

ous years, the Global History II course will be altered next year to avoid overlapping concepts.

“Our number one priority is making history exciting and relevant,” Dr. Spring said. “We want students to understand why they’re studying what they’re studying.”

She said student feedback and other factors, such as students’ writing progress, will help the department evaluate the curriculum’s success.

“If the curriculum still comes up in their future courses and students are able to identify these connections, then we’ve met our goal of a memorable class.”

US History Teacher Dr. Susan Glazer said students will still write research papers, but rather than selecting a topic from ancient history as in past years, they will choose from a narrower modern time frame.

“We wanted to create space for student choice in projects and student leadership while making it manageable,” Dr. Glazer said.

Mabel McClatchey ’29 said the curriculum could benefit from these changes.

“I enjoyed what we learned in Global History I, but I think that updating the timeline of the class would make learning more straightforward,” she said.

Ilsa Shrag ’28 agreed that the new curriculum will give students a broader perspective while creating a more steady learning experience.

“A changed curriculum feels fresh,” Ilsa said. “If everyone, especially teachers, is excited for an updated class, future students will gain an appreciation for history.”

Is StuCo facing a candidate drought?

Across multiple grades, fewer students run in class elections Pilar Bowen-Arce Off Campus Editor

“We were talking about the possibility that we would have that seat be empty,” Junior Student Council (StuCo) Representative Jone Abadie ’28 said about last spring’s StuCo election.

The sophomore class had one student representative spot remain vacant. Eventually, a second election was held, and the position was filled. The junior class faces a similar problem — their vice president seat remains empty.

The junior class has seen an overall decline in people running for StuCo. In 2023, 16 candidates ran for five positions compared to eight in 2024. This echoes a larger trend at both grade-wide and school-wide levels, with three candidates running for two student body co-president spots.

Jone said an unfilled position would mean a bigger workload for the existing members.

“More work would be put on the rest of the StuCo because in StuCo we write proposals and we come up with ideas, and having one less person would make it more work for the other people,” she said. “A lot of us were relieved when we got that final person.”

Jone expected more students to run.

“It is surprising, but at the same time, I understand where people are coming from because it’s a big thing

Drawing by Christine Tao

to put yourself in front of others and give a speech about what you want to do for the grade, and it’s also a lot of responsibility,” she said.

Jone encourages Upper School (US) students to run.

“As we’ve seen this year, there are a lot of people who didn’t run initially who, in the second election, chose to run and had some really great speeches and some really great ideas. It’s really great to put in a little bit of your time to help the people around you and it’s really rewarding work,” she said.

Dylan Cooper-Ewing ’28 said she considered running.

“I ultimately chose not to because there are a lot of other things that I want to be involved with at the school and I didn’t want to be doing too much,” she said. “I think StuCo

in general is an appealing thing, and I’m glad we have it. I’m glad that people are on it, but personally I would rather be committed to other student organizations.”

Dylan said the small number of positions compared to other clubs at the school may be a factor.

“A lot of people don’t even consider it just because so few people are able to be on StuCo,” she said.

“Because the majority of people won’t be in the student government, then people just kind of get invested in other things early on and put their priorities in other places. It’s still appealing to people, but maybe because it’s a smaller option compared to joining a club or some other community involvement it’s less obvious a choice.”

Former StuCo member and

Student Body Co-President Darius Sinha ’24 said there was no shortage of candidates when he went to the US. “When I was there, there would be a lot of people running, maybe not a super large amount, but it would certainly be a lot of candidates,” he said. “I was motivated to run just because I really wanted to get involved in student government because I felt like I could make a difference in the lives of people. I felt like I understood what people were going through, what their needs were, and I wanted to be able to engage with them and the administration to get that done.”

Darius said he was sad to learn not many people are running.

“It’s a shame though because it’s such a fun activity, and I think for a lot of people who are going to be future leaders in society it’s a great way to start learning those skills early,” he said.

Darius advises students to seriously consider StuCo as an extracurricular.

“There are so many clubs, so many classes, so many whatevers that you can get involved in,” Darius said. “I would encourage people to not overlook StuCo as one of them.

If that’s not for you, that’s not for you, and that’s fine. Really think of it as an actual option, and even if it is a more academic extracurricular, it’s certainly a lot of fun, and you get to do a lot in it as well.”

The Vanguard

September 2026

Off Campus

Page 8

An abundance of offers

Continued from Page 1

VF player Liam Cunningham ’27, a Colby College Division III football commit, said football coaches sending so many offers can cause a rushed timeline.

“Colleges do send out more offers because they do have more spots,” he said. “Looking at the Ivy football teams, they take around 25 people a year while Ivy basketball teams take around seven. However, if you wait too long to commit to a school, those spots go away because they were offered to so many people. That’s why a lot of people try to commit as early as possible with football.”

Because offers are verbal and only represent potential interest, coaches use social media accounts more prominently to guide their decisions, VF Coach Mike Willey said.

“A lot of recruiting work is done through the player making their own profile on X and having good Hudl tapes or highlight reels,” Coach Willey said. “That’s really your resume. This allows college coaches to go see how the kid plays, and then they can also communicate with the kid through that same app. It’s all in one place for the college coach, and they end up using it a lot, meaning it generates more player-coach communication.”

VF player Dante Snoonian ’27,

Staff Photo by Katy Varadi

Colton Fischer ’28 approaches the line of scrimmage during a game against Milton Academy. Colton received two Division I offers before his junior year.

a Yale University football commit, said because coaches send large batches of offers, social media can be used strategically.

“Posting offers lets other coaches know who else is interested in you, and it can help give other coaches a little fear of missing out,” he said. “It makes them more

anxious or more wanting to pull the trigger on an offer, especially because most teams only have so many spots, if they see you’re getting a bunch of offers from all these other schools that they compete directly against.”

Teagan Kilpatrick ’25, a Colby College field hockey recruit, de-

scribed how field hockey recruitment follows a later timeline.

“On July 1, and a little bit leading up to that, I locked in on the schools I was most interested in and stayed in touch to see if I was still on their list,” she said. “It is not a thing to really have offers, it is more just continuous communication and emails.”

Large numbers of offers and early verbal offers did not happen in field hockey, Teagan said.

“I just got a call from my current coach, with a verbal offer, and then I did the early decision application,” she said.

