Dajae Williams encourages Upper School to dream big Engineer-turned-educator celebrates Black History Month
Lucia Longstreet-Lipson Staff Writer
“Close the gap on your challenges,” former NASA engineer Dajae Williams advised Upper School (US) students on achieving academic success during a Feb. 10 assembly. “Whatever challenges you are dealing with in life right now, you’ve got to get your reps in.”
The Science, Technology, Engineering, Art, and Math (STEAM) hip-hop artist and motivational speaker visited the US as part of the school’s Black History Month (BHM) celebrations. US Black affinity spaces, such as the Black Student Union (BSU), Students Honoring All Differences and Embracing Similarities (SHADES), and Brothers Seeking Academic Excellence (BSAE), also honored BHM during their February meetings.
Ms. Williams’ presentation, “Own Your Journey: Dreaming Big, Breaking Barriers, Staying You,” began with a video of her poem, “code-switching.” During the presentation, Ms. Williams highlighted the oppression she faced during her education and the strong work ethic that allowed her to accomplish her dream of working at NASA.
Music, art combine for a knight Winter Arts Showcase supports Music for Food
Pilar Bowen-Arce Contributing Writer
“Music is a special pursuit because it allows connections between people on a deeper level, and it has the power to heal,” Vartan Arakelian ’26 said, describing his reason for organizing a partnership with Music for Food at the Upper School’s (US) Chamber Music Concert and Winter Arts Showcase. The evening of Tuesday, Jan. 28 marked the second consecutive year the Chamber Music Concert has fundraised for with Music for Food, a national charity that raises money and collects donations for local food pantries combating food insecurity.
“They put a lack of expectations on us,” she said.
“The real expectation was that we were not as smart and were class clowns. Students looked at me differently, and I felt that I didn’t really belong there.”
Ms. Williams said she and the other “city kids” faced unique disadvantages.
“Since we were part of the ‘de-seg’ program, we had to wake up at 5 a.m. instead of sleeping
Senior
Growing up in the socioeconomically segregated St. Louis, Missouri, Ms. Williams attended predominantly white schools through a novel “de-seg” program. Although these schools had larger budgets, better curriculums, and provided more opportunities for students, they isolated Ms. Williams and the other Black students, dubbing them the “city kids.”
in until 7 like the kids who lived nearby,” she said. “I also realized that we didn’t eat breakfast and arrived at school more tired than others.”
Examining the strategies of high-performing classmates was the first step Ms. Williams took to “get to the next level” academically, she said.
“I started studying students, starting with investigating the first hand-raisers to understand how they already knew everything,” she said. “I soon realized that it was not me—it was the system. Kids started the curriculum before me, had parents who were built-in tutors at home, and had a time advantage over me.”
CONTINUED ON PAGE 6
After attending several of Music for Food’s events, Vartan presented the idea of collaborating with the charity last year, and, with the help of US Chamber Music Director Elliot Cless ’02, was able to bridge music with service at the concert.
“I was really inspired by how Music for Food’s model enables artists to dedicate their talents and time to concerts that not only bring communities together but also unite them around an important societal issue with tangible results,” Vartan said.
The founder of Music for Food and Violist at the New England Conservatory Kim Kashkashian also attended the event.
CONTINUED ON PAGE 19
traditions face uncertainty nearing
Stealth Tag, Senior Skip Day are altered
Sonja Peetz-Larsen Arts Editor
In a senior class meeting on Jan. 29, Senior Grade Deans Leah Cataldo and Cecile Roucher-Greenberg announced the establishment of a “Senior Holiday,” which took place on Feb. 24 and replaced the typical “Senior Skip Day.” In the same meeting, it was announced that “Senior Stealth Tag” would be changed. With two
traditions altered, concern grew among the senior class about the latter half of their final year at the Upper School (US).
Previously, Senior Skip Day unofficially took place annually on the Monday following the Super Bowl. A large portion of the senior class would not attend school or athletic practices, instead taking the day to see friends and catch up on sleep.
In an email sent to senior families
SSP
on Jan. 29, the senior grade deans wrote that Senior Holiday aims to bring relaxation to the grade, just as Senior Skip Day did in the past.
“We hope that the Senior Holiday provides some time for our seniors to catch their breath as they head into the final two weeks of the winter trimester and the last stretch of their traditional high school schedule before Senior Spring Project.”
CONTINUED ON PAGE 7
Staff Photo by Krishna Patel
Le to right: Ashleen Pierre, Sydney Francis (both ’26), Jaiden Douglin ’25, Education Fellow Natasha Wanjiru, Lorenzo Blackston ’26, Associate Director of DEIG Patty Dei, Princess Adeoye ’27, Lauyanne Kouame, Isabel Doricent, Olivia Richter (all ’26), and Olivia McLean ’27 met with Dajae Williams a er her Feb. 10 assembly talk.
Editor’s farewell
Here’s a secret: I almost never applied to be a Vanguard editor. When I received a nomination for a junior position, I was skeptical. Reflecting on torn-apart drafts with countless comments, I thought I wasn’t good enough for journalism. I submitted my application on a whim (sorry, Ms. Whitney), unsure if The Vanguard editorial board was somewhere I could belong. Oh, I was so wrong. Being Volume 53’s editor-in-chief over the past year has been a privilege beyond what I can put into words. Determined to make change within our community, this board has questioned complicated legacies, caught up
with current events like the college protests and California’s wildfires (see pages 10 and 11), considered the school-wide spread of artificial intelligence, surveyed and reflected on a particularly polarizing election, and captured the aftermath of child pornography charges. We brought back the crossword and predicted the TikTok ban a year before it happened. We’ve written, rewritten, quote checked, and made mistakes more times than anyone wants to admit, but we never missed a Wednesday deadline. If you can’t tell, I am immensely proud of this board’s reporting— about our school and beyond.
Asst. Production Manager Carl Chen Correction: In Volume 53, Issue 7, “Emi Biotti ’25 takes silver with national ice hockey team” was written by Olivia Bell ’27. The article was misattributed to Sonja Peetz-Larsen ’26. Olivia is a staff writer.
But after our eight issues are bound and join the office’s shelf, I will still be grateful for this board. Together, we’ve grown into good journalists and better people. Volume 53 brought the fun: We potlucked at paste up, got creative with ledes, had heated discussions about headlines, and made each other laugh constantly. If I’ve learned anything in the last year as editor-in-chief, or the past few as a Vanguard contributor, it’s that working hard means nothing without an excellent team.
So, now, I owe some thanks: To Emilia, for being my steadfast co-leader and my calm in moments of crisis; I am so grateful I got to run this paper with my friend. Beckett, for your creativity and big-picture vision, which brought the center spreads of our paper to life and redirected our meetings for the better. Kate Rice, for truly listening and translating our board’s thoughts into witty, well-crafted writing every issue.
To Doug, for taking on the role of digital media editor with ingenuity and bringing enthusiasm to even the longest paste-up hours. Lea, for managing a crew of, at times, strong-willed columnists with confidence and composure. Krishna, for elevating our photo team with your thoughtful leadership. Kate Martin, for your unwavering determination to making this paper pretty damn good; I’m not sure what I’ll do without our delirious “Kate + Chloe” calls every month. And to Ms. Whitney, our stellar faculty advisor, for your relentless guidance and support—and, of course, your humor. We would not have gone to press once without your decisive wisdom or concision skills.
Photo Editor Krishna Patel
Asst. Photo Editor Olivia Richter
Faculty Advisor Kim Whitney
e Vanguard’s mission is to examine and engage the school community by providing news and information about events affecting it and by featuring the diverse range of people and perspectives that comprise it. We strive for fairness and accuracy in our content, and we strive to present that content with integrity and respect.
e Vanguard is the official student newspaper of the Buckingham Browne & Nichols Upper School, which has 543 students, 96 faculty members, and 64 staff members. Affiliated with the Columbia Scholastic Press Association, the paper is a forum for differing views and welcomes comments from its readers in the form of Letters to the Editor. No anonymous letters will be printed. e Vanguard reserves the right to edit all letters for length. e Vanguard publishes eight issues per annual volume and prints between 500 and 800 copies of each issue. About 200 of those are mailed out; the rest are distributed around campus.
Staff Writers: Fitzgerald Hung, Aparajita Srivastava, Alex Lev, Tillie Fischoeder, Hailey Jiang, David Xiong, Lucy Song, Annie Zhu, Finn Konary, Vartan Arakelian, Aggie Grant, Christine Tao, Scarlett Hawkins, Mimi Shaywitz, Ethan Moran, Olivia Bell, Lucia Longstreet-Lipson
Staff Photographers: Quentin Higgins, Emilia Khoury, Keenan Billings, Ash Surati, Caroline Dudzinski, Ryan Figlioli, Danny West, Shirley Zhu
Staff Production: Sydney Ruiz, Harper Dubovik
Staff Artists: Victoria Nassikas, Isabel Doricent, Kate Rice, Lea Freiin Von Hilgers
Thank you to the juniors—Gabe, Yancheng, Ayana, Sonja, Matthew, Olivia, Carl, Charlotte, and Vartan—for learning with me this year. They are a deeply kind, talented bunch and already excellent role models for Mimi, Lucia, Christine, Ethan, and Scarlett. I do, however, have one wish for Volume 54. Before my first ever Changing of the Guard ceremony, a departing senior warned: “Don’t freak out if these people seem a little crazy about The Vanguard. It’s because they care a lot. You’ll get it soon.” I hope all of you get it soon, too.
And thank you, reader, for contributing to our volume’s 158 pages with your voice, opinions, and writing. When I often felt inundated with the unending work that this publication requires, the goal of informing and shaping our community propelled me forward. Thank you for being constantly on my mind and, please, continue reading—I think this final issue is among our best.
So, yes, I’m glad I applied to be a Vanguard editor. It has been the most exhausting, overwhelmingly difficult, and rewarding decision I have ever made.
Chloe Taft Editor-in-Chief
Treat our religious holidays equally
When Diwali was grouped in with Halloween for a no HTPQ evening, it seemed like fortunate timing but perhaps a little minimizing. But after a no homework night was given on the wrong day for Lunar New Year, the problem became a pattern.
As you may recall, Dr. Price gave the entire school a no homework night on Thursday, Oct. 31, 2024, per tradition. What you may not know is, behind the scenes, members of the South Asian Student Association (SASA) advocated for a no homework night for Diwali, a widely-celebrated religious holiday. After years of effort, the school’s administration agreed Diwali was worthy of a night off. As a result, Diwali was lumped together into Halloween’s no homework holiday. If this seemed like a happy coincidence, examine it closer.
Diwali is one of the most important holidays in Hinduism and many other religions. Yet, the no homework night announcement failed to acknowledge the event, making it seem like Diwali only happened to fall on a no HTPQ night. Although an acknowledgment doesn’t seem like much, it’s small actions that help build an environment of inclusion and multiculturalism.
If the administration realized their mistake with Diwali, they did not learn from it. Lunar New Year fell on Wednesday, Jan. 29 in the Gregorian calendar, and to celebrate, the Upper School held a no homework night on the 29th.
So, why is this a problem? While the New Year falls on Wednesday, Lunar New Year is typically celebrated the night before, just like New Year’s Eve. A more beneficial night off would have been
Tuesday, Jan. 28.
This oversight conveys the idea that the school does not genuinely care about these two holidays. A no homework evening is supposed to alleviate student workloads to allow more time for celebration. These holidays also create opportunities for cultural exchange and appreciation. Instead, the homeworkfree night seemed more like a checkedbox, conveying recognition without appreciation or meaning.
Expanding no homework holidays is absolutely a step in the right direction. We applaud the school’s efforts to be more inclusive. However, not acknowledging a holiday or selecting the wrong night demonstrates a lack of respect.
If the school can figure out the correct dates and properly announce restrictions on homework for the Jewish High Holidays in the fall, they should be able to do the same for other religions. This year was a good start, but we can do better.
Also, no homework nights are not sufficiently communicated. It is unclear where the communication lapse occurs, but students should not have to remind teachers in their classes. Teachers who are unaware or have forgotten then have to rework their syllabus, which can mean a larger workload down the line.
The school needs to improve communication about no homework evenings and do the due diligence—which wouldn’t take very long—to make sure they are properly accommodating these holidays. If we pride ourselves on inclusion, belonging, and diversity, we must treat all religious holidays with the respect and attention they
Nobody likes a complainer. No one ever says, “Oh, I just love how they always find something to complain about.” As someone who has done very little else other than complain in the editorials of Volume 53, I feel qualified to speak on this topic.
Disclaimer: The word “complain” in this editorial can easily be replaced by “critique,” “advocate for,” or “eloquently illustrate areas for improvement.”
Now, in these past eight issues, I have “complained” about: online rumors about Kate Middleton, senior stealth tag, school spirit, honoring community members with complex legacies, the eternal parking issue, grading disparity across departments, the new service learning requirement, political engagement and discussion, AP season, guest speakers, and no HTPQ nights, to name a few.
If I lost you somewhere in that list, the bottom line is that I’ve complained a lot. Now, I hope I can impart my last (and first) piece of wisdom in my final editorial: don’t stop complaining!
Yes, this is contradictory. Nobody may like a complainer, but we also need them. I vote for complaining, but I have four rules if you do.
First rule of complaining: have a point. I, like everyone, have fallen into the habit of complaining just to complain. Ranting is a pastime of mine, but there is a reason no one’s job is ranting: It doesn’t solve anything. If you are going to criticize, think about what you want to see instead and propose a solution (For an example, see the last, very short paragraph of this editorial).