As for social media presence, Teagan said it did not play a role in her process.

“I never did any kind of social media presence,” she said. “I don’t hear many players, at least for field hockey, getting offers or connecting with coaches on Twitter or Instagram. For me, I just communicated over email.”

While recruiting varies by sport, VF’s process is a common path for many athletes at the US. In the VF Class of 2026, 11 of the 13 seniors were committed to Division I and Division III schools.

Engineering a home

VEX and FIRST Robotics Teams land a dedicated space on campus Christian Chow On Campus Editor

Previously, the Upper School (US)’s VEX Robotics team operated out of a borrowed engineering classroom, with its only storage space being a makeshift area under the staircase in the science wing. This winter, the US will officially gain a separate FIRST robotics team, which has competed at the World Championship in Houston and has spent the last six years working in the family robotics lab of Quinn Conine ’27. Both teams will move into something neither has ever had: a new building of their own.

Construction began this summer on a new robotics and innovation lab as an extension of the woodshop, US Chief Learning Officer Jed Lippard said. The lab falls under the innovation strand of Bright Bold Next, which is the school’s fundraising campaign. Dr. Lippard said it is expected to be completed during the school year, and it will house both the fall VEX Robotics team and a new winter team competing in the FIRST Robotics Competition.

“It’s certainly going to be a place that gives our robotics teams adequate space on campus for preparing for competitions, but we don’t even know the full potential of what the space might become as it settles into our campus master plan,” Dr. Lippard said. “There’s a lot of care at BB&N for students who are passionate about the arts and sports, and this augments those opportunities for students who are really interested in design

Photo Courtesy of Quinn Conine

Quinn Conine ’27 works with the FIRST team in his family’s robotics lab. Last year, the school’s VEX robotics team met in a borrowed classroom.

thinking, robotics.”

As the lab’s construction is underway finished, the US plans to hire a teacher to develop the robotics program and eventually teach future classes that may take place in the lab, Dr. Lippard said.

The school is also exploring the relationship between participation in interscholastic robotics and the team sport requirement currently in place, he said.

“Part of what we’re committed to is students having a team experience that requires collaboration, working together toward a common goal, engaging in physical activity,” he said. “It’s a really exciting time for BB&N.” The FIRST team did not start near campus, Quinn said.

“We used to work out of our house. I’m graduating this year, and I’m the last of that original

FIRST group,” Quinn said. “The lab expansion originally started because we wanted to hand it off to BB&N instead of just ending the program, and a lot of the FIRST values are about carrying on the program.”

FIRST stands for “For Inspiration and Recognition of Science and Technology.”

“In sports, you have big figures like Ronaldo,” Quinn said. “There’s not much of a difference in STEM. The mission of the new lab is to push toward that feeling of inspiration in science and technology.”

David Zhou ’28, an incoming captain of the fall VEX Robotics team, said that FIRST and VEX will remain separate programs.

“There has already been a team outside of BB&N for FIRST,” he said. “And what they’re looking to do is pass on that team to BB&N

because everyone on that team right now is part of BB&N. So we will have two Robotics teams.

There’s VEX, and then there’s also FIRST.” The two teams differ in their spatial needs, which the lab plans to help with, David said.

“The thing with FIRST Robotics is it takes up a lot of space. It’s like a tennis court. The games are huge,” he said. “I don’t think the engineering room is large or tall enough for what’s needed, especially since some of the FIRST robots can get close to human-sized.

A new building would definitely help provide the space to design, build and test them.”

Incoming VEX Robotics captain Jonathan Harlev ’28 is excited for the team to share a larger space. He said a visible home for robotics could change impressions of the program.

“The football team has a field and the soccer team has a turf field.

A visible demonstration of a team can definitely get people excited to sign up for something,” he said. “It gives us validity and having a space gives it a bigger sense that it’s an actual thing.”

The Vanguard

2,500 doors later

September 2026

Off Campus

“Hello, my name is Mimi, and I’m volunteering with Seth Moulton’s campaign for the U.S. Senate. We’re out talking to voters today to get a sense of how they’re feeling for the upcoming Democratic primary between him and Ed Markey on Sept. 1.”

“Mimi. Hmm, okay. I’ve never heard that name before,” Howard, 63, a Democrat, responds from behind his door.

“Yeah, Seth,” Tom, 38, an Independent, says. “I like him, but he has a weird smile. I’m just not sure I can vote for him.”

“No, no, no, no, just no. NO SETH MOULTON! No,” Linda, 68, a Democrat, screams as she slams her door.

Three months ago, I would have never expected myself to get into those awkward conversations. In fact, when I applied for an internship with Seth Moulton’s campaign, I thought I’d be researching and writing – skills I felt confident in. On my first day of work, I was surprised to learn I would be canvassing 100 doors every weekend. I didn’t realize knocking on doors and talking to strangers was part of the job description.

As a natural introvert, I dreaded the days leading up to my first canvass. When I rang the doorbell on my first door, my stomach dropped and I hoped Karen, 50, a Democrat, wouldn’t be home. The sound of dogs barking and shuffling Mimi Shaywitz feet crushed that thought. When the door Guest Column opened, I gave my opening speech and asked Karen her thoughts on the Democratic primary.

“There’s a Democratic primary this year?

I haven’t even thought about it,” she responded.

I froze for a second, then I asked her what issues mattered to her and her family. Karen asked me what Seth would do for her disabled son who has been impacted by Trump’s healthcare cuts. After I told her about Seth’s healthcare policies, she promised she’d keep his name at the top of her mind. More important than a vote for Seth, though, this conversation, and others like it, have made me more attuned to the diversity of constituent perspectives.

Having now knocked on over 2,000 doors, I have learned that I can succeed without being an extrovert. I just need to be authentically curious — it’s a lot like journalism that way. When I meet undecided voters like Karen, I look for common ground and often find a more receptive ear. People who are opposed to Seth have helped me better understand their priorities and concerns.

Page 9

The Crossword

Caption Contest!

Photo Courtesy of Mimi Shaywitz Mimi Shaywitz ’27 helps staff a campaign meet-and-greet in the Fall River community. Through her fellowship, she gained experience speaking with voters and engaging with a range of perspectives.

For example, Rob, 45, an Independent, feared Seth’s policies were too progressive, and instead wanted a more moderate candidate.

“Boys shouldn’t play in girls’ sports; it’s just common sense,” he said to me from across the door in Norwood. “I mean, would you want to lose to a boy?”

I paused, unsure how to respond to this stranger who I knew would probably not give Seth their vote.

“Well, I do dance so it’s a bit different, but I understand where you’re coming from,” I said, choosing my words carefully.

Apparently, those words encouraged him to open up.

“I have three daughters myself. I don’t want them getting injured because they’re playing against boys. It’s just not right.

It’s their future I’m worried about.”

Even though I didn’t agree with him entirely, I understood the sentiment behind his words. Though these conversations can be combative, I much prefer them to conversations where voters slam the door and don’t give me the time of day. I’ve emerged from these experiences with increased confidence, and, more importantly, with greater empathy toward the range of challenges so many Americans face.

Engaging with Seth’s campaign has allowed me to have a direct impact on my community and my country. Through my fellowship, I’ve learned that if you want to change the status quo, it’s imperative to put in the hard and uncomfortable work.

Drawing by Ethan Moran and Adi Bhatia

Have a creative caption for the cartoon? Submit it to us by going to vanguard.bbns.org, clicking on “More” and then going to “Cartoons.” The winner will receive a $15 Dunkin’ gift card. We’ll also publish the top three captions in our next issue!

The Vanguard

Page 10

September 2026

Current topics

lettuce contamination On July 17, a multistate outbreak of Cyclospora infections brought an unlikely food into the spotlight: iceberg lettuce. Taylor Farms de Mexico recalled iceberg lettuce after an FDA investigation linked the product to illnesses reported around the country. The outbreak continued to intensify throughout the summer, with the FDA reporting over 10,000 illnesses by Aug. 20. As food contamination recalls continue to make headlines, The Vanguard looks back at seven of the largest and most consequential foodborne outbreaks in U.S. history.

— Christine Tao and Ethan Moran (both ’27)

1924

Oysters and Typhoid Fever: 1,500 illnesses and 150 deaths

1985

Mexican-Style Cheese and Listeria: 142 illnesses and 48 deaths

1993

Fast-Food Hamburgers and E. coli: >700 illnesses and 4 deaths

1994

Ice Cream and Salmonella: 224,000 illnesses

20082009

Peanut Products and Salmonella: 714 illnesses, 166 hospitalizations, 9 deaths

2011

2026

Typhoid Fever is caused by a bacterium carried only by humans. Because oysters filter water for their food, They can concentrate germs inside their bodies from sewage-polluted water in the ocean.

Listeria is unusual because it can grow even under refrigeration. It is especially dangerous during pregnancy because a mild infection in the mother can cause pregnancy loss or life-threatening illness in a newborn.

E. coli O157 produces a toxin that can cause kidney failure, particularly in children. Cattle are its primary reservoir, making undercooked ground beef a major historical source.

The ice cream was contaminated after pasteurization when its mixture was transported in tankers that had previously carried raw eggs. The outbreak demonstrated that keeping food frozen does not necessarily make it safe.

Low-moisture foods may stop bacteria from growing, but they do not always kill them. Salmonella can survive in peanut butter and becomes unusually difficult to destroy with heat.

Cantaloupes and Listeria: 147 illnesses, 143 hospitalizations, 33 deaths, 1 miscarriage A cantaloupe’s rough, netted rind is difficult to clean and can trap bacteria. Cutting through a contaminated rind can carry those germs directly into the fruit.

Iceberg Lettuce and Cyclospora: as of August 27, 2026: 11,458 illnesses, 495 hospitalizations and 2 deaths across 20 states Cyclospora must spend at least one to two weeks in the environment before becoming infectious, making direct person-toperson transmission unlikely. Without treatment, symptoms can disappear and then unexpectedly return.

Data Sources for all info: CDC, National Library of Medicine, FDA

The Vanguard

September 2026

Current topics

Page 11

food safeguarding At US Is our food safe?

For years, the Upper School (US) has purchased food and produce from the Produce Connection of Wakefield and as an alternative vendor Performance Food Service, according to Dining Services Director Jim Fuller. Although the US has never experienced a foodborne illness, there are several safeguarding procedures in place to ensure the quality of what’s served. For starters, all management is trained in ServSafe, a nationwide exam that tests knowledge of safe food handling. Specifically, this exam covers important steps and procedures that are necessary to prevent the spread of foodborne illnesses.

The CDC has identified five main risk factors responsible for most foodborne illnesses: food from unsafe sources, inadequate cooking, holding food at the wrong temperature, using contaminated equipment and poor personal hygiene. ServSafe certification directly addresses each of these risks, training staff to verify that food comes from reputable sources, is cooked to the correct internal temperature and is kept either hot or cold to avoid bacterial growth. The exam additionally emphasizes sanitizing equipment between uses, proper handwashing and glove use, reducing the risk of cross-contamination.

The dining team also stays alert to food safety issues going on across the country. Whenever a major contamination or recall alert takes place, Mr. Fuller posts notices on the kitchen bulletin board to make sure the information reaches everyone. Additionally, staff members are often shadowed to make sure they are adhering to regulations. Despite these guidelines, ensuring product quality and monitoring expiration dates remain ongoing challenges. Still, Mr. Fuller believes in the school’s dining services staff.

“A lot of behind-the-scenes work goes into making lunch every day for the community,” he said. “We have a great team of dedicated employees who come in very early every day to make sure the food is not only safe but delicious.”

informal US poll:

14/22 people don’t believe the contamination is being taken seriously enough 7/22 students no longer want to eat at the school salad bar 14/22 students are more hesitant to eat at Taco Bell due to contamination

The Vanguard

September 2026

The Pulse

Page 12

The Vanguard interviewed Aiko Bertram, Ahna Jung, Justin Hildebrant (all ’27) and Santi Winter ’29. They shared their perspectives on their back-to-school bags, packing habits and trends that influence what students choose to carry.

— Christine Tao ’27

Has social media influenced what type of bag you use?