Second rule of complaining: always be grateful. You can complain while being grateful. It is possible to be very thankful for something and still complain; take for example, the incredible education we receive at the Upper School yet still find faults in. In fact, acknowledging that you have the privilege of complaining gives you credibility and makes your complaints more valid.
Third rule of complaining: do something. I recognize that not every complaint needs to be shared. But, when you see a problem, approach someone with the power to change it. My notes app is filled with complaints that go nowhere, but what good does that do? For example, every month, I write two of these editorials that may only be read by three people (including my parents), but hopefully that third person does something with it.
our core: complainers. Complaining is the
Fourth rule of complaining: don’t doubt yourself. Remember, Knights, who we are at our core: complainers. Complaining is the first thing we bond over at Bivouac and our unofficial, fifth school value. When you see a problem, it is easy to convince yourself it’s not that bad or your opinion isn’t important. This is called gaslighting, and enough other people in your life will try to do it to you, so don’t beat them to it. Complain how you see fit, and of course, don’t take anything in this editorial too seriously. After all, this is just the advice of a complainer, and, as we all know, nobody likes a complainer.
Paired advisories discuss opposing viewpoints
Joint activity encourages US to hold difficult conversations
Matthew Ding Contributing Writer
As the country faces unprecedented political division, the Upper School’s (US) administration has aimed to include opportunities throughout the school day for difficult conversations between students and faculty. On the afternoon of Feb. 4, as part of paired advisory programming, US students and faculty gathered in cross-grade groups to discuss a series of prompts about current events.
During the activity, students moved to different parts of a classroom based on their view—“agree” or “disagree”—on topics presented by their advisors. Afterwards, advisees were encouraged to contribute their opinions to a conversation. The topics discussed ranged from the ethical development of artificial intelligence to whether standardized testing is an accurate measure of intelligence.
According to US Dean of Teaching and Learning Michael Chapman, the purpose of the paired advisory activity was to encourage discussion among US students. The activity was also an opportunity for the freshman class to connect with upperclassmen, he said. Collaborating with teachers to make the activity a success, Mr. Chapman planned all three paired advisories, beginning in April 2024, during the prior academic year.
Matthias Paulson ’26 emphasized the effectiveness of having an organized conversation in advisory.
“We had a pretty productive conversation over a lot of topics. There were people with opposing perspectives, and we did have disagreements, but it wasn’t just shouting at each other. It was actually pretty well organized.”
For Vartan Arakelian ’26, the advisory conversations could have been more useful if the topics were more devisive, he said.
“Since difficult and controversial topics inevitably come up in the real world, I think it is important for the school to teach us how to navigate those topics in a respectful manner,” he said. “The goal should be to create a community where opinions are heard with an open mind and disagreements are tolerated.”
Upper School Math Teacher Sarina Simon said her 10-12 grade advisory would not have connected with underclassmen without the activity.
“I think that my advisees would not have been inclined to talk to them if it wasn’t for this type of situation, and I think that it’s now allowed them to form closer connections.”
Some of the topics covered were more challenging to discuss than others, as students were divided on controversial issues, Ms. Simon said. During the first paired advisory activity
this academic year in November 2024, students discussed the Massachusetts ballot question to eliminate the MCAS as a graduation requirement.
Many students and faculty pointed out that their advisors did not have enough time to cover all the topics. Ms. Simon said there were some appropriately challenging “heavy hitters” that her advisory did not discuss, such as ethics surrounding the death penalty.
Seth Kim ’27 thought the activity could have been more useful if it centered around current political issues, he said.
Robbie Lally Contributing Writer
The atmosphere in the Upper School (US) Community Room shifted as students filled the seats to watch their peers during CAB. The final round of the second annual US Spelling Bee, held on Friday, Feb. 14, was
about to begin.
Another goal of the paired advisory meetings was to create a comfortable environment for sharing opinions. Seth said his comfort level discussing politics at school varies.
Second annual Spelling Bee held at US Competitors grapple with unfamiliar words
In the finals, each competitor had to spell words correctly until their opponents misspelled a word. Then, the contestant who spelled an additional word accurately would win the competition.
US Dean of Teaching and Learning Michael Chapman and US English Teacher Talayah Hudson organized the event for students to have fun in a competitive environment, Mr. Chapman said. One of the goals of the Spelling Bee was to challenge students to spell unfamiliar words, using language they already knew and English
“I would say that there are honestly a couple of goals … one is to have fun with the English language, get to learn new words that you haven’t heard before, be able to apply critical thinking to think about how the word you know could be used to help you put together a spelling of this unknown word,”
Correctly spelling “prestidigitation,” Vartan took the title of Spelling Bee Champion. After 10 rounds of back-andforth spelling, Keenan Billings ’25 won second place with the word “baccalaureate,” and Asher Esty ’25 took third.
“I think it would depend on the circumstance or scenario,” he said. “In some cases, yes, I definitely do feel comfortable. I would say especially within my close friends circle, but I feel like also some teachers could do better at accommodating discussions for political situations.”
Andreas Bai ’27 agreed with Seth about the atmosphere that teachers create for sharing opinions.
“At BB&N, we respect each other’s opinions,” Andreas said. “But then if something is a little too controversial, it might cause some trouble, so I think we need to improve on that aspect.”
“The Spelling Bee itself was a fun way to spend the last block of the week,” Vartan said. “I just felt like it was something that I would enjoy doing with my friends.”
apply critical thinking to think about how the he said.
To qualify for the finals, contestants had to take a short quiz with 24 words on Feb. 7. The 14 highest-scoring students advanced as finalists.
The first-place prize was a $50 Amazon gift card, the second-place speller received a miniature Merriam-Webster dictionary and a stuffed Minecraft bee, and the third-place award was a copy of “Word Power Made Easy,” a favorite book of Ms. Hudson.
Some contestants felt the difficulty level of words varied across rounds. Sebastian said he noticed inconsistency.
“I felt it needed a bit more consistency … It would benefit the competition,” he said. “Sometimes you get lucky, sometimes you don’t get lucky.”
Mr. Chapman said that while politics can be challenging to discuss, the paired advisory programming was intended to create a safe space. An integral part of the school’s values is that everyone “feels like they can be heard, even if they have perspectives that might differ from others,” he said.
Although there is still work to be done, Mr. Chapman said he looks forward to leading more paired advisory discussions in the coming months.
Contestant Sebastian Southworth ’25 liked the event because of its low stakes and accessible entry. Sebastian said he didn’t need to prepare much for the Spelling Bee. Instead, he relied on past knowledge of words from books and life to help him through the competition.
For others, such as spectator Andrew Johnson ’27, the difficulty wasn’t noticeable and did not hinder the event overall.
“I think it’s important that we have the skills and capacities to be able to listen to each other, to hear perspectives, to ask and answer questions, and those skills have to be applied outside of a classroom space, not just within a class or a graded environment,” he said. “I think we’ve made progress towards being able to do that, and I think we still have a ways to go.”
the word to be repeated, said slower, or used in a sentence, or to ask for the word’s origin, definition, and any alternate pronunciations.
time and think about the root of the word in question because they give you 90 seconds, so why not use all of it,” contestant Vartan Arakelian ’26 said.
“I thought it was pretty interesting to watch people spell … and battle out for second place,” Andrew said. “The word difficulty seemed good for the most part.”
accessible entry. Sebastian said he didn’t in a sentence, or to ask for the word’s origin, thought they were easier than others, but I about watching or even competing in the determined to try and make the cut.”
Spectator David Zhou ’28, however, agreed with Sebastian.
“All the contestants did a great job in the Spelling Bee, though for some words, I thought they were easier than others, but I guess it’s just random,” he said.
Regardless, spectators were still excited about watching or even competing in the event next year, David said.
“This year I tried out but next year, I’m determined to try and make the cut.”
Photo Courtesy of Michael Chapman
Photo Courtesy of Talayah Hudson Le to right: Keenan Billings ’25, Vartan Arakelian ’26, and Asher Esty ’25 with their spelling bee accolades.
Community Day Workshops
Themed “Dream Big, Grow Together,” this year’s Community Day on Feb. 12 featured school-wide competitions at assembly, upperclassman and underclassman dodgeball games against faculty, and 67 student-led workshops, ranging from discussions in affinity groups to creating crafts.
Valentine’s Day Gingerbread Competition
This year’s community day featured new interactive and educational workshops, including a Valentine’s Day gingerbread house building competition. In the activity facilitated by Zoe Pincus and Syrah Gill (both ’28), competitors raced to decorate candy houses and win a prize.
Zoe said the facilitators wanted to come up with an activity that would allow students to make new connections in a more laid-back setting.
“A lot of people collaborated with people they wouldn’t normally talk to,” she said.
Syrah said the competition went well as a whole despite some setbacks.
“I think that overall, the workshop was a success,” she said. “I wish it went smoother because our gingerbread houses, a lot of them, were broken. I would also change the groups because we had a lot of people in a group with their grade, which wasn’t really the goal.”
Sabrine Said ’28, who built the winning gingerbread house, said she enjoyed bonding with more of her community in a less educational setting.
“It’s like both getting to make new connections but also getting to take a break from your academic pressures.”
—Malik Shadid ’28
Science in Slime
In the Science in Slime workshop, a sticky situation was at hand. Glue, baking soda, and saline solution engaged students as they precisely mixed commonly unrelated substances to create soft and stretchy slime.
Led by Princess Adeoye and Harper Dubovik (both ’27), the interactive workshop brought students together to take a break from school and experiment.
“The environment was really fun and relaxed,” Harper said. “We were able to kind of hang out and talk and just have fun.”
Beyond the fun, students in Science in Slime were able to meet and bond with their peers in an affinity-style space, Harper said.
“Because the workshop was an affinity space for female-identifying students, participants felt comfortable to share anything in the space.”
The workshop was organized into two sections: First, participants created a batch of slime through experimentation. Then, they made a second batch, improved by trial and error and more information, Charlotte Dahl ’28 said.
“It was a perfect balance of having a workshop that was educational but also fun.”
Celebrating Lunar New Year
The Asian American Student Association (AASA) hosted a Celebrating Lunar New Year workshop on Community Day. The affinity space hosted a few rounds of Pictionary before moving onto a potluck.
“Everyone brought a dish that they enjoyed, or a particular snack. And then we all lined up, took food, and hung out in little circles,” participant and AASA member Violet Zhang ’27 said. “I think that’s such a big part of Asian culture in general, where at the dinner table everyone can talk to each other, and I feel like it’s just a special connection that everyone has in that workshop.”
The affinity-based activity was focused on making sure people could relax and socialize while also building community among the school’s Asian-student population, according to AASA Co-President Jodie Chen ’25.
“I saw a lot of people getting together and talking across grades, across friend groups, and kind of just enjoying time over food,” Jodie said.
Over the years, Community Day has created opportunities for students to bond across various interests and identities, she said.
“It’s really important to facilitate community and celebrate a lot of different activities and passions of students. It’s definitely a yearly thing now.” ’ —Alice Chung ’28
Challah Making with the JCC
Challah braiding at the Jewish Cultural Club’s (JCC) Community Day workshop allowed participants to learn about the history and importance of the activity within Jewish culture. The activity was open to both Jewish and nonJewish students at the school in an effort to foster connections within the student body, JCC Co-President Lucy Forman ’25 said.
“We want the next people of the JCC to lead it more into a cultural direction and be celebrated and celebrate,” Lucy said. “The JCC doesn’t get to do a lot of whole school community things, and leaders this year wanted to shift from affinity to cultural, so we thought that community day would be a good day to do that.”
Participant and JCC member Leah Cooper ’28 said making challah at school was an especially impactful experience.
“It was an activity that I’ve done before at my house and with family, so doing it at school made me feel like there were people at my school who could connect to experiences I have at home that relate to my religion.”
Leah appreciates Community Day’s values, specifically its ability to open students’ eyes to the interests and cultures of their peers, she said.
“People are able to connect not just on an academic level but get to learn about things others are interested in, like aspects of other people’s lives.”
—Alice Chung ’28
Bridging Cultures
Drawn by a shared interest in learning how to communicate effectively with others, Upper School students gathered in the Bridging Cultures: Mastering Interpersonal Communication in a Global World workshop during Community Day. Workshop facilitators aimed for participants to understand and leverage their distinct communication styles, allowing them to have deeper conversations with others and overcome cultural differences.
Facilitator Hale McGivern ’25 said the workshop’s goal was to apply this understanding to the way students communicate across their unique styles, especially between people from different backgrounds.
“The lessons that we learned through this workshop will help BB&N students in the long term create communities where they can effectively communicate with each other,” Hale said.
The workshop started with a Buzzfeed-style quiz that identified the students’ communication styles. Afterwards, students participated in an open discussion. The workshop was a success overall, Hale said.
“People were opposed to different communication styles and thought of them in a negative light,” she said. “But our goal was for people to know that any communication style is perfectly good.”
Staff Photo by Quentin Higgins
Sarah Baker ’28 and Manan Eckton ’25 construct a gingerbread house.
Staff Photo by Quentin Higgins AASA members enjoy lo mein noodles.
Staff Photo by Quentin Higgins Hannah Brodsky and Merit Hodgson (both ’25) knead Challah.
—Lauren Kim ’28
—Lauren Kim ’28
—Ayana Karthik ’26
Drawing by Jaiden Douglin
On Campus
‘It’s a tough situation’: Tuition prices rise across ISL Board of Trustees approves 5% increase in annual dues
Yancheng Zhao Features Editor
Grocery and housing prices are up, and so is the cost of education. On Feb. 1, parents received an email from Head of School Jennifer Price announcing the start of the re-enrollment process and another annual tuition increase for the 202526 academic year.
The Board of Trustees approved a $65 million budget for the 202526 school year, which was paired with a 5% increase in tuition across the entire school. The vast majority of the tuition dollars will go toward boosting employee compensation, Dr. Price wrote in the email.
“One of the most important things the Board of Trustees does every year is approve the budget, which includes the tuition increase, and the compensation increase, and other important components that make up the budget,” Chief Financial Officer Tara Gohlmann P ’23 ’26 ’28 said.
The bulk of the budget work happens within the Board’s Finance Committee, which meets throughout the year beginning in October, she said. The committee assesses the school’s needs and current budget before making a final recommendation for the Board to vote on in January. To help inform salary raises, the committee uses benchmarking information from other independent schools across the greater Boston area.
“It’s an art, not a science,” Dr. Gohlmann said. “There’s only so much we can do, so we have to prioritize the things that we want to do from a budget standpoint: keeping the tuition increase reasonable.”
The most essential component is salaries, she said.
“Seventy-one percent of our budget is compensation every year, so that’s the biggest driver of what our budget is.”
Other priorities include costs that are prone to inflationary pressures.
Compared to peer institutions with similar selectivity, the school is above the median for tuition but is still comparable, Dr. Gohlmann said. In the past five years, the school’s 4-6% tuition increase has been in line with the average 5% for schools in greater Boston, she said.
The tuition for grades 7-12 will increase by 5% from $63,700 to $66,900 for the 2025-26 school year. Comparatively, The Noble and Greenough School’s tuition will increase by 4.2% from $62,600 to $65,200, and The Rivers School’s tuition will increase by 4.5% from $63,290 to $66,140.
Upper School Math and Computer Science Teacher Mark Fidler said the school’s urban location provides a unique challenge, as the high cost of nearby housing makes it more difficult to retain faculty.
“One of the challenges is a lot of the other competitive schools are a little bit outside the downtown area, which means you can live in a more affordable area and have a reasonable commute.”
Board of Trustees Chair Jason Hafler ’00 P ’34 ’36 said the budgeting process reflects the school’s commitment to its mission of being “an academically excellent, diverse, and inclusive community.”
“We are a group who understands that top-tier teachers and staff are the biggest differentiators toward impacting the excellence of the educational experience for students. We are a school that ‘walks the walk’ with respect to allocating resources in a manner that honors that understanding.”
The significant portion of the budget that goes toward salaries and benefits demonstrates the school prioritizing teachers and staff, he said.
“There is agreement among the Board and school leadership that one of BB&N’s greatest strengths derives from its people. Whenever I’m asked about my experience of BB&N as a student, I always lead with the amazing teachers, advisors, and coaches who had such an incredible impact on me during my time here.”
Finance Committee Chair Shep Perkins P ’27 ’29 said the committee modifies expenses each year to carry out the school’s mission best. One
Black History Month exemplifies excellence US community welcomes guest speaker Dajae Williams
CONTINUED FROM PAGE 1
Separating her takeaway into three parts, Ms. Williams encouraged students to take advantage of their resources and use teachers and peers to motivate themselves.
“In school, I surrounded myself with people who had the same goals as me and used a planner since I had less time than my classmates,” she said. “Go to your teachers’ office hours, have classmates to study with, and sacrifice technology to focus on your work. With this strategy, you can accomplish your wildest dreams, just as I did.”
US Diversity, Equity, Inclusion, and Global Education (DEIG) Practitioner Maria Graciela Alcid was eager to invite Ms. Williams to commemorate BHM because her
journey and goals felt applicable to US students, she said.
“I was introduced to Dajae’s poems by a scientist,” Ms. Alcid said. “They shared about Dajae’s incredible STEAM work as a former NASA engineer and hip-hop artist whose work is about student empowerment by helping students find their journey to genius. The first piece I watched was ‘code-switching,’ which was a powerful window into Dajae’s depth and breadth of work and experience.”
After the assembly, BSU CoPresidents Ekram Shemsu and Avery Hart (both ‘25) hosted a Black affinity space for students who wanted to spend more time with Ms. Williams. Ms. Alcid emphasized the value of supporting affinity spaces where students feel affirmed, engaged, and empowered.
Throughout the Feb. 10 school day, Ms. Williams also visited science classes, ate lunch with students and faculty, and met with a large group during CAB for a STEAM collaboration with Girls Advancing in Stem (GAINS), Engineering Club, and DEIG. It was important that all US students had an opportunity to engage with Ms. Williams, Ms. Alcid said.
BSAE Co-President Jaiden Douglin ’25 said BSAE and all other Black affinity spaces held meetings dedicated to BHM discussions.
“BSAE focused on empowering
such addition to next year’s budget is a shuttle to and from South Station.
“Key parts of the mission are about academic excellence and diversity, and diversity comes in a lot of forms. One of the strengths of the BB&N community and the student body is we draw students from nearly 100 cities and towns, which is phenomenal.”
The Board is also aware of the costs for families, he said.
“We’re super conscious of the fact that it’s a high-priced education, and we’re sharpening our pencils every year to find ways to try to be more efficient while delivering what we think is the best education we can and living up to our mission of being an academically excellent institution.”
Salar Sekhavat ’26 acknowledged the challenges of balancing costs for families and the school’s operating costs. However, a tuition increase can offer the school a more consistent money inflow than other sources like donations, he said.
“It’s really a tough situation all around. The teachers need more money to combat inflation and the rising cost of living, but the tuition rise, in turn, puts pressure on families because their resources are strained in the current economy too.”
Ultimately, it makes sense that the school’s tuition increased, Salar said.
each other through open conversations, sharing our experiences, and uplifting one another,” Jaiden said. “BSAE’s celebration was less about structured activities and more about creating a space where we could be seen and supported. For me, BHM is a time to honor the resilience, contributions, and culture of Black people while recognizing the ongoing fight for equity.”
SHADES member Princess Adeoye ’27, who also introduced Ms. Williams at the assembly, could relate to Ms. Williams’ experience as a student, she said.
“Not necessarily at the institution of BB&N, but in general, as part of the Black community, it feels like there’s a negative light shined on us and lesser expectations. And whether it was to inspire us or to show that, of course, Black people can be smart and are smart, it was important for Ms. Williams to come.”
Princess felt empowered learning about Ms. Williams’ journey and meeting her in person, she said.
“People like Ms. Williams who seem like they have achieved so much, they are so similar to all of us. It just makes everything feel more real and attainable.”
Fellow BSAE Co-President Lorenzo Blackston ’26 said this year’s celebration of BHM was unique because it sought to inspire Black students through role models
like Ms. Williams.
“I think that the focus on both historical and present-day Black innovators makes this year stand out. There’s a clear emphasis on not just looking back but also looking forward.”
The Parents of Black Students (PBS) affinity group also hosted an event on Feb. 13 to celebrate BHM, and over 90 students, faculty, and parents attended. PBS Co-Chair Lauren Holness P ’25 ’27 said the high turnout demonstrated the school’s support for the Black community.
“It is important for our kids to know that they are welcome and celebrated in the space where they spend so much of their time.”
PBS plans to host another dinner later this spring and run a table at the One School, One World event in April, Ms. Holness said. During BHM, Ms. Holness recognized the importance of bringing awareness to the challenges Black people have faced and still are facing today, she said.
“Not enough has been done to highlight what the Black population has gone through and the barriers that they’ve overcome to make such significant strides and huge impacts in society. It’s especially important for me to teach my children where parts of their roots come from.”
Staff Photo by Olivia Richter Dajae Williams met with students in various spaces through the Feb. 10 school day.
On Campus
Pulitzer Prize-winning journalist Ben Bradlee Jr. ’66 visits US Q&A-style talk held with senior English elective
Emilia Khoury Managing Editor
Navigating both emotional pressure and key breakthrough moments with internal church directors, award-winning journalist and former Deputy Managing Editor of The Boston Globe Ben Bradlee Jr. ’66 P ’10 ’11 oversaw the Globe’s Pulitzer Prize-winning coverage of the Catholic Church sexual abuse scandal from July 2001 to August 2002.
On Feb. 10, Mr. Bradlee visited the Upper School (US) to share his experiences and insights with students and faculty. US English Teacher Talayah Hudson organized the Q&A-style event to complement her senior English elective, PrizeWinning Literature, which is primarily focusing on Pulitzer winners this year.
Mr. Bradlee answered questions about the barriers, emotional toll, and aftermath of the Globe’s investigation.
“We helped a lot of people, particularly the victims of sexual assault,” he said. “There was strength in numbers and courageous voices.”
Their research sparked other major papers across the United States to investigate their local archdioceses. Mr. Bradlee said the investigation hinged on the information from the church directories and victims’ stories.
“With the internal church directories, we could draw conclusions because they would say reassigned or counseling. Then, we developed sources. We went out of our way to protect the victims because the story had more impact with their names attached.”
The experience was made into a movie, “Spotlight,” which won the 2016 Academy Award for Best Picture. Bradlee was awarded the Pulitzer for his reporting in 2003.
“It’s the gold standard in journalism. Everyone was honored and astonished by the picture award for ‘Spotlight,’” he said.
Eddie Jiang ’25, a student in Prize-Winning Literature, said speaking to Mr. Bradlee connected well with the class.
“I think his work connects to our class by just giving an example of what sort of topics can win
awards, how deep and interesting it has to be for it to be awarded.”
Lena Ishii ’25, another senior taking the elective, found Mr. Bradlee’s talk interesting after reading an article on the Catholic Church scandal in class, she said.
“It was just so groundbreaking, and it definitely makes sense as to why they won the prize.”
Mr. Bradlee’s passion for his work stood out, Lena said.
“I was shocked by how confident he is, which is really important when you’re writing a story, and a lot of people may not believe in you or may not believe your story is going be important,” she said. “It’s so important to have confidence in yourself. You can see that he believes that a lot of things go undervalued in his work, and it was just interesting to hear about that and how it connected to prizewinning lit.”
Eddie also thought Mr. Bradlee made it clear what the story meant to them and how winning the Pulitzer validated The Globe’s efforts, he said.
Prior to the event, students in Prize-Winning Literature discussed what makes literature worthy of a prize, whether through work, craftsmanship, language, content, or a combination, in addition to brainstorming questions for Mr. Bradlee.
Bringing in a variety of speakers allows students to explore different careers, Lena said. She said a key takeaway from her experience was that her future is not determined yet.
“He didn’t really know he wanted to go into journalism in the beginning … So I think one of the bigger takeaways I had was that you don’t have to know what you want to do right now, and there are so many things you can experience in college and so many classes you can take.”
Elsbeth Kasparian ’27, who attended the Q&A because of Mr. Bradlee’s success in journalism, agreed.
“I thought his entry into journalism was interesting,” she said. “He shared that while he was part of the Peace Corps in Afghanistan, he received a job offer to be a journalist from a colleague. I think his career serves as a nice reminder that you don’t have to take the most direct route to become
really good at your craft. You can branch out and try different things that are meaningful to you.”
Elsbeth was familiar with his contributions to journalism beforehand, she said.
“As impressive as his work is on the Catholic Church scandal, his accomplishments span well beyond the piece with many books and other articles in investigative journalism.”
Mr. Bradlee’s personality also stood out during the event, she said.
“He had a great sense of humor. Someone asked him if he and the Spotlight team received backlash from other people at The Globe, and he said something along the lines of, ‘No … we won the Pulitzer. Everyone was thrilled.’”
Ms. Hudson said she was glad that the event was available to the whole US.
“I enjoyed and appreciated that we were able to open up to the entire campus community, including writers and editors of our own student publications, which is incredible.”
For students, it’s important to see where alums go, Ms. Hudson said.
“I think it’s tough when you’re in high school to think about your life outside of high school and even outside of college, but it’s cool to see, ‘Hey, this guy’s an alum and look what he’s done,’” she said. “I also think it’s important for alumni to come back and see how the institutions that reared them are doing and what they’re doing to support the future BB&N alumni.”
‘I want senior year to be fun’: Changing traditions cause frustration Grade deans announce new Senior Holiday, modified Stealth Tag
CONTINUED FROM PAGE 1
Although Senior Skip Day previously accomplished relaxation, not all students could participate, the deans said. The school’s “10:30 rule,” which requires that a student be in school by 10:30 to attend afternoon commitments, posed an issue for seniors on varsity athletic teams. Various seniors were required to come into school on the skip day for academic conflicts, as well.
To combat these issues, Senior Holiday excused all seniors from school while mandating participation in all afternoon commitments, such as athletic practices, play rehearsals, and musical ensembles.
In a joint statement, Dr. Cataldo and Mme. Roucher-Greenberg explained the holiday allows for increased participation.
“We are totally in support of the Senior Holiday as a replacement for the Senior Skip Day. It is a more equitable approach to celebrating our seniors, as well.”
Senior Class Vice President Eddie Jiang ’25 acknowledged the benefits of the new holiday.
“We would see 10 to 20 seniors in school because they had to make varsity sports. Now, they are able to skip school and still come to practice after.”
The Senior Grade Council had little input in the planning process, Eddie said.
“We didn’t have much say in whether this was going to be carried out. It was mainly the deans.”
In early January, Dr. Cataldo and Mme. Roucher-Greenberg informed the Grade Council of their idea for the holiday, and the school’s administration approved the plan to hold the holiday on Feb. 10. Just a few weeks later, the deans reported that because Dajae Williams was scheduled to speak at the US on Feb. 10, the holiday would be pushed to Feb. 24. The Grade Council was initially unaware of the date change when they approved Senior Holiday.