51.56%

28.57%

17.58% 2.29%

t

A lo

t

ha w e m

So

tle

y lit r e V

ll

N

ta a t o

Data from student survey

Drawings by Katy Varadi

Do you think tote bags, backpacks or other alternatives are becoming more popular at school? Why? Ahna: Tote bags are becoming more appealing because our schedules as juniors and seniors are more adjustable so some people only have one or two classes a day. It feels a little unnecessary to bring a whole backpack for that, but I do think that backpacks are more practical in general for the school year.

Justin: Backpacks are still pretty dominant here because of how much we have to carry around every day. I feel like it would be hard to replace them with something else.

What kind of bag are you planning to use this school year? Why did you choose that bag?

Ahna: The bag that I’m planning to use for this school year is the same bag that I’ve used since freshman year, and it’s a Le Coq Sportif backpack.

Justin: I am using a blue North Face Surge backpack. I like it because it has a ton of pockets and because it is really durable. I put my backpacks through a lot sometimes, like throwing it to the back of the pile before lunch, so it is nice that it can handle a lot.

Aiko: This year, I am planning to use my black Longchamp tote bag. I chose this bag because I used it last year, and it fits all my school supplies. It is easy to carry around, and it is cute.

When did you start thinking about getting or preparing your bag for the school year?

Ahna: I am not thinking about the bag as much, but more of what I am going to put inside of it such as stationery, folders and binders. I will go back to school shopping for a bag if my bag is in need of a repair, or if it is breaking.

I do not get a new bag just because of aesthetic purposes. I feel like it is the least important part of school supplies.

Usually for organization purposes, I like to have two pencil cases: one for pens and pencils and then another one for highlighters and whiteout.

Justin: I start thinking about preparing my bag once I get my classes so that I know how many different notebooks and binders I need.

Santi: I start thinking about preparing my bag three weeks before school starts.

The Vanguard

September 2026

The Pulse

Survey Responses

How much does your current bag cost?

<$25

If yo u use so met hing other than a backpack , why di d yo u deci de to sw itch?

3.41%

$25-$50

“I switched bags becaus e my backpack was too bulky and ha rd to carry around, especially as I use pu blic transportation multiple times a day.”

29.55%

$50-$100

38.64% 5.68%

>$100

22.73%

“It forces me to pack les s and it’s more stylish.”

“My shoulders and ba ck were really hurting.”

W hat three items do yo u use mos t in yo ur bag ever y day?

5.67%

Other

Page 13

Data from student survey

1. Laptop 2. Binder/folder 3. Notebook/pencil ca se

r underclassWhat’s yo ur advice fo for their first men on what to pack year in high scho ol? d try not to bring a lot of Ahna: Pack a light load an der for all your subjects binders. Bring just one bin heavy and bulky. because they do get really you need the first few days!

Justin: Bring more than I ncil case. Before I got one Also make sure to have a pe to and I had to ask someone would lose pens every day a y. Also make sure to have give me their pen for the da p paper. I used to not have binder or some place to kee got crumpled at the bottom. one and all my homework anized with all your things Santi: My advice is to be org t will help with space and for high school because tha your bag. how much weight goes into

Approximately how much do you spend on school supplies every year?

>$200 2.2%

$100-$200 21.6%

<$50 39.8%

Do yo u think soci al med ia or trend s influen ce what bags stu dents cho ose?

Ahna: I do think th at social media definitely influences what bags students have. For example, the North Face backpack, which a lot of st is a trend. But I do thin udents do have, k they are more of a practicality than a tr end, at least for me, and for a lot of studen ts at BB&N. Justin: I have defin itely seen a lot of people wear the same backpack, so probably. Though, I do have ever popped up on not think bags my feed.

Aiko: Yes, I definite ly think social media influences w hat bags students choose. I was influence d to get my current tote bag.

$50-$100 36.4% Data from student survey

Photos Courtesy of Creative Commons, Pexels, and Unsplash

The Vanguard

September 2026

Opinions

Page 14

Return of the Red Sox

Everyone fears the Dodgers. The two-time defending World Series Champs have no weaknesses and unlimited depth of All-Star caliber players. From July 31 to August 2, they played the Boston Red Sox, who were without their two highest-paid players — star shortstop Trevor Story and ace starting pitcher Garrett Crochet — as well as upcoming star Roman Anthony, who has been injured virtually all season.

Boston at full strength should have had difficulty winning even one game against the titans of the league, but, in typical Bostonian fashion, the Red Sox stormed into Dodger Stadium and won not one, not two, but three games in a series sweep versus the defending champs, highlighted by four home runs from Ceddanne Rafaela.

This series is not a fluke. In fact, after returning from the All-Star break — the unofficial halfway point of the season — the Red Sox are 12-3, which is the best record in the MLB. Their success started before the All-Star break by going on a nine-game winning streak. They continued the streak out of the break, reaching 15 games in a row, tying the all-time Red Sox win streak record set in 1946.

For most teams a 15-game winning streak followed by having the best record post-All-Star break would put them at the top of the league. However, it didn’t for the Red Sox because of how poorly Boston started the season. Before their historic winning streak, the Sox were 37-48. They held the worst record in the American League and the secondworst record across the majors. Only the Rockies had a worse record, whom the Red Sox had lost to head-to-head in a series in late June. The team was so bad that chants of “sell the team” rang out daily throughout Fenway.

While it’s great that the Red Sox are hot, is Jack Reinfeld the hype legitimate? Through 108 games this Reinfeld’s Playbook year, the Red Sox are 57-51. It’s a great improvement from their position in June, but it’s the exact same record the Red Sox held through 108 games in 2025, 2024 and 2023. The exact same record. Last year they ended up making the playoffs, but the two years before they missed them. All of this just shows that anything can happen in 162 games. The Sox still have a lot of baseball to play, and their fate is far from determined.

Staff Photo by Mimi Shaywitz

The Fenway crowd watches the Red Sox play while many sit out due to injury.

Red Sox hopefuls believe that Boston will be able to continue the upward trend and make it to October, when hopefully Anthony, Story and Crochet return. The Sox, however, have found success with other, maybe hungrier, players, so the addition of high-payroll returners might shift tensions in the clubhouse and affect the almost golden chemistry the team is experiencing.

The general manager, Craig Breslow, has shifted some things around by trading left-handed pitcher Connelly Early for infielder Curtis Mead to keep this magical turnaround going and, in doing so, keep his job.

By the time you’re reading this, everyone will be back in school, trying to return to the flow of things, and we will have a better idea of where the Red Sox stand, but right now, they are as unpredictable as it gets.