Senior Student Council Representative Eliza Cohen ’25 emphasized the lack of impact she had on the final date, she said.
“We didn’t know a lot about the logistics, mainly the fact that they switched the day, which turned out to be something that people took issue with a lot,” she said. “The deans didn’t come back and say it wouldn’t be on the typical day. That was out of our hands.”
Some seniors proposed skipping Feb. 10 in addition to Senior Holiday, a suggestion that US English Teacher Wes Williams heard in both his senior class and advisory. However, choosing to skip both the days was unreasonable, he said.
“I understand that seniors might feel especially exhausted nearing the end of the term,” he said. “However, they get the entire spring off, a gift unlike any other school I’ve ever worked at. To not keep that in mind and to be so short-sighted as to complain about not having yet another ditch day seems less mature than I’d hoped.”
Mr. Williams’ concern did not play out, however. Fewer than 10 students were absent on the day after the Super Bowl, possibly due to Dr. Cataldo’s announcement during the Jan. 29 class meeting that senior prom would be canceled if a large number of students were absent on Feb. 10.
In the same class meeting on Jan. 29, it was announced Senior Stealth Tag would not occur as it had in the past due to an incident last year (See Volume 53, Issue 1: “Students shatter door, threaten senior tradition”). The Senior Grade Council subsequently began working to brainstorm potential alternatives. Despite the Grade Council’s early attempts, Senior Student Council Representative James Constan ’25 believed it would be difficult to come up with a solution, he said.
“My guess was that nothing would happen because people would be very resistant to it,” he said. “I think this is like an injustice. Our class didn’t do anything wrong, but now we’re being punished
for it. People are just so caught up with that, so they would find it impossible to compromise and produce a fair resolution. Life isn’t fair.”
In collaboration with the Senior Grade Council, Dr. Cataldo, Mme. Roucher-Greenberg, US Director Jessica Keimowitz, and US Dean of Students Rory Morton decided that Stealth Tag would be shortened from the typical five-day event to just two, a source close to the process said. If student behavior meets expectations during those two days, it may continue the rest of the week. The news was announced in a senior grade meeting on March 5.
Communication between involved faculty was unorganized, according to an anonymous senior.
“There’s definitely a disconnect from the deans and administration,” they said. “Compared to other years, the grade deans have much more of a footprint in senior year. A lot of times it feels very controlling as opposed to helpful.”
Josh Curhan ’25 felt frustrated by the change, he said.
“The school sometimes struggles to feel like a community,” he said. “This is one of the traditions that students actually love to play, and it creates community among the seniors during their last weeks of school. This tradition works, but they’re getting rid of it.”
Naomi Hammerschlag ’25 was disappointed with the lack of an already-established replacement for Stealth Tag, she said.
“It seemed like they didn’t come in with some sort of backup plan. It was just, ‘Oh, we’re taking this away from you, and you don’t get to say anything right now.’ You just feel so powerless.”
Naomi feels the Stealth Tag and Senior Skip Day alterations are negatively coloring her final months at the US, she said.
“It’s just so much at once, and they keep piling things on,” she said. “It’s just kind of sad. It feels like they’re being so strict this year about a lot of things. I want senior year to be fun.”
Staff Photo by Olivia Richter
Mr. Bradlee spoke to students about his awardwinning reporting in The Boston Globe
Whether they smell great or not, the school’s bathrooms are a place of refuge for those seeking a brief reset during a seemingly endless class. e Vanguard’s editorial board reviewed each location in the school for when you find yourself in dire need of a “bathroom break.” Thanks to the fantastic facilities team that works tirelessly to keep these bathrooms clean and functional!
Girls’ bathroom in Renaissance Hall
The girls’ Renaissance Hall bathroom reigns supreme—a true renaissance in the art of school restrooms. I’d love to tell you it’s dreadful to keep the masses away, but I must share this hidden gem. Like the great minds of the Renaissance, this bathroom is ahead of its time. The toilets actually flush, a marvel considering the school’s ongoing plumbing crisis. The stall doors o er privacy, so there’s no accidental eye contact through awkward gaps. The lighting? Slightly dim yet atmospheric compared to the fluorescent, interrogation-style lighting in other bathrooms. At the entrance, a table is a convenient resting place for one’s phone or bag. The air is breathable. Would I traverse all the halls to reach this restroom? Without a doubt. The girls’ Renaissance Hall restroom is a beacon of hope—an enlightened space in the otherwise medieval world of school bathrooms.
Rating: 9/10
Boys’ bathroom in Renaissance Hall
—Lea Von Hilgers ’25
Rating: 9.5/10
The best boys’ bathroom in the entire school, the Renaissance Hall bathroom features one regular-sized stall, one accessible stall, and three urinals. The stalls are roomy, providing enough space to close the door behind you without having to awkwardly push yourself against the wall. The urinals have dividers, giving users the privacy they deserve while conducting their business. The circular wall from the stairwell creates a distinctive character the other, rectangular bathrooms wish they had. Unlike the other bathrooms where the faucets were tragically replaced with stingy, push-button ones, the two sinks have remained gloriously automatic and flowing with water. The paper towel dispenser and trash can are conveniently near the door, so if you don’t like touching the door handles, you can open the door with a paper towel, toss the paper towel in the trash, and exit without having to frantically throw out your foot.
Boys’ bathroom near the Commons
The boys’ bathroom near the Commons … is probably one of the worst in the school. The doors have huge gaps, causing close-to-zero privacy. Additionally, people are constantly roaming in and out of the bathroom, creating discomfort among users. The school has replaced the old automatic sinks with push faucets that do not turn o until a minute after use. For positives, the bathroom is clean, and the urinals have dividers. Another upside is bigger stalls and extra sinks, which are helpful in such a busy area. The two potted plants also help with the overall vibe. Close to an exit to the parking lot, the location of this bathroom is admittedly ideal. —Doug Zhang ’25
Rating: 2/10
Boys’ bathroom in the Math Wing
Rating: 7.6/10
While one might expect the Math Wing’s intellectual prowess to lead to superior facilities, this bathroom’s problems begin before you enter. Adjacent to the teachers’ lounge, two staircases, and classrooms, its location is terrible. During the interblock commute, it is impossible to push through the coagulating crowds. Once you enter, the stalls practically beckon you to take refuge. Yet, be warned: The locks can be opened from the outside. Whether this is a safety measure or a design flaw, we may never know. Manage to squeeze your way to the urinals? Be prepared for no dividers and urinals separated by mere inches. Then there’s the lack of proper ventilation. The bathroom is subjected to the extremes of every season—the bitter chill of winter, the wind gusts of spring and fall, and the crippling heat of summer. Are there any silver linings? The accessible stall feels like a luxury hotel suite compared to the rest of the bathroom, complete with a coat hanger, a wall separating it from the other stalls, and even a small closet.
Girls’ bathroom in the Science Wing
You may be aware of the girls’ bathroom on the second floor in the Science Wing without ever stepping foot inside. Yes, that smell is coming from the bathroom—not a science experiment gone wrong. Located behind the Drama Room near the back staircase, this two-stall bathroom is remote enough for some privacy and quieter than the busy Renaissance Hall or Math Wing bathrooms. Well, on second thought, privacy might not be the right word. If the first stall is occupied, you will be making eye contact with the user upon entering the bathroom. On the bright side, maybe this bathroom is another opportunity to build communKnighty, even if in an unconventional way. While this may not be the best bathroom in the traditional sense, it is the only one attempting to carry out this year’s missions of community and connection.
Rating: 7.8/10
Girls’ bathroom near the Commons
—Kate Rice
’25
—Beckett Dubovik ’25
Rating: 5.4/10
The girls’ bathroom next to the Commons was once devoted to Dobby the elf from “Harry Potter”: One of the stalls was transformed into a shrine, featuring pictures and notes. These days, it’s more of a social hub, especially in the mornings before school. Hair straighteners and makeup bags clutter the counter, and securing an empty sink is a struggle. Despite being one of the busiest bathrooms, it remains impressively clean. The facilities team does a great job of keeping it fresh and tidy. The bathroom also features a table to put your bag down in a convenient spot. Because of its location, many visitors use this one, leaving a first impression on prospective families. Whether you’re planning your day, seeing an Upper School bathroom for the first time, or actually need a bathroom break, the girls’ bathroom near the Commons is the spot.
Girls’ bathroom in the Math Wing
Whether you’re losing it over an integral or someone just called you an ugly chicken, the Math Wing girls’ bathroom is ideal. At the end of the bathroom’s uncomfortably-skinny walkway sits the accessible stall, which is unusually large and, besides the suspiciously–wide gap on the left side of the door, perfect for a restroom-visit-turned-scrolling break. The makeshift vanity has the best lighting of any bathroom in the Upper School, which makes for an ideal touch-up area—after all, natural lighting is the best lighting. This bathroom has one unsolved mystery: the miniscule door to the left of the entryway. What’s behind it? A hidden passageway to the teachers’ lounge? A secret stash of college counseling candy? Any bathroom placed in the Math Wing needs to be impressive in order to accommodate a large number of student “bathroom breaks,” and this one certainly does the job well.
Girls’ bathroom near the Fishbowl
Rating: 8.5/10
—Sonja Peetz-Larsen ’26
If the slight stench or the cramped layout isn’t discouraging, then an “Out of Order” sign slapped on a privacy divider will be. Around the corner from the Fishbowl, this bathroom is convenient for Community Room meetings, lunch at the front of the Commons, and some history and language classrooms. Yet, the bathroom is often closed for days or even weeks. While the detour to another restroom seems short, extra time away from friends and the classroom adds up. When the Fishbowl bathroom does work, its door opens to a tight hallway, compact stalls, and a musty smell. Two people can barely squeeze by each other, and a collision is inevitable since the sinks are placed beyond the stalls. The spacious sink area is the one highlight—featuring a long mirror along the back wall and a table for backpacks. Don’t worry about the narrow hall and the odor right now, though, because (as of publication) the Fishbowl bathroom is closed again.
—Kate Martin ’25
Rating: 4.5/10
—Yancheng Zhao ’26
—Emilia Khoury ’25
Staff Photos by Olivia Richter & Krishna Patel
MUN
Club goes local, attends Harvard Conference US delegates
engage in diplomacy with over 3,000 others
Matthew Walsh Sports Editor
Marilyn Monroe once traveled back in time to save Julius Caesar from the Senate and failed but persuaded Octavian to decentralize government power and convert Rome back to a democracy. While that may not be historically accurate, Co-President of Upper School (US) Model United Nations (MUN) Club Matthias Paulson ’26 made it happen. Embodying his assigned character of Marilyn Monroe, Matthias worked alongside other MUN delegates-turned-historicalfigures to change history.
From Thursday, Jan. 30 to Sunday, Feb. 2, the 71st Annual Harvard Model United Nations Conference (HMUN) hosted more than 3,000 high school students from over 50 countries. The conference was divided into 35 different committees, ranging from traditional categories to more avantgarde ones.
With five years of MUN experience, Matthias chose to participate in the Ad Hoc committee—categorized as an “Advanced Committee.” Themed around “The Magic Tree House” book series, the Ad Hoc committee randomly assigned delegates historical figures from 1960 to represent during past global crises such as the death of Julius Caesar, the start of the Protestant Church, and the French Revolution. Matthias was assigned Marilyn
Monroe and the personal objective to avoid Monroe’s pet peeve: being “typecast” as the dumb blonde. Ad Hoc delegates were given roles on the first day and reacted to a new situation each committee session, which was challenging, Matthias said.
“Usually in committees, I’ll go crazy on prep and will have close to 20 pages of notes, but for this committee I couldn’t have anything as I didn’t have any clue what I was going to do,” he said.
The “Midnight Crisis,” which took place on the third night, stood out to Matthias, he said.
“If you’re staying at the hotel where the conference is being held, they barge into your room at 1 a.m., wake you up, and then you have a conference for three hours until 4 a.m.”
While the session mimicking the sinking of the Titanic may have surprised other competitors, Matthias was semi-prepared. Since the US’s MUN team didn’t stay at the conference hotel, Matthias was informed of the session earlier in the day and spent the night sleeping on a hotel couch until it began.
MUN Faculty Advisor and US English Teacher Sharon Krauss explained that given the conference’s proximity to the US, the club chose to maximize delegate participation by attending as day delegates and returning home each night.
“We were able to take 20 students because we did not stay in the hotel, which would have cost thousands of
dollars for three nights.”
While it allowed for larger participation, the group’s decision had drawbacks, Ms. Krauss said.
“We all experienced the downside to that, which is adding commute times to both the early morning and the late ends of very packed days (8:15 a.m.-11:15 p.m.).”
After attending the Yale MUN (YMUN) Conference for the past seven years and spending $11,000 over budget last year, the club decided to return to HMUN. YMUN is considerably smaller and provides students with more speaking time in committees, while HMUN is local. It will ultimately be up to student feedback to determine where the club will compete next year, Ms. Krauss said.
MUN Club Co-President Maria Zacharia ’25 represented the Republic of The Gambia in the World Conference on Women and wrote a resolution in collaboration with 20 other delegates.
“It was a wonderful opportunity to make friends with and debate people from countries such as Peru, Brazil, China, and more!”
MUN Club member Sanjay Durfee ’25 worked alongside 400 other delegates in the dualdelegate Social, Humanitarian, and Cultural (SOCHUM) Committee. He also appreciated the size of the conference but found it difficult to build relationships compared to YMUN.
“Overall, at Harvard Model UN, we’re not staying in the hotel rooms,
and I think that makes it harder to meet people and create those connections that I find so useful and rewarding,” he said.
Representing The Republic of The Gambia and winning a Commended Delegate award alongside Sanjay in the SOCHUM Committee, MUN Club member Keenan Billings ’25 agreed the size of the HMUN conference presented challenges but feels participating in MUN is a worthwhile experience regardless of the conference’s location.
“I think MUN is a super fun and valuable experience. It really gives you a taste of the different opinions that exist not just in America but all across the world,” he said. “It’s by far the most fun intellectual activity I’ve ever done. It’s really made me excited about researching topics and collaborating with people in a way that would never happen in a typical classroom setting.”
After receiving an I-Grant this fall, the club is currently focused on organizing a MUN conference to be held at the US on May 31.
Upper School hosts second annual AANHPI conference Asian-identifying students share experiences with ISL peers
Students from five private schools in the Boston area gathered at the Upper School (US) on Thursday, Feb. 27 to celebrate their Asian American and Native Hawaiian/Pacific Islander (AANHPI) heritage. The Noble & Greenough School hosted the inaugural event last year for two other Independent School League (ISL) institutions: the US and The Rivers School. This year, over 60 AANHPI-identifying students from The Noble & Greenough School, The Rivers School, The Winsor School, and The Roxbury Latin School attended the US’s conference, which was primarily facilitated and planned by each of the school’s AANHPI affinity group leaders.
Over dinner, students at designated tables discussed prepared prompts, ranging from if pineapple should be on pizza to their experience identifying as AANHPI at a private school. A few heated rounds of Pictionary and Wavelength ended the night.
Asian American Student Association (AASA) Faculty Advisor Scott Tang said the conference was valuable as an opportunity to enjoy time with other students.
independent school,” he said. “Not only comparing experiences but at the same time just getting to know one another and have fun together.”
Designating a space for AANHPI-identifying students is especially important as these types of conversations rarely include them, Mr. Tang said.
“Many of our conversations concerning racial identity and race relations focus on the experiences of black and brown students, and it can be hard to see how you fit into these conversations. It certainly feels safe and reaffirming to be visible in a space with people like you.”
about how they celebrate their different cultures and talk about it.”
Leah Jin ’25, who is a member of The Rivers School’s AAPI group, also thought it was beneficial to see how affinity spaces function at other schools.
“I think besides creating solidarity among Asian students at these schools, it was valuable to compare what our DEI programming was like,” she said. “Some had interesting programming that I think would be worth implementing at my school!”
Despite a lack of diversity at Rivers, Leah said she found community with other ISL students at the conference.
“The purpose was to get students to connect and to see some commonalities in their experience as young students of color in an
South Asian Student Alliance (SASA) Co-President Nikhil Babbar ’25 said one of the most insightful parts of the conference was familiarizing himself with AANHPI cultures apart from his own, he said.
“It was really good to learn
“It was nice to be in a community with people alike me because the racial diversity at my school, and probably at any ISL school in general, is not amazing,” she said. “I noticed that while our numbers aren’t great, we have a lot of cultural competency programming in comparison, but there’s still always a sense of loneliness in being the very few that actually take anything away from that work. Being with a big group of people who have experienced similar struggles and celebrations was comforting!”
AASA member You-Yan Wang ’26 said he enjoyed seeing how students at different schools express their AANHPI identity.
“I think that it’s really valuable
being able to expand to different schools and learn about how they experience things differently. At Winsor, for example, their AsianAmerican Student Association worked a little bit different from ours in how they dealt with various problems at their school, and I think hearing about that was really insightful.”
The event fostered belonging and understanding through talking about similarities, You-Yan said.
“I think it’s just being surrounded by people who have the same experiences, I think it creates a deeper level of understanding between kids,” he said. “You come from a similar family, similar background, your parents expect the same things out of you. That can strengthen bonds between people.”
SASA member Viena Desai ’26 said while the event allowed students to talk about their shared challenges, it also helped her realize that her experience as a SouthAsian US student has been positive.
“I’ve had a good chance and opportunity to find time where I can meet and be with other AAPI identifying students,” she said. “Not only can we talk about parental pressure or things that we identify with, we can also just have a good time, come together, and play a game. It’s a part of my week that I really enjoy.”
Staff photo by Krishna Patel AANHPI students made friends across schools at assigned tables.
Ayana karthik Off Campus Editor
Photo Courtesy of Maria Zacharia MUN club members gathered at the HMUN conference.
California Wildfires
Wildfires—a common occurrence in environments that are warmer and receive less precipitation yet still have lots of foliage—are not new to California. However, they often affect less densely populated areas and have previously stayed clear of metropolitan ones. On Jan. 7, this all changed when wildfires broke out in the Pacific Palisades and Pasadena, two highly-populated areas of greater Los Angeles.
Pallisades Fire
Neel Scherfke ’23
1. How might the recent LA wildfires affect the United States as a whole?
Mr. Turnbull discusses the e ects of wild res on communi es and how we can recover om them:
There’s always a lot of focus on how much these things cost, and obviously, there’s a lot of money associated with insurance payouts and trying to rebuild. I was thinking about the emotional toll of something like this. This is where I think the way that we respond as a society is really critical because the effect on the United States as a whole depends a lot on the feeling that when things like this happen, people and governments and organizations will be there to help pick people up and take care of them. That’s not always the case in the aftermath of disasters like this.
2. How do communities usually recover from large-scale natural disasters?
In the short term, there’s going to be a lot of trauma for the people who have lost homes and the people who fought the fires. Fortunately, people are pretty resilient and provide lots of help, whether it’s creating shelters for people or donating to organizations like the Red Cross. We, at least currently, have pretty good state and federal infrastructures to help with relief for natural disasters.
3. How can communities can take preemptive action against wildfires?
In the big picture, don’t build communities in fire zones. Natural disasters create opportunities to make choices about recovery. I know in Los Angeles, there are rules about how close vegetation can be to buildings. There are some building materials that are less vulnerable to fire than others. While these are things people can do to mitigate some of the damages of fire, if we don’t want people to be exposed to wildfires, we would have to be able to choose not to build communities in these canyons and hills where the fires are most prominent. Malibu has had something like 30 wildfires in the last 90 years. A lot of the homes that have burned over and over are in the areas where there have always been fires. The decision to repeatedly build there has kind of created this interaction between people and fire that is a choice that we’ve made as a society. If we do continue to make that choice, it is important that the insurance, relief money, and mitigation strategies are distributed across communities, not just focused on rebuilding the expensive houses in the hills.
University of California, Los Angeles (UCLA)
When did the fires begin to affect you at UCLA?
How did the wildfires affect your experience at UCLA?
The week after I returned, around January 7. When you’re a school like UCLA, there’s a lot of uncertainty because the school is really big, so they can’t just announce, ‘We’re closing things down,’ otherwise, 30,000 kids panic. So there was a lot of uncertainty about the situation. Some kids were leaving that Thursday (Jan. 8). That was kind of when it started. There was a lot of uncertainty about what the school was going to do that first week, whether class would be shut down or we’d actually have to leave.
Classes were canceled the Thursday and Friday (Jan. 8 and 9) of week one, just a few days after the wildfires started. Then the following week, classes were fully remote. And then the week after, we came back, and everything was back to normal. I flew back home, but one of my friends lives off campus, and he was here during the fires, and he said nobody was on campus. Most people live in the state, so they just drove home, and out-of-state kids flew home. The school offered a lot of resources to students, mental health resources, counseling resources. Even now, six or seven weeks removed, the chancellor still makes posts about wildfire relief.
Did the fires affect your physical or mental health in any way?
Do you know anyone who had to evacuate their home?
Being from Boston and not having as many ties to the community as other kids, it didn’t affect me as much. I definitely know that can’t be said for everybody, and I know a lot of other people definitely felt the impact a lot more.
One of my friend’s family members had to leave their house, and it got burned down. There is a sizable amount of kids that were heavily affected. Some people fully lost their homes. So that’s kind of why it was remote. It was not like the fire was affecting school. It was more that it affected the school community.
California Wildfires
To learn more about the effects of these fires, The Vanguard interviewed three students who were impacted by a few of the largest fires. Upper School Environmental Studies Co-Teachers Melissa Courtemanche and Matt Turnbull also weighed in on wildfire causes, impacts, and prevention.
Ms. Courtemanche explains the environmental and health impacts of wild res:
1. How does climate change affect the chances of wildfires occurring?
Research from organizations like NASA and NOAA shows the connection between wildfires and climate change. Climate change increases dry and warm conditions that increase the frequency and intensity of wildfires. Decisions about forest management strategies and zoning laws also factor into the occurrence of wildfires.
2. How do wildfires affect air quality and human health?
Wildfires also have a tremendous impact on the health of all species, human and non-human. Some impacts include breathing, other respiratory issues like bronchitis and asthma for humans, as well as similar respiratory issues in mammals and certain other organisms.
3. How do wildfires change ecosystems?
Bridge Fire
Max Conine ’24
Harvey Mudd College
Wildfires also have an impact on ecosystems by destroying plant life, habitats, and soil, as well as polluting water sources. These impacts have both short and long-term effects.
When did the fires begin to affect you at Harvey Mudd?
The first fire that we saw at Harvey Mudd was the Bridge Fire in September, where the fire got pretty close to our school. The recent LA wildfires didn’t really a ect us because the wind blew the fire away from our direction.
How did the wildfires affect your experience at Harvey Mudd?
In the fall, the administration warned us about the possibility of evacuation, but we didn’t have to do any drills. I’ve ridden my bike up and actually seen where the fire burned (about 10 miles from campus), and it’s pretty crazy to ride through. You can see road signs that are totally melted. In the fall, there was a full week of smoke where everyone was wearing masks because the air was so bad you could taste the smoke.
Do you know anyone who had to evacuate?
I have a close friend whose aunt and uncle’s house literally burned down in the recent fires and are living in an apartment right now because housing interest is so high. I also know someone else whose teacher’s house burned down.
Eaton Fire
Cameron Yao’’24
Occidental College
How did the wildfires affect your experience at Occidental?
No disruptions to classes at all. No cancellations or online classes. I heard from some people who were on campus a little earlier after winter break that it was a little smoky, but that was about it. I personally didn’t see any e ects of the fire, but there were a lot of roads closed o in the area, and my roommate went to see the fires in person. There was also a volunteer day, where a lot of students went out to volunteer and provide help to communities a ected.
Did the fires affect your physical or mental health?
I was a little scared when I was on the flight back to Los Angeles after winter break because I could see some of the fires, but when I got back to Occidental there were no issues.
Are you still feeling the effects of the wildfires in any way?
I think the pollution is a little worse, but that’s about it. It never got that bad that we had to wear masks. Also, people don’t go to Malibu as much now because that area is really destroyed.
Do you know anyone who had to evacuate their home?
My aunt lives pretty close to one of the fires, and they have a friend who had the house next to theirs burn down. It was pretty abrupt. There’s a house that’s completely fine, but then right next to it is a house that’s completely burned down. This kind of situation occurred in a lot of places.
Dating and relationship survey
What’s your relationship status?
Do you feel an expectation to be in a romantic relationship? Where do you feel it comes from?
“Other” reasons for expectation:
Co fonfessio ions n
“My history teacher always glazes my mustache.”
“When I tell you this man is so fine. When I tell you this man is SCRUM-DIDDLYICIOUS. He make me wanna *collapses to ground* ON GOD.”
“Nice try.”
“My parents.”
“People at school.”
“I don’t feel pressure, though I wouldn’t be opposed to it.”
“Likes dogs”
“Someone who’s a little silly”
“Connects well with other people”
“Patient and understanding”
“Good manners”
“Makes me feel genuinely comfortable”
“Someone you hold the same values as”
“Gets owers”
“No toxic masculinity”
“Good humor”
“Easy to talk to and hold a conversation”
“People that hate me”
“Athletic”
“Kind but not too kind”
“Having siblings”
“Matches energy”
“Good listener”
“Huggable”
“Emphatic texter”
“Smells good”
“Put-together”
“My teammates say I should move on from the person that I like.”
“I don’t necessarily feel an expectation to be in a romantic relationship. Sometimes, when I see my peers in a relationship, I wonder what it would be like if I were in a relationship with someone.”
Are you a secret admirer? Do you have any hidden crushes?
“Yes, but I’m trying to move on.”
“Nope, although I might. Some soul searching needed.”
“Yeah, but don’t think it would work anyways so doesn’t matter.”
“Yes, but it’s a secret. ey’re a really nice and funny person tho.”
“No, I’m too busy with school.”
Green Flags Red Flags
“Dated 500 people before you”
“Being crazy”
“Not being intelligent or motivated”
“Dishonest”
“Unkind”
“Can’t take a joke”
“Ravens fan”
“Self-centered”
“Girl best friend”
“Lack of con dence”
“Bad hygiene”
“Lack of integrity”
“Arrogance”
“Out of shape”
“Controlling”
“Constantly defensive”
“No communication”
“Not being funny”
“Dislikes my friends”
“Odd energy”
“Clingy”
“No direction in life”
“Being mean to kids or teachers”
Valentine’s Day
Blind dates
Lorenzo and Meeka
What would you rate the date from 1-10?
Lorenzo: I’d give it a 10/10—it was really fun, the food was great, Meeka and I had a good conversation, the movie choice was good, and it definitely gave us a lot to talk about.
Meeka: 7/10—It was hype but minus points for the food.
Why did you go on the blind date?
Lorenzo: It’s a funny story—my friend actually signed me up without me knowing, and then I was like, ‘You know what, what the heck, I’ll just do it,’ so I did it for fun.
Meeka: I wanted to. I signed up last year, but I didn’t get paired with a person.