As for my prediction, I believe a playoff berth is likely. With amazing performances and leadership from veterans Willson Contreras, Ranger Suárez and Aroldis Chapman, paired with fire and hot bats from younger players like Wilyer Abreu and Ceddanne Rafaela, I would be shocked if they missed the playoffs.

I don’t, however, see the Red Sox winning their division as they currently sit third in the most competitive division in baseball. It would be extremely difficult for them to catch the American Leagueleading 65-46 Tampa Bay Rays, although it is possible as they swept the Rays in their last meeting.

As for going further in the playoffs, it will be difficult to make it past the Wild Card round, but I think the Sox will do it. If the playoffs started today, the Red Sox would face the 63-49 Yankees. They have a worse record, but in the latest matchup, the Red Sox completed a four-game series sweep of the Yankees. I see the Red Sox making it out of the Wild Card, then winning the Division series, and making it to the American League Championship, where they lose.

While it is always the teams that get hot in October that win the World Series, I don’t see the Red Sox fizzling out too soon. The reason I have a 60-51 team making it so far in the playoffs is because of all of their success head-to-head, especially against the Dodgers. One win is luck, two a coincidence, but three ... It’s earned. The Red Sox are not a fluke. They’re here to win games.

Is AI taking your future job?

Most high school students have been told some version of the same story: Work hard, go to college, earn a degree and find an entry-level job where you can learn how the professional world actually works. You probably won’t earn much or do anything glamorous, but that first job will give you the experience you need to move forward. But what happens if AI starts doing the work that was supposed to give us our start?

Drawing by Mimi Shaywitz

That question may sound dramatic, but it is becoming harder to ignore. Nowadays, everyone fears AI taking over human jobs, leaving us in the dust, and eventually turning us into the people from “WALLE.” You hear horror stories of teens applying at fast-food restaurants and needing second and even third rounds of interviews just to flip a beef patty. Is AI really at fault?

Before blaming it all on AI, which is now the default, let’s first go over what these models can actually do. AI is a powerful tool. It can summarize documents, conduct research, write code, prepare presentations and draft emails, all of which are the kinds of tasks often passed down to younger employees. If an experienced worker can use AI to finish them in minutes, a company might wonder why it needs a recent graduate. There are signs that young workers may already be feeling this shift. A July 2026 Stanford study found that unemployment among recent college graduates had reached 5.6%, while research highlighted by the Federal Reserve Bank of Dallas found a 13% employment decline since 2022 among workers ages 22 to 25 in jobs with the most exposure to AI. These statistics are alarming, yet correlation does not equate to causation. Other confounding variables, such as an economic slowdown and the end of the post-pandemic hiring rush, may also contribute to the challenge young adults face in finding employment. Nevertheless, AI might be our version of the Industrial Revolution. In the past, machines have replaced the manual tasks performed by humans, resulting in job displacement while improving the efficiency and reducing costs of production. New industries and jobs were created, and there was a need for the workforce to adjust to these changes. AI technology is doing the same thing. Machines can not only perform physical tasks; they can also handle writing, coding, design and analysis — the intellectual tasks that are typically assigned to new hires.

The weird thing is that AI could be helpful to the experienced worker but, at the same time, could make things difficult for the inexperienced worker.

The senior lawyer, programmer or financial analyst will know what kind of questions to ask and whether the answers are right, and therefore, AI will make them more productive. The recent graduate was probably hired because he or she had to provide the first draft Ethan Moran that could be done by AI. The company could still need Econ With Ethan the senior worker who will supervise the process, but not so many junior workers beneath him. It would save money now, but in the future, where would the company find experienced workers if there are fewer people at the bottom?

Experts disagree about what comes next. Stanford economist Erik Brynjolfsson and his co-authors found that “entry-level employment has declined in applications of AI that automate work,” suggesting the first effects may already be hitting young workers. Goldman Sachs economists Joseph Briggs and Sarah Dong are less worried. They argue that “predictions that technology will reduce the need for human labor have a long history but a poor track record.” Either way, our generation may need to show experience before getting the entry-level job that once provided it. Rather than searching for an “AI-proof” career, students should build judgment, creativity, communication, leadership, collaboration and knowledge of a particular field.

So, to everyone reading this at school: Don’t let AI convince you there won’t be a place for you in the working world. Learn how to use it, but keep developing the things it cannot give you: judgment, curiosity, creativity and the ability to work with other people. Our first jobs may ask more of us than they asked of generations before us. That may not be fair, but it doesn’t mean our future is gone. It just means we need to start preparing for it now.

The Vanguard

September 2026

Sports

Page 15

Who picks the team captains?

The process behind captain selections on varsity teams Benjamin Goldberg Contributing Writer

The last time runners voted for their captain, Cross Country (XC) Head Coach Charlie O’Rourke went with the result and stuck with it.

Now, the coaches make the call.

“That particular person just wasn’t a very good captain,” he said.

“They were thinking more in ‘I’ rather than the team. So sometimes it doesn’t work.”

How much say Upper School (US) players get in choosing their captains depends on what sport they play and whose team they’re on.

Coach O’Rourke and the other XC coaches decide among themselves, with runners’ opinions considered on the side. Varsity Volleyball (VVB) Head Coach Jeff Emenaker goes by a feel and holds a vote only when the choice isn’t clear. Incoming Boys’ Varsity Soccer (BVS) Head Coach Grayson Holland said players should have a significant role. None of the three operate from a single formula.

Coach O’Rourke did not strip the title from the captain voted in by players, he said.

“I didn’t want to take the captaincy away from him because you always hope that maybe they’ll grow into it,” he said.

He does not hold a player vote anymore. The XC coaches talk it over at the end of the season and the choice is usually unanimous, he said.

This year the boys will open the season with one captain, Amo Forman ’27, and Coach O’Rourke plans to watch the first two weeks of practice before adding one or two more.

The girls’ team has four, he said, be-

Photo Courtesy of Katy Varadi Benjamin Zaslavskiy ’29 runs towards the ball in a soccer game against Groton. BVS players had significant input in the selection of their team captains.

cause the team splits into groups by pace on a run and each group needs a captain with it.

“I’ll have five captains. I don’t care,” Coach O’Rourke said. “This is high school. This is not the Olympics yet.”