Would you go on another date?
Lorenzo: No.
Meeka: No.
Hakan and Abby
What would you rate the date from 1-10?
Hakan: An 8.5
Abby: I’m gonna give it a 9 out of 10. Why did you go on the blind date?
Robbie and Eva Mai
What would you rate the date from 1-10?
Robbie: I’d rate it a 9.5/10. It was great—really fun.
Eva Mai: I’d say like a 7 or 8. I mean, we’re friends, so it was nice, and it was easy to have a conversation.
Why did you go on the blind date?
Robbie: I was just interested. I thought it was an interesting concept, so I signed up for it to get to meet someone I’m not necessarily super close with, and yeah, it was great—we had a lot to talk about which was nice.
Eva Mai: Because Kate was talking about how they needed more girls, and I was being a good friend since she is on TheVanguard , and I agreed. Would you go on another date?
Robbie: Yeah, potentially.
Eva Mai: I think as friends, but I don’t think as anything more.
Max and Eliza
What would you rate the date from 1-10?
Max: 7/10.
Eliza: I would say an 8/10. It was a good experience. Why did you go on the blind date?
Max: I went on the date because me and my friends saw the article last year, and we thought it looked fun, so we decided if one of us loses our fantasy league we’ll do it. So I was like, ‘Yeah I guess I’ll do it.’
Eliza: I just wanted to push myself out of my comfort zone a little bit— I feel like I don’t do stuff like this very often, so I was like, ‘Why not?’
Would you go on another date?
Hakan: Apparently, someone pulled out, and they asked me to replace them. I thought it would be fun because of new experiences and putting myself out there.
Abby: I thought it would be a fun way to get to know people that I might not know and have a fun activity out of it. Would you go on another date?
Hakan: Yes.
Abby: Only if there’s Butterbird.
Max: No. We both don’t really think it was a perfect match to keep going, but it was a good time.
Eliza: I think no for now because I’m pretty busy and stuff, but it was definitely a good experience, and I don’t regret going.
The season may be long over at the Upper School (US), but that doesn’t mean Varsity Football is taking any days off. From attending team lifts on weekday mornings to scouting possible future opponents in the Super Bowl, football is a year-round sport for these athletes. For insights on this year’s faceoff between the Kansas City Chiefs and the Philadelphia Eagles at the Super Bowl, The Vanguard brought together the US’s own pros: Offensive Lineman Timmy Church, Linebacker Ellery Olson (both ’26), and Cornerback and Running Back Owen DeSalvo ’28.
Who did you want to win? Who did you expect to win?
Owen: I definitely wanted the Eagles to win, but I’m not going to lie, I expected the Chiefs to win, but obviously they didn’t.
Timmy: I wanted the Eagles to win just because the Chiefs have been getting away with so many calls, and I was getting tired of it, so I thought the Eagles would be the perfect team to end this kind of streak.
Ellery: Couldn’t let Mahomes have a three-peat, so I went with the Eagles, making sure he’s not as good as Brady.
What do you think of the Eagles’ tush push?*
Owen: I’m not opposed to the tush push—it’s pretty dominant. People are saying it should be banned, and I don’t really think it should be banned because if other teams can also do it, it’s their choice not to do it and their fault. I think we should add that to our playbook for sure.
Timmy From an offensive lineman perspective, you have to understand how much that hurts because you’re essentially getting on all fours and just ramming yourself into another person. It’s just head-first, full contact. I’ve seen three or four interviews where the center calls that play “pain.” It’s a very successful play, but it’s built off of how much it hurts for the offensive line.
Ellery: I’m with Owen here. I wouldn’t get rid of the tush push. For us to install it might be a little difficult, but if we can get it done—obviously not at the professional level because it’s high school football—but if we could do something like it, I think it could work.
*Defining terms: Originating in the 2017-2018 season, “tush push” is a play where the quarterback lines up directly behind the center, and a running back and tight end push him forward as the offensive line (O-line) surges into the defensive line. Originally coined ‘the Brotherly Shove,’ the play is typically called when short yardage is needed and was first done by the Eagles.
What stood out to you during the game from the NFL players who play your position?
Owen: I think I have the same play style as Cooper DeJean, so watching him get a pick-six was pretty cool.
Timmy: For the offensive line, the Eagles did a fantastic job in the pass game. They struggled in the run game because Saquon Barkley only got under sixty yards, but the Chiefs’ offensive line didn’t know who they were supposed to block most of the time.
Ellery: Halfway through the second quarter, we had a linebacker with an interception: Tristin McCollum. He dropped back into perfect coverage. It was a bad throw from Patrick Mahomes, but it was still pretty impressive.
Do you think Jalen Hurts deserved to win Super Bowl MVP?
Owen: I think Jalen Hurts is a really good quarterback. I think any quarterback that’s on a really good team is going to get those types of stereotypes where people say he’s only a system quarterback—where he only plays well because he has good players around him—but I think overall Jalen Hurts would be a good quarterback on any team, and his stats back that up, especially in the Super Bowl.
Timmy: I think he’s a good quarterback on his own, but I think the O-line is definitely helping his case. I saw that they were the heaviest O-line on average in Superbowl history—they’re strong enough that they can hold people back for enough time for any skill player to get open.
Walsh ’26
Do you think you could play your position against the best on the Chiefs and Eagles?
Owen: Hundred percent chance I’m not getting a 10-yard run in an NFL game, but I think that would be pretty fun to try. I think I’d get killed, but I think I could definitely bust a three or four-yard gain, but that’s probably max.
Timmy: Chris Jones is a top-five defensive tackle. I’m getting cooked by Chris Jones.
Ellery: A.J. Brown is one of the fastest receivers in the league. Hell no. He’s also huge.
How does this Super Bowl loss affect Patrick Mahomes’ legacy?
Owen: I think the potential of Patrick Mahomes rivaling Tom Brady was definitely a possibility before this game, but I think his performance and the way he played in the Super Bowl definitely broke down the case, so I would say no, I don’t think Patrick Mahomes is anywhere near Tom Brady in that aspect.
Ellery: Yeah, absolutely not. Tom Brady is definitely a much better quarterback. Patrick Mahomes has to win a lot more Super Bowls, be a better passer.
Timmy: Any time that someone brings up Patrick Mahomes’ legacy versus Tom Brady again, this game is going to be brought up and it’s going to ruin his argument. It’s going to be the one thing that is going to weigh his career down.
What did you think of the halftime show?
Owen: I actually kind of enjoyed it. I’m not a Kendrick hater—I actually enjoy his music. I do think, however, it was more meant for the TV viewers and perspective. Watching it live would have been terrible because of the way it was set up. Overall, I think the music was good. I liked it.
Timmy: For me, I listen to a lot of Kendrick Lamar, but the song choice could have been better. I mean his own cousin, Baby Keem, they have a bunch of popular songs together that could have been used that would have been a great vibe for a halftime show. “Family Ties” is that good of a song to hype people up. So, I think the song choice was kind of subpar, considering the type of music Kendrick makes.
Ellery: I didn’t really enjoy it. I don’t really listen to Kendrick.
Ellery: I think he’s great at passing, has great ball placement, and he can definitely hit up his receivers, and they can definitely catch. It’s overall a good team, and Jalen Hurts is definitely a good quarterback.
What are your thoughts on Taylor Swift and her media attention at NFL games?
I really dislike the attention Taylor Swift gets on TV. I think Taylor Swift will make an album for Travis Kelce at some point, but as of now, I just really despise Taylor Swift and Travis Kelce and how they get portrayed on social media and on television.
television.
I mean, for me, I do not care. Every time I see an Instagram post like, “Oh Travis Kelce, Taylor Swift,” I scroll past it. I ignore it. I couldn’t care less.
Timmy: Ellery:
I stay focused on football, and I don’t really care if there’s a singer there. Just keep the focus on football, and it doesn’t have much to do with it, so why would you show it on national television?
it on national television?
—Matthew
Photo Courtesy of Matthew Walsh
show
Opinions
A reflection on reflection Our next movie night
One of my best memories from high school is watching “Dirty Dancing” with all my friends on the Friday afternoon before spring break. Between sushi and cupcakes, the 14 of us were transported to 1960s Catskills and taken on Baby and Johnny’s crazy adventure of love, courage, and, of course, dance. We discussed the complex depiction of reproductive rights through Penny’s experience and couldn’t stop laughing at Patrick Swayze’s over-gelled hair. It was so fun to experience that movie together and be able to take something away from it that was important, profound, and, most importantly, enjoyable. That’s what really inspired “Spoiler Alert!”: The community we find through the media we consume.
I loved that we all read “The Great Gatsby” in sophomore year and talked about the crazy antics of Gatsby, Tom, and Daisy together. My best friend, Eliza Cohen ’25, showed me “She’s the Man” and “Mean Girls” on her old DVD player, and now we quote iconic Regina George lines to each other constantly. My Creative Writing Club co-president set aside an entire portion of a presentation on LGBTQ+ figures in modern writing for me to talk about how much I love “Red, White & Royal Blue”—both the movie and the book.
Nowadays, whenever I suggest watching a movie at a sleepover, we always rule out going to the theater, much preferring talking loudly to the fresh popcorn and sour Skittles at Apple Cinemas. “Bridgerton,” “Percy Jackson,” and “Hamilton” have built friendships that I will remember long after Lady Whistledown has put down her pen. As I look back on my reviews of books, movies, and TV shows this year, I think of how media can bring people together.
Movies and TV shows also drive global trends and pop culture, connecting millions, if not billions, of people. Whether in the summer of 2023 with “Barbenheimer,” this year with the iconic Elphaba riff from “Wicked,” or even the newest, biggest SNL sketch, “Domingo,” media trends connect people on a global scale through similar interests. Media is not only a powerful tool for telling stories but also the number one community builder, in my opinion. My one (okay, fine, 15) views of Kendrick Lamar’s Super Bowl performance contributed to the 133.5 million views worldwide. And “Alvin and the Chipmunks,” a TV series mentioned once off-handedly during Monday long block, finds its way back into my calculus class conversations every couple of weeks. These inspiring characters and stories create meaningful and memorable moments every day.
But now, when I look back on all my favorite books and movies, I will also think of all of you. I’m so happy to hear when you all read my columns and agree (or disagree) with me. I love that I’ve been able to foster fun conversations and debates about all the stories and characters that we love. Thank you so much for reading, and thank you for discussing the newest season of “Ted Lasso” with each other or how it really took Odysseus 20 years to return home. I hope to continue having these conversations with friends, teachers, and family beyond high school. And I hope everyone here can continue to connect with others through a shared love of all these wonderful books, movies, and TV shows.
When I began writing this column, I saw it as a fun way of sharing unserious stories with the school community. The lessons embedded in these stories seemed similarly casual—a way of giving more depth to these stories. Yet, as I wrote each column, I started to fully understand the importance of even the smallest reflection. Every month, I had an opportunity to look back on a moment that seemed rather insignificant at the time. I never realized the lessons these events taught me, but reflecting has helped me see the value in small moments.
Now, I’m leaving high school as a different person than who I was when I entered. I haven’t experienced a massive, life-changing event, so pinpointing what exactly has caused me to change these last few years would be nearly impossible. But a few main lessons stand out:
I’ve learned to treasure each moment by staying as much in the present as possible. This fall, with college applications looming, I chose not to let my worries about the future dictate my present, instead making a concerted effort to spend as much time with my friends and family as possible. I understood that my time living at home was limited, and I decided to make the most of it.
I have also noticed the small joys and wins. Recently, while watching the Super Bowl, surrounded by my friends, I took a moment to appreciate how lucky I am to have so many wonderful people in my life.
Most of all, I’ve learned not to take the people I experience these small moments with for granted. On my 18th birthday, as a celebration of 18 years as best friends, my sister and I got matching tattoos. This small act memorialized our importance to one another, leaving us with a permanent reminder to constantly invest in our relationship.
Over the last year, I’ve learned to treat every experience with intentionality. As I approach each day, I now know that growth tends not to be immediate or obvious. Instead, it builds slowly through each relationship, conversation, and challenge. Writing this column has given me a unique opportunity to reflect on those moments. When brainstorming ideas for the next issue, I often landed on a story I might have forgotten otherwise. Each month, I uncovered new insights about myself and how I want to live my life. Although I will (hopefully) never have to dispose of another mouse and the next time I climb a mountain, I plan to reach the summit, these moments still taught me how to best approach future, seemingly-unrelated situations.
Moving forward, I won’t wait around for some cataclysmic event to change how I act because, in the long run, each choice I make affects how I move forward. I understand now that the person I am becoming is shaped not by any big moment but instead by the small ones in between.
I encourage you, my readers, to do the same. Although I won’t have a designated reason to reflect on my life anymore, I hope to continue looking back on each day and considering what I can take away. I feel proud of the growth I’ve achieved already, and I’m excited for the lessons I have yet to learn.
Aparajita Srivastava Spoiler Alert!
Martha Balson Moments with MARTHA
Girls varsity Hockey
With a final 15-7-2 record, Girls’ Varsity Hockey (GVH) had a victorious yet challenging season, Co-Captain Hannah Weyerhaeuser ’25 said. Their season reflected GVH’s ability to bounce back from setbacks and emphasized the importance of mental strength, she said.
“Any game is a winnable game, and in the end, you just have to believe in yourself and your teammates.”
The team started strong but hit a rough patch midseason, losing games they felt they could have won, Hannah said. However, they proved their dedication in their game on Feb. 15 against Cushing Academy, where GVH came back in overtime.
“The support and positivity from the team made a huge difference.”
Having six captains created a unique dynamic, she said.
“It was challenging at times, but in the end, it was helpful to have multiple perspectives,” Hannah said.
For Carter Williams ’25, GVH’s resilience and spirit defined this season. She said she enjoyed bonding with her team off the ice.
“My personal favorite moment was our bus ride to Canada. We made bingo sheets on predictions about what would happen on the trip and did karaoke, which brought our team closer together.”
From hard-fought games to fun moments with friends, the winter season was about “just enjoying the sport itself, because, in the end, hockey is about the team, memories, and love for the game,” Carter said.
—Rima Demir
’28
Varsity Fencing
In both the classroom and on the fencing pistes, Varsity Fencing (VF) athletes were asked to keep their minds alert. Coming off an undefeated season last winter, VF hoped to win their second state title in a row. During the championship match on Sunday, Feb. 23 at Cambridge Rindge and Latin, the Boys’ team placed third, and the Girls’ team placed fifth.
The departure of former Upper School Math Teacher Grace Wang posed difficulties for the team this season, VF Co-Captain Troy Song ’26 said.
“In previous years, having someone to schedule events, follow up with parents, and just filling the role of a chaperone was extremely helpful and hard to give up,” he said. “The simplest course of action was for us as captains to take on more responsibilities and fill some of these roles ourselves.”
Along with Troy, Co-Captains Susanna Barouch and Alex Chterental (both ’25) wrote weekly emails and worked with Director of Athletic Jaye Locke to gather team funding for team dinners and other team bonding activities. Eventually, these tasks became a core part of the captains’ duties.
Even without Ms. Wang, VF persevered, maintaining their undefeated record for the second season in a row, Troy said. However, their bouts were not all easily won. In a notably challenging match against St. Paul’s, VF used teamwork to come out on top, VF member Oliver Straight Nissen ’25 said.
“I think that this match is a great example of the team’s camaraderie, and it demonstrates that each teammate has the other’s back,” he said. “Despite being an individual sport, the only way you will find success in high school fencing is as a team.”
Even without Ms. Wang, VF persevered, maintaining great that as
The team finished with a final record of 17-1.
—Cata Longstreet-Lipson ’28
Boys Varsity Squash
Boys’ Varsity Squash, under the leadership of Coach Matthew Sidaway and CoCaptains Will Benjamin and Quentin Higgins (both ’25), demonstrated unwavering dedication throughout the season despite finishing with a record of 5-12, Will said.
The team tried to focus on not worrying about losses but using them as motivation and a way to grow instead, Will said. One of the challenges was the loss of varsity players from last year.
“We lost seven seniors for the Boys’ team, so it’s been kind of a struggle to say the least,” Will said. “But I think throughout the season, everyone has understood that they need to try their best, no matter if they are going to win or lose.”
Davis McCullough ’28, a new freshman on the team, said they focused on developing essential skills for new players while fostering teamwork.
“I think the team is really fun,” he said.
One of the biggest challenges was managing demanding 7-9 p.m. practices on most school nights, Davis said. Balancing late practices with academic and personal responsibilities required discipline and time management from each player, he said.
“In our games, we are facing pretty hard opponents a lot of the time, so it’s good to be practicing against people that are a challenge.”
—Julia
Agudelo ’28
Girls Varsity basketball
In a face off against Phillips Exeter Academy, a top New England Preparatory School Athletic Council (NEPSAC) team, Girls’ Varsity Basketball (GVBB) left a season’s worth of effort on the court, Co-Captain Madeline Egan ’25 said.
In the game on Jan. 11, Madeline scored a career high of 46 points, which contributed to the final score of 71-56. The win was certainly a memorable moment, Madeline said.
“I scored the most points I ever have. I’ve played basketball all of my life, so this was an unforgettable game for me.”
The annual Deerfield tournament, in which GVBB won all three of their games, was the highlight of the season, Madeline and Co-Captain Abby Gametchu-Walker ’26 agreed. The overnight tournament brought the team closer together, Madeline said.
“It’s awesome to be able to spend a night together and bond with the team off of the court.”
As captains, Madeline and Abby aimed to foster a strong team culture. Madeline tried her best this season to keep spirits high, she said.
“This season is so long, which can be mentally draining,” she said. “I try to make sure everyone on the team stays happy and healthy. I make sure that all players, especially the younger ones, are having fun and are improving.”
Abby’s favorite part of the season has been fostering community, she said.
“I try to create a welcoming environment and a fun one, especially for the underclassmen on the team.”
Reflecting on the season, Abby said that the team had their share of highs and lows.
“We have had some tough losses and some great wins.”
After bonding on and off the court, GVBB ended their season with a 7-12 record.
—Marwa Benyounes ’28
Staff Photo by Ryan Figlioli
Photo Courtesy of Christian Hernandez
Photo Courtesy of Krishna Patel
Staff
Photo by Caroline Dudzinski , , ,
Varsity Wrestling
Led by Captain Max Crafter ’25, Varsity Wrestling finished the season with a record above .500, reflecting more wins than losses. Max said he saw significant growth this season, both individually among team members and in the team’s overall performance.
“Watching the new people get a lot better felt very rewarding as captain,” Max said. “Just watching people love the sport and watching them really put their all into it.”
Some teammates even put in offseason work to prepare for the season, which was not an expectation of the program.
The team had a strong performance at the Graves Kelsey Tournament, the Independent School League’s championship event, with all their wrestlers excelling, he said.
“We had eight places, which just shows how well everyone did, how much everyone put into it.”
Winning his weight class in the tournament was a personal achievement for Max.
“I remember doing it as a freshman and not placing at all. As a senior, I did a lot better, and I was very proud of that.”
Matthias Paulson ’26, a wrestler on the team, said he was pleased with the season overall.
“More than 50% of the people on the team have gotten a top-six finish this year, a really big improvement from last year.”
Winning the Most Improved Team award at the Graves Kelsey Tournament for the second year in a row indicated Wrestling’s continued progress, Matthias said. However, the team also struggled this year with illnesses and injuries.
“A lot of people on the team missed out on a tournament or weren’t able to do as well as they wanted to due to illness or injury, so that was a bit of a challenge.”
Despite these setbacks, the team’s improvement was undeniable, Matthias said.
—Deven Swani ’28
Boys Varsity Hockey
This year, Boys’ Varsity Hockey (BVH) ended their season with a record of 5-22-1. BVH stayed motivated and supportive of one another despite facing challenges throughout their games, Co-Captain Noah Rosado ’25 said.
Noah saw the team improve from last year both in wins and the strong family foundation they built throughout the season. As a two- year captain, he said leading the team was one of his greatest achievements.
A season highlight was the team’s victory over Phillips Exeter Academy, he said.
“This win started the season off strong and showed the team’s ability to rise to big occasions.”
The team was also focused on growing their dynamic this winter, Noah said.
“This season was … also about how we played together as a team. Every guy stepped up when they needed to.”
Next year, Noah hopes BVH builds on the progress they made this season. “They should keep the good from this year and continue strengthening the foundation.” James Ferreira ’26 said the team’s support for each other and togetherness contributed to individual and collective improvement.
“We made sure to play for each other and not only for ourselves.”
Girls Varsity Squash
, , ,
—Rima Demir ’28
With a final record of 3-15, Girls’ Varsity Squash showcased both growth and determination, according to Co-Captain Katharine Kaplan ’25, who led the team alongside Coach Kat Leiva and CoCaptain Krishna Patel ’25.
One of the team’s standout moments was a hard-fought 4-3 victory over Concord Academy, a testament to the team’s competitive spirit and resilience, Katharine said.
Boys Varsity Basketball
By the end of the season, Boys’ Varsity Basketball (BVBB) showed improvement in areas that don’t necessarily appear on the scoreboard: confidence, team bonding, and chemistry, according to player Aiden Holness ’27.
BVBB focused upon improving their strength as a group this season, Aiden said.
“We’ve been working to figure out who we are as a team and how to utilize players to their best abilities.”
The team’s improvement has been evident, Co-Captain Nikhil Babbar ’25 said.
“It’s been rewarding seeing the growth of the team over the course of the season because we have continuously been getting better and working hard, just constantly pushing myself and the team to be at our best every practice day in and day out.”
This season, Nikhil focused on uniting the team, he said.
“I try to bring the team together and make sure we are all on the same page by huddling up the guys and emphasizing communication so that we can play our best.”
One of the challenges the team faced was adhering to the rigorous practice schedule from 7-9 p.m.
“I think one thing that was a little challenging, especially at the beginning of the season, was the fact that we don’t have courts at school,” Katharine said. “We practice at Tufts University… I think it was better by the end of the season, but I think it was definitely a challenge because it made it hard to make the team feel more serious and solidify that team environment.”
BVBB finished the season with a 4-18 record, which included multiple standout performances, such as their victory against the Brooks School. The team’s readiness served them well on the court, Nikhil said.
Bonding with the team was another highlight of the season, she said. Coach Kat helped build their team dynamic.
“We played extremely well to start and completely shut down their offense. Our offense and defensive preparation really came together, and it was super satisfying to see.”
“She definitely tried to create a team atmosphere with us, and she was pretty focused on team bonding.”
Tillie Fischoeder ’25 said she appreciated Coach Kat’s former experience.
“It’s nice to have a girls’ coach who played squash in college.”
The team exhibited remarkable skill and determination throughout the season, securing key victories while overcoming some challenges, Tillie said.
Tillie recalled a thrilling match against Tabor Academy, an opponent the school has historically struggled against. In that match, she was the only player from both Boys’ Varsity and Girls’ Varsity to clinch a win, a personal triumph in an already memorable season, she said.
Tufts focused on team bonding.” throughout while a ’28
Team member Idy Fall’s ’27 proudest moment this season was watching his teammates grow in confidence throughout their final games, he said.
“Seeing that as a teammate just makes me happy.”
Their wins came with hard work, Idy said.
“Nobody expected us to win, but we came in, and we took care of business.”
— Julia Agudelo ’28
Staff Photo by Quentin Higgins
Staff Photo by Shirley Zhu
Staff Photo by Ryan Figlioli
Opinions
‘Keenly Attuned’ says adios
Thank you, everyone, for listening. (Or is it reading?)
Over the past year, my dedicated fans—shoutout Ms. Hudson and Mr. Vazquez, a select few of my friends, and, of course, my parents—have supported my music review column. It turns out “Keenly Attuned” was a name my mother thought of during (I think?) my sophomore fall. I’ve always loved music, and I thought writing a column about it would give me a chance to relax and reflect on something that genuinely interested me.
I’d prefer to leave this column unstructured. Here are my thoughts as they present themselves to me during B free— the only time I’ll have today before I send this column out into The Vanguard’s editing ether.
Writing this column has been a pleasure. Although I’ve written every column in one sitting (usually the night before its due—sorry, Chloe), I think I’ve learned a lot more about music (and myself!) by giving myself a chance to sit down and reflect on something I do every day without fail: listen to music.
But on the other hand, I’ve realized that I don’t like music reviews. After spending almost an entire year reviewing albums as a person who doesn’t create music, I’ve discovered that critiquing music makes me feel pretentious and annoying more than anything else. I also think opinions about music are entirely subjective— something I don’t think I acknowledged enough in my first couple of reviews. I love music, but I don’t like it when people force opinions on me. I hope I haven’t done that to any of my readers (those precious few who make it this far through a copy of The Vanguard).
I’ve spent a lot of time reviewing music that I’m not the largest fan of in an effort to appeal to a larger audience. I want to lash out at this, but I honestly think it was a good step forward in developing my ability to appreciate different types of music.
I wrote my first column two years ago about Kid Cudi’s “Entergalactic.” It was an interesting experience but also a response to the fact that I was concussed for the Kid Cudi concert that I was supposed to go to at the start of sophomore year. That wasn’t fun.
I really liked “Short n’ Sweet.” I wasn’t a huge fan of “Only God was Above Us.” Through writing this column, I’ve discovered that my favorite music isn’t my favorite music to review. I’ve actually found that I sometimes stay away from reviewing the music I listen to on a daily basis because I just want to enjoy the tunes.
In fact, I think I’m done being a music critic. This column has given me many things, but a true deeper enjoyment of the musical art wasn’t one of them. As my artistic mentor, Upper School Photo Teacher Andrew Warren, often says: “Writing about music is like dancing about architecture.” I believe music is best processed without the exchange of words—most of the time, for me, it’s processed between friends in a car with a new album playing on full volume.
And if that isn’t possible for you, make time to listen to an album. Don’t say anything—just absorb. In the future, that’s how I plan to take in music: as a person in the backseat of a boat on a wonderful journey, a journey I have no hand in shaping.
Epilogue
Writing my last column, I am filled with the same bittersweet feeling that strikes me when approaching the last few pages of a novel: an eagerness to conclude the story and begin another but also melancholy, knowing that I will never meet those characters in the same way. This column has truly shifted my identity as a reader by pushing me to interpret literature through both my personal and my generation’s experiences.
From Victorian rural England in Thomas Hardy’s “Far from the Madding Crowd” to the war-ridden Mediterranean islands in Joseph Heller’s “Catch-22,” it was challenging to relate such far-removed worlds to my own, yet equally fulfilling once I reached those “eureka” moments with a working idea. For me, the beauty of being a reader is making unexpected connections—like seeing traces of Han Kang’s “The Vegetarian” in Julio Cortazar’s “Axolotl”—and appreciating how literature transcends time and space.