Tenure is a deciding factor, he said. A runner who transferred in as a junior or senior would not be named, no matter their speed.

“That would be one in a million because it’s not fair to the kids that have been there for four years or three years,” he said. “If someone just comes in and just smokes everyone in all the races and everything, no, the team wouldn’t like that.”

The previous season’s captains weigh in too, informally. Regardless of the selection process, the team usually arrives at the same conclu-

sion, Amo said.

“There are other sports that do a Google Form, pick-your-captain type of thing,” he said. “Either way, it’s usually a pretty obvious decision.”

For VVB, Coach Emenaker makes the decision himself and uses a vote only as a tiebreaker.

“I kind of do it by feel. I try to have a pulse of the team, try to observe what I see and combine all that, and use that to pick the right captains,” he said. “I have had years where we’ve done a vote as well, if it’s not clear-cut. Ultimately, I have the final say.”

Coach Emenaker said he avoids a rigid selection process because the qualities that make an effective captain can vary from team to team.

“I try not to have any set rules

to it because … in my experience, I’ve seen too many times where the choice of a captain has set a team off on the wrong foot,” he said.

Coach Emenaker chooses once the season starts. By then, a few players have usually stepped up on their own, Gwen Watson ’28 said.

That leaves the VVB team without a captain in the summer.

“We’re not really captains. We don’t know, but people who might be captains have been planning captain’s practices,” she said.

Gwen said she can see why some may support a vote, though Coach Emenaker’s picks have made sense to her.

“A lot of public schools and a lot of my friends vote for captains, which I think is pretty typical,” she said. “I think that would be beneficial, because I guess it’s who the team feels most comfortable with representing them. But it’s good that a coach has a perspective on it.”

Coach Holland, who takes over BVS this fall, said players should carry a significant part of the decision.

“While coaches will have a pulse of the team, often the players know even more,” he said. “Ultimately, the players are the ones that should earn trust and the respect of their teammates through their time with the team.”

Coach Holland sees captain selection as part of a larger effort to build leadership within the team.

“When times are tough the players are going to rely on each other,” he said. “The coach will always be there to encourage and support, but learning how and when to rely on your teammates is such an important experience.”

Ramping up

Varsity teams kick off preseason Kate Tregay Sports Editor

Instead of spending the final days of summer relaxing, Varsity Volleyball (VVB) player Gwen Watson ’28 spent three days on the NAC volleyball court playing and bonding with her team. Any Upper School (US) student interested in trying out for a varsity team participates in two practice sessions a day from Wednesday, Sept. 2, through Friday, Sept. 4.

This year, the Independent School League (ISL) peg date is on Sept. 26, meaning teams can only have 16 practice days before then, and these preparations can only begin on the Wednesday before Labor Day. With this short timeline, coaches must evaluate players, conduct fitness tests, determine positions and build team cohesion, all before the first regular-season games start as early as Sept. 14.

“Preseason is an opportunity to gear up really quickly, especially because it’s the start of a school year,” US Athletics Director and Varsity Field Hockey Coach Jaye Locke said.

“It gives students a reset and allows people to reconnect in a meaningful way, and prepare mentally and physically to dial in when it’s time to go.”

According to Coach Locke, preseason is crucial for US varsity teams in particular because of the schedule with Bivouac.

“Biv does mean that the nines disappear for 10 days, a time where the team begins to mesh together, and we start to get into the season,” she said. “So, having the preseason is hugely beneficial on that front because it allows us to evaluate them, and start to integrate them into the team before they leave.”

Due to the short timeline, preseason practices run longer and are

typically more intense, Coach Locke said.

“During preseason, there are always a lot more folks on the field or court,” she said. “Also, as opposed to being in school all day and then heading out to practice after school, you’re waking up early and only focusing on playing your sport.”

Some teams also have an optional preseason camp the week before tryouts, allowing them to maximize the limited days available for preparation. The Girls’ Varsity Soccer (GVS) team and the Boys’ Varsity Soccer

Photo Courtesy of Katy Varadi VVB players pose together after completing a three-day preseason camp. With a limited number of practice days before the ISL peg date, the team used the camp to prepare for the season.

team both attend Camp Lenox, a sleepaway soccer camp where players train and build team chemistry over several consecutive days.

“Camp Lenox is a really big team-bonding thing for the girls.

They get to train and be together for a couple days, and bond that way … especially after the summer where they are playing mostly on different teams,” GVS Head Coach Hayley Katkowski said.

VVB player Gaella de Fontaine ’27 said VVB attended its first preseason camp, PHD Volleyball, from 9 a.m. to 2 p.m. for three days the week prior to tryouts. She said it helped players get back into the routine.

“We also want to start our season early and be at the level we normally play at. More time together is important for that.”

According to VVB Head Coach Jeff Emenaker, individual preparation and accountability are key for a successful preseason.

“I always say to the team: I’m looking for you guys to come in ready, and with our program, a lot of the girls are doing that already,” Coach Emenaker said. “Part of our success, the last few years, has been players getting better in the off-season, and they come in ready to play.”

The Vanguard

Page 16

No days off

September 2026

Opinions

I’m 10 years old, peering at a teenager from 1986 named Ferris Bueller. He’s jumping into a Ferrari, planning to take his girlfriend, Sloane, and best friend, Cameron, on a joyride around Chicago. I watch on, transfixed by the student who wasn’t in school.

It took 103 minutes for Principal Ed Rooney to realize that Ferris wasn’t late for macroeconomics, rather he was skipping school entirely. Sure, teachers think he’s the classic dropout — well on his way to a future of smoking cigarettes or flipping burgers at the local burger joint. Mr. and Mrs. Bueller understand that Ferris is at home, fighting off kidney disease or another illness that conveniently kept him out of British literature class. Ferris passed out at 31 Flavors ice cream shop last night, a freshman says, so he’s certainly not going to be back any time soon. Ferris is doing none of those things. It’s sunny outside. Ferris is going to seize the day.

Being a self-righteous rule follower, my first reaction was simple: Get back to class.

Upper School students don’t appreciate Ferris’s approach. Instead of faking fevers to skip school and go to a baseball game or the tallest building in the city, we hide real fevers to make it to class.