In the spirit of Newspeak in George Orwell’s “1984,” if I had to summarize what reading means to me, I would describe it as my connector: to people, culture, physical spaces, family, other novels, and those inexpressible human experiences that only literature can voice. Since my childhood in Istanbul, I have been my friends’ go-to for book loans and recommendations—my “Harry Potter” editions served the imagination of many third graders awaiting their Hogwarts letters. As I grew older, one of my most cherished memories became visiting the Museum of Innocence, built after Orhan Pamuk’s novel, with my mom. Other times, she and I took the Bosphorus ferry to forage the second-hand bookstores lining Kadikoy’s hidden street passages.
Literature connected me to the world around me, and, in turn, that world inspired my reading. Even on my everyday commute to school, I drove by Ottoman mosques next to ragged, pastel-colored apartments or Roman aqueducts beside chaotic Turkish bazaars. This urban mosaic acted as a catalyst for my literary imagination, spanning from the multiverse of “Lord of the Rings” to the city of Cittàgazze in Philip Pullman’s “The Subtle Knife.” I felt like my surroundings were an extension of these fictional worlds. With its rich history and culture, the city filled me with the same thrill as the mythical creatures or magical realities in my favorite fantasy novels. So this is how my journey as a reader culminated: an inherent fusion of my physical and fantastical worlds.
Reading was also my vehicle for inciting new relationships. During my freshman year of high school, I ventured into various clubs and projects with a juvenile ambition to discover my “purpose” in life—little did I know it was not in the Space Settlement Design Club. The extracurricular spaces that did stick with me were led by the same group of upperclassmen, whom I deeply admired. One of them, named Demir, mentioned that he was searching for a copy of Haruki Murakami’s “Kafka on the Shore”—the story of 15-year-old Kafka Tamura running away from his Oedipal curse and an idiosyncratic elderly man named Nakata who communicates with cats. I immediately sprung to the occasion and told him I could lend him my copy. As ideal as it seems now, I faced a slight setback: I did not own such a copy, nor had I ever heard of the author. I scrambled to the bookstore after school, bought the novel, and promptly presented it to Demir the next day. After reading “Kafka on the Shore” and others, Murakami is one of my favorite authors to this day.
Currently reading Murakami’s “Norwegian Wood” and reminiscing on my amusing introduction to his works, I’ve also realized the courage literature subconsciously gave me. “Norwegian Wood,” with its delicate and realistic voice, starkly contrasts all of Murakami’s other novels like “Kafka on the Shore,” which is filled with absurd elements and magical realism. Witnessing Murakami subvert his narrative technique, even in such a late stage of his career, shows me how literature allows people to extend past the bounds of their authorial styles.
Writers like Murakami and their stories empower me to challenge my identity as a reader, writer, and whatever else defines my role in the world. I know that I have the agency to assign and design the interplay of my identities. This freedom, and the malleable and complex nature of humans that literature celebrates, renders my future less daunting, especially as I approach the last few pages of my novel at the Upper School.
Keenan Billings
Keenly Attuned
Diba Demir Words with Wings
Chamber music concerts, artist talks aim to give back Art students present work at combined showcase
FROM PAGE 1
Dr. Cless was excited to see Ms. Kashkashian in attendance and to speak with her after the event, he said.
“Having her take in the whole concert and then tell me how impressed she was with the level of our students and the rich array of pieces was really fulfilling on a personal and professional level.”
Dr. Cless said he was proud of his students’ dedication in preparation for the night.
“I was really impressed and blown away by the students’ efforts,” he said. “Chamber music is really about details and nuances.”
In addition to performances from US Chamber Music groups, artwork from classes across the US Arts Department—2D art, ceramics, film, architecture, and more—were on display.
“The whole evening was really warm and just a lot of beautiful artwork being displayed, being discussed, being created in the moment.”
Gabe Cooper On campus editor
Nowhere else in the Upper School’s (US) English curriculum is a text packed with comparable moments of adventure and fantastical depictions of mythical creatures than “The Odyssey.” At the American Repertory Theater in Harvard Square, I got to view “The Odyssey” onstage on Feb. 28 through the US Petropoulos Art Scholars Program, coordinated by US Chorale and Music Teacher Joel Sindelar and US English Teacher Sam Crihfield.
A more feminist twist on Homer’s traditional epic, playwright and actress Kate Hamill’s three-hour adaptation focuses on the experiences of Odysseus’ wife Penelope and son Telemachus as they grapple with Odysseus’ 20-year absence during the Trojan War. Sailing through the Aegean Sea to reunite with their families in Ithaca, Odysseus and his crew become sidetracked after angering cyclops Polyphemus and being tricked by enchantress Circe and the infamous Sirens. Back at home, suitors court Penelope, to the dismay of a protective Telemachus. Deviating from the traditional plot, the lead suitor, Amphinomus, ends up forming an intimate relationship with Penelope, who cheats on her husband.
Hamill’s rendition of “The Odyssey” opens with Odysseus washing the blood off his hands from the costly victory at Troy. Although the Greek forces defeated the city through Odysseus’ ingenious Trojan Horse, Odysseus feels lasting
The night began with an art gallery viewing at 6 p.m., where family and friends walked around the US Lower Gallery and saw the students’ work as Art Teacher and Gallery Director Miyoung Lee greeted attendees. Student speakers presented on behalf of dozens of featured pieces. Yuiko Hotta’s ’27 twostory architecture model was on display.
“It was great visually seeing all of the different art BB&N offers in one room and getting to know the people that share an interest in art, although in different forms,” Yuiko said.
As many of the displayed pieces were started in the fall, the night marked the culmination of months of effort from US artists.
As community members and their families toured the exhibit, chamber music students played in the background, intertwining the two art forms well, Ms. Lee noted.
“It really created a nice atmosphere and ambiance for the event. I really like how we
regret for the devastation he wreaked. Three women, including Hamill, follow Odysseus throughout the play as figments of his imagination, emphasizing that Odysseus cannot move past the death and damage he inflicted upon others. I appreciated that “The Odyssey” moves beyond the traditional epic’s focus on Odysseus’ adventures and, instead, examines how Odysseus heals after ruthlessly murdering innocent families.
The play deftly balances heavy moments of reflection and grief with lighthearted ones, especially in the first of the three acts. In the suitors’ introduction, they hilariously stroll onto the stage wearing oversized fur coats and sunglasses while dancing to hip-hop music, contrasting with the rest of the cast’s austere costumes. Characters also make an over-the-top effort to swear, generating laughs the first few times, but after a while, Hamill’s effort to connect with the modern audience feels gratuitous.
My favorite part of “The Odyssey” was easily the first-act scene in Polyphemus’ cyclops lair. The three female narrators wear sheep hats, only speak in “baas,” and, as Polyphemus’ prize possession, they comically dance for him. After Odysseus convinces Polyphemus to drink his wine, the intoxicated cyclops admits his faults in front of the audience, confessing, “They say I’m a stupid runt, but everything’s all right!”
Played by Hamill, Circe tricks Odysseus into cheating on his wife with her at the beginning of act two. The sorceress demands the truth from Odysseus regarding
truly integrated music with visual arts.”
Following the visual arts reception, the Chamber Music Concert began in the Chorale Room at 7 p.m. In total, the recital consisted of eight performances featuring 25 student musicians who had rehearsed for the night since September.
Keeping with the theme of combining visual and performing arts, the concert stage was decorated with student art pieces. The recital opened with “Eight Pieces” by Max Bruch. Students then performed
Troy and claims that “men will blame whatever gods they wish” for their misfortune to evade responsibility for their personal mistakes. In Ithaca, Penelope subtly reveals Odysseus’ flaw of infidelity even while married to her, marring the epic’s traditional portrayal of Odysseus as a valiant, faithful character. While weaving a burial shroud for her husband, Penelope knowingly cheats with Amphinomus as Odysseus watches, horrified, through a magic portal. Circe emphasizes that Penelope could not “absorb Odysseus’ sins on top of her own” because she had her own temptations, justifying Penelope’s unfaithfulness.
By the second intermission, I realized that the production got its name not just from Homer’s epic but its three-hour runtime. The final act decries the fantasy of Odysseus as a heroic character by highlighting his flaws and his rejection of the destruction he unleashed upon Troy. When Odysseus approaches the sirens, he instructs his men to take out the wax they placed in their ears. Wearing grotesque doll-like dresses, the sirens dance with the sailors underneath piercing strobe lights before luring them to their deaths.
While the suitors back in Ithaca demand Penelope marry one of them, Odysseus washes up on an island and meets Nausicaa, princess of Scheria. Nausicaa sees the good in Odysseus but demands to know his name and life story. Once Odysseus explains how he became the “king of deception,” Nausicaa instructs him to return to Ithaca because he cannot pretend that
a variety of pieces such as “Oblivion” by Astor Piazzolla, “Suite en Trio” by Mel Bonis, and “Arrival of the Queen of Sheba” by G.F. Handel. The group closed with a performance of “Piano Trio in C Major” by Mozart. Chamber Music flutist Hailey Zhao ’28 enjoyed contributing to her ensemble, she said.
“I enjoy playing with different instruments and seeing how our melodies contrast and fit together, and I think it’s just a fun experience overall.”
The event concluded with a post-concert dessert.
By the end of the night, the Arts Department had collected an estimated 40 pounds of food, which roughly equates to 80 meals for people suffering from food insecurity in the greater Boston area. They also raised $140 in monetary donations.
Dr. Cless and Ms. Lee said they hope to make the concert an annual tradition and want to partner with Music for Food again during the upcoming Spring Arts Showcases.
the past did not happen.
Penelope unveils her finished shroud and is about to choose her next husband when Odysseus arrives and begins fighting the suitors with Telemachus, who is overjoyed to meet his father. Odysseus and Telemachus kill the suitors, except Amphinomus, whom they leave alive to Penelope’s pleading. However, unlike in Homer’s epic, Odysseus and Penelope do not embrace.
In the final scene, Penelope recognizes that her husband is a flawed character. Voices echoing from Odysseus’ three internal voices repeat that “if we cannot go back, maybe we can go forward … What’s done cannot be undone.” The play ends on a cliffhanger consistent with Hamill’s message: Penelope— and the audience—is unsure if she will accept her husband again. Even during bows, the actors did not smile.
Hamill’s “The Odyssey” is not intended to have a satisfying ending. Instead, it forces the audience to wrestle with her more serious interpretation of the classic epic.
Photo Courtesy of Gabe Cooper Petropoulos art scholars attend Hamill’s “The Odyssey” on Feb. 28 at the American Repertory Theater.
Photo Courtesy of David Xiong US students perform at the Chamber Music Concert on Jan. 28.
The Back Page
Seniors are ready to spring!
The end of mayhem
It’s strange to think that this will be the last column I write for The Vanguard . Honestly, it makes me a bit sad—there are a lot of stories that I would’ve liked to share. I never got the chance to write about my other stuffed animals or the “Miley’s Dad” T-shirt or the giant “MILEY” written in Pokémon cards taped on the living room wall.
Admittedly, I have no idea where this column is going. I knew that I wanted my final article to be about why I write about the stories that I do. But a lot of what I was saying felt cliché and contrived, so I scrapped 500 words because I want to give my last column the honesty it deserves.
I’ll start with what I know. I’d like to believe that the stories I’ve told in my articles are somewhat unique— I’m pretty sure that diaper-wearing stuffed cats are not a staple of every home. I also hope that my readers get something out of my columns: a smile, a laugh, or even some food for thought, if I’m lucky.
Personally, I believe that any good story contains three things: entertainment to hook a reader, a purpose to drive the writer, and the one I have the most trouble with, vulnerability. Vulnerability is hard because it means offering a fundamental part of yourself up to a wider audience to judge. I don’t like being vulnerable because it leaves me feeling like I’m trying to play a piano without hands.
NotaBle QuotAbleS
Delaney Jones to Ryan Clay (both ’26) after a 0-7 Boys’ Varsity Hockey loss: “At least it wasn’t eight!”
US Dean of Teaching and Learning Michael Chapman on dodgeball: “It’s not about how good you can cower and hide. It’s all about destruction!”
“Ella, your brain is like a laundry machine. It’s always going around in circles.” —US Spanish Teacher Rosario Sánchez
Gómez to Ella Botein ’26
After writing and rewriting and rewriting again, I’ve come to a conclusion. I write stories with big, bold, crazy things happening in them so that I can hide the vulnerable message inside. At the end of the day, my columns would work without diaper-wearing cats and rumors about North Korean spies and poop jokes and unfortunate wall coloring. My columns would not work without vulnerability because, stripped to their core, my stories are about fear.
Here is the honesty I promised: I’m afraid of growing up and my dreams falling flat and losing control and my family splitting apart. I am afraid of centipedes and the dark and the Duolingo owl and 101 more things that I can’t even articulate. I’m afraid of writing this article.
There are a lot more stories that I would’ve liked to share with you. Stories about loneliness and forgetting and my safety in the future. Stories that I might’ve had the guts to tell without the shiny tint of stuffed animals, silly anecdotes, and adolescent humor. Maybe those stories will come to light someday. But, right now, I don’t have the time, so I will leave you with this.
I am facing my fears in the hopes that, maybe, I can inspire others to do the same. Vulnerability is a terrifying thing, but it is also a powerful tool to connect with others. Showing our vulnerability—our fear—shows others our humanity. We live in a polarized world, one where we are quick to make people “the other” or “the enemy.” But nobody is a monster—we’re all just afraid. So, maybe if we can all find it in ourselves to open up a little more, we can make it through the mayhem.
Miley Chen
Miley’s Mayhem
Photos Courtesy of Kate Rice, Krishna Patel, Lea Freiin Von Hilgers, Aparajita Srivastava, and BB&N Instagram