Some of us cough through chemistry lectures while trying to write every word down, because we all know that it’s harder to miss school than to suffer through it. I’ve certainly learned that when you do miss a lecture, somehow you’ve been assigned a paper on molarity and molality, there’s a test next week, oh, and perfect, they did a lab with a full write-up. It’s better to stick it out.

But there’s something to be said about Ferris’s Quinn Reynolds choices. He pushes himself just as much as we do, but by making his time count. And honestly, the Quinn Zooms In best days I’ve had are the ones where I use the grit that this school taught me in a place that isn’t the classroom.

The Nantahala is eight miles of churning Class 3 rapids. For context, Niagara Falls is a Class 5, and people lose their teeth on Class 3s. I’m good in a kayak. I’d been sprinting slalom for a year and been running Class 2s the whole summer. I whisper, “You can do hard things,” before shoving and plummeting.

Photo Courtesy of Quinn Reynolds

Quinn rests in her kayak after paddling through the Nantahala River’s rapids. The experience taught her how to push through challenges outside of the classroom.

Two seconds later, my French braids press flat underneath my helmet as my skull collides with the rock I was supposed to veer around. The current whips me upside down fast and hard into silence and cold. I flash back to thrashing underwater, failing to resist the current’s force that pinned my hands at my sides and my neck arched backward.

Although I had never been stuck underwater, I’d been uncomfortable and on the edge of a freak-out more than a few times. So I go back to what we all do when we have these kinds of moments in school: problem, solution, now. Reach around blindly for my paddle. Find it and bend against the current so I go with it, not against it. Try to roll up. Nope. Running out of breath. The tab on my skirt that’ll rip me out of the kayak is my last option, and I take it.

I’ve learned a lot at the school, but the most valuable thing I will take away is determination. School isn’t the only place where you’ll need to push through. Studying until 2 a.m. isn’t always going to be the hardest challenge you’ll face. The good thing is that we’ve already practiced tenacity; we’ve already stepped up to the plate and are ready to seize the day.

A scandalous impression

Dearest Gentle Reader, This author unpacked her quill early so that she may say her piece on a most opinionated topic.

As you must know, this institution has a rather unusual way of initiating our dear freshman class. While most students become accustomed to their newest scholastic endeavors and begin their coursework, the younglings of our ton are shipped to a faraway destination that is called Bivouac.

Stranded from communication with the wider sphere for eleven moon rises — yes indeed, dear reader, they must part ways with their highly regarded iPhones — they must overcome obstacles together and acquire the fundamental skills for their very survival.

It is with great relief that I compose this letter from the comforts and luxury of my accustomed seat and escritoire, but despite my vivid remembrance of the rustic surroundings whilst I myself was at Bivouac many moons ago, what I recall to be the most jarring factor was none other than the social dynamic.

Photo Courtesy of Harper Dubovik

A Bivouac campsite in the early morning. Freshmen will depart for the annual trip on Sept. 8.

In the ninth grade at this institution, roughly one in three students is wholly new to our ton. While such an insight into my own identity may put my anonymity at risk, for the purposes of credibility, I do admit that I was one such scholar. Thus, I can write with absolute certainty that to arrive on the first day without the faintest familiarity with the 130 students around me, only to sleep a hair’s breadth away from one of these virtual strangers that very same night, was most uncomfortable.

Throughout all my years of education, I was able to make do with nothing more intimate than pleasantries with my colleagues, but now, within mere hours of meeting, I was beside them whilst bathing, slumbering, dining and practicing dental hygiene.

This author does recall feeling that the social circumstances were unequally difficult for new students in comparison to returning students. After all, such seasoned scholars were already well-versed on the characters of their fellow classmates, and they should be capable of deeming who were worthy of being companions. But for newcomers such as myself, this was my earliest impression.

How terribly unfair that the first glimpse my peers had of me, their first assessment of my character, would be in the depths of this inescapable wood. Then again, I suppose my status as a first-year scholar was also to my advantage: The fact that I was acquainted with absolutely nobody meant that I could choose to be whoever I wanted.

In the end, dear reader, this author found that the remote and rather intense environment at Bivouac had a way of unearthing everyone’s “true” character.

Initially, I supposed I should thank this academy for that, for high school is notorious for experiencing the toxicity of false friendships, and to observe everyone’s unfiltered personalities from the outset may have prevented me from entering such unpleasant relationships.

But I later realized that Bivouac’s tendency to expose is rather cruel, for I myself sensed that whilst there, I was not the best version of myself. I discovLady Knightingale ered that to observe someone at their worst does not equate to seeing their “truest” self. It would Dearest Gentle Reader make me most disappointed if I learnt that one of my classmates hesitated to befriend me once back at our academy, solely based on prejudices about my character during our excursion.

Why, it could be that this is the very reason why this academy continues to send its freshmen away year after year come September.

They wish for the younglings to take away not the skills of building a fire or hosting supper for a professor, but rather the insight to grant others grace and the benefit of the doubt.

High school, especially at this rigorous institution, is arduous. Perhaps what brings many of us comfort is the knowledge that we are united in our shared burdens. To see from the birth of our four-year binding that we can survive — even thrive — in a taxing atmosphere may just be what gives us the courage and reassurance that we are capable of thriving in high school, too. If only we exercise compassion and elevate one another, we can carry that same spirit with us.

Let us wish our newest valiants a safe and enlightening voyage, and may we welcome them back with the utmost deference for completing this rite of passage.

As always and sincerely, Lady Knightingale

The Vanguard

Feeds in the frame

September 2026

Arts

Page 17

US student photographers take their talents to social media Leo Brodsky Staff Writer

According to the National Institutes of Health, 95% of high school students use social media. For Upper School (US) students, social media use extends beyond life updates.

A growing number of student photographers have turned to platforms like Instagram as de facto digital photo galleries.

This trend has allowed student photographers to bring attention to their work and skills, but has also shaped the way that students approach photography as an art form, according to US Photography Teacher Andrew Warren. Student photographers such as Azariah Zewde ’29 use platforms like Instagram to share their work with friends, family and potential clients.

Azariah said his account has helped him gain professional experience as a photographer.

“Social media makes it easier for student photographers to turn their photography into a business. For me, I have found that using Instagram has let me gain tons of followers and clients,” he said.

Posting on social media has also allowed Azariah to make connections with other people and organizations.

“I created an account to spread my name to people in Massachusetts, and creating this Instagram account has been very helpful for me because I am now connected to so many things like colleges, students from other schools, etc.,” he said.

David Hicks ’27 was introduced

Photo Courtesy of Azariah Zewde

Azariah Zewde ’29 photographs soccer players on the field. He used Instagram posts to build his portfolio and client base.

to photography through the US’s advanced film curriculum. He now takes Advanced Filmmaking II at the US and showcases his work on Instagram.

“I post some of my photos and also send my films to my family,” he said.

Nathan Ma ’27 uses social media as a way to bring his photos to a larger audience.

“Posting work online helps gain some recognition and helps my friends see it,” he said. “Instagram is a good way for your art to get into the hands of a lot of people. I’ve actually gained recognition beyond my friends too. It’s a public account, so a lot of random people follow it and

support it.”

Mr. Warren has noticed that because of their exposure to photography on social media, many students enter the school’s photography curriculum with prior knowledge.

“Most students have probably engaged with photographs on a daily basis before they even get to school,” he said. “Many of them arrive with imaging and editing skills they have seen on platforms like YouTube and applied via software like Lightroom.”

Mr. Warren also noted that social media can affect the way students evaluate their own photography.

“In terms of the way they feel about their work, I would imagine

As summer comes to a close, the songs that defined it will stay with us. The Vanguard board compiled our favorite songs of the season into one playlist. Give it a listen!

that the metric of ‘likes,’ etc. can’t help but be a factor,” he said.

Despite social media’s influence on students’ photography, Mr. Warren’s curriculum focuses more on the basics and craft of photography rather than popular types of photography that might be seen on Instagram or TikTok. “We do not have the kind of equipment or program that supports technology-specific photography like sports or event photography,” he said. “We do, however, delve deeply into the basics of exposure, composition and personal content that encourages individual self-expression.”

The Vanguard

September 2026

The Back Page

Page 18

The Odyssey’s scale reaches IMAX

Christopher Nolan brought Homer’s most famous epic to the big screen this summer. “The Odyssey” made history as the first feature film to be shot entirely with IMAX cameras and quickly became one of the most anticipated films of the year. So the question is: Did “The Odyssey” live up to its reputation as one of the greatest works of literature of all time?

The short answer is mostly yes, but before diving into the review, most viewers have the same question: How important is it to see the film in IMAX 70 mm, as Nolan intended? I personally saw the film in IMAX 70 mm and really enjoyed it, specifically because of the sheer size of the screen, which matched its epic scale.

Also, the 70 mm provides a sharper image and film grain, which is pleasing to the eye. If the film is viewed on a smaller scale, the image is cut, leaving out key details.

Now on to the film itself. There is no question that this film’s scale and visuals are amazing. Christopher Nolan and his cinematographer Hoyte van Hoytema were able to bring the massive time span to life. My favorite visual choice was how they were able to create the underworld and the most intimidating version of Agamemnon ever to appear on screen. The depiction of the Battle of Troy was very impressive, specifically the prac- Antonio Santos tical and massive Trojan Horse.

Guest Column However, the film did not show the true bloodshed of war. This may have been a creative choice to make the viewer empathizes with Odysseus more, but later in the film, this issue recurs. In the final battle, when Odysseus reveals himself and kills the suitors, there is very minimal blood. By comparison, in Homer’s epic poem, the blood and killings are brutal, a punishment fit for their betrayal, making the film’s depiction seem like watered-down vengeance.

Photos Courtesy of Christian Chow, Lucia Abraham, Lizzy Nicholas, Princess Adeoye and Lauren Li

L to R concerts include: Olivia Dean, Jack Johnson, Tanglewood Recital Series: The Cellists of the Boston Symphony Orchestra, Chris Stapleton, Rufus Du Sol, Tame Impala, Olivia Dean, Daniel Caesar

Horns & Halos An eager HALO to pumpkin spice lattes.

A nostalgic HORN to all of our seniors starting their final year.

An enthusiastic HALO to Friday Knight Lights.

An exasperated HORN to losing texting, doomscrolling

and

gaming

privileges

during the day.

A welcoming HALO to all our new faculty and students.

A “sentimental goodbye” HORN to days getting shorter, weather changing and summer coming to a close.

Drawing by Cata Longstreet-Lipson

The pacing of the first third of the movie also feels rushed. This is most likely due to the sheer size of the epic and how long a feature film can be. The rest of the movie is well paced and has great visuals and effects, including the eerie cyclops and the transformation of men into pigs.

Many readers of “The Odyssey” will notice that some of their favorite parts were cut or reworked in order to fit the format of the film. For example, the symbolism of Odysseus’ marriage bed is instead conveyed through his wooden throne, whose carved design similarly represents his deep connection to his home and family. Another omission is Odysseus’ interactions with the Phaeacians, including one of my favorite scenes, in which he throws a large, heavy discus after he is taunted. The film also missed the important interaction between Polyphemus and Odysseus, where Odysseus calls himself “no man” and then reveals his name out of pride, as he wanted the world to know who had defeated Polyphemus. In the film, Odysseus escapes, never stating his name.

Instead, he leaves and shoots an arrow into Polyphemus’ eye out of grief. By changing Odysseus’ motivation for his final moments with Polyphemus, Nolan reshapes him from a prideful, cunning man into one who truly cares for his men, making him easier to empathize with.

The cast gives very convincing performances, with the standouts being Matt Damon and John Leguizamo. They both seem realistic, and Matt Damon is able to give quiet emotional performances while also feeling weathered. Tom Holland gives a decent performance, although he did not convincingly show Telemachus’ growth, as the final battle focused more on Odysseus rather than the two fighting side by side. Nolan also adds a layer to the story by emphasizing Xenia, Zeus’ sacred law (which is basically the golden rule), making it more accessible to modern viewers.

Nolan’s decision to set “The Odyssey” during the collapse of the Bronze Age also adds a new layer to the story. Odysseus’ use of the Trojan Horse broke the trust and Zeus’ rule that society was built on. This adds emotion to Odysseus’ reflection.

While some of Homer’s memorable moments are missing, Nolan is able to capture the story’s emotional core. Anyone who loves “The Odyssey,” film and spectacles should definitely see it in IMAX.