Castilleja Counterpoint: Volume 1, Issue 2

‘Double down on what we do well’: New interim head aims for stability after tumultuous year at Castilleja Eells talks little of construction impact

By Ruby Dowling

‘24

In a wide-ranging interview with Counterpoint last month, Julia Eells said she plans to strengthen existing programs and bolster community relations at Castilleja while the school continues its search for a long-term head of school.

The Board of Trustees announced that Eells would take on the interim head role in mid-December following the abrupt departure of longstanding former head Nanci Kauffman three months prior.

Eells said she retired in 2022 after a 40-year career working in independent schools. She previously was head

40-year career working in independent schools. She previously was head of school at Lincoln School, an all-girls Quaker institution in Providence, RI, and, most recently, head at University High School in San Francisco before retiring.

She said that when initially approached about the interim head role at Castilleja, her response was “categorically no.”

But then, she said, she changed her mind.

“I reflected on two things,” Eells said. “One, in this interim space, Castilleja deserved to have an experienced leader because that’s the leadership Castilleja always attracts. And, looking at the transitional issues, I felt I could be of help.”

The new interim head said her main

goal will be to “double down on what we do well” to improve the student experience, instead of launching new initiatives or beginning new projects.

“An interim head is not the person to set out the school’s vision for the next 10 years,” Eells said. But she clarified that she sees her job as more than being a placeholder while the future head of school is selected.

“It’s not caretaking,” she said. “It’s not seat-warming. It’s more than that. But it’s important to understand that my role is to be the ‘reassure-r-in-chief,’ the ‘thanker-inchief,’ the calm person who’s responsible for this school.”

[CONTINUED ON PAGE 5]

Castilleja Acting Head of School Kathy Layendecker announced March 26 that Anne Rubin, Head of Upper School, would be stepping down. [PAGE 3]

As all people do, Castilleja faculty each have their own unique fashion sense. [PAGE 4]

If I notice a friend feels down, my first instinct is to check in with them. Yet, sometimes, I also find myself wondering if that truly is the best thing that I can do to support them. [PAGE 5]

Castilleja traditions are one of the many features that make Castilleja unique and are an opportunity to put aside school work and have fun. [PAGE 7]

PHOTO BY MS. LEDWITH

A collection of Castilleja faculty’s fashion

By Eve Snyder ‘24

PHOTOS BY EVE SNYDER ‘24

When asked to describe her fashion sense, Emily Landes, math discipline lead and teacher, said “eclectic grandpa.” She wears a lot of sweaters and cardigans, of which most tend to be muted colors because she “doesn’t like to draw attention to [herself].” Her desire to wear more simple clothing shows that she is a very practical person. Landes prioritizes mobility, as she bikes to school in the morning, and prefers light clothing so she doesn’t get hot by the end of the school day. In particular, she gets inspiration from her regular summer trips to France.

Christy Story, history teacher and 9th grade dean, began her fashion journey in the conservative environment of D.C. Working in a male-dominated environment, Story wanted to dress professionally, so she experimented with suits and clothes from the retail chain Ann Taylor. She talked about this time as “wanting to be a woman and feminine but not wanting to be objectified and girly and trying to find some line between there.” Since then, Story’s style has evolved to incorporate some other parts of her past, such as the 80s, which inspired her love for matching outfits and for vests. Even so, you can still find elements of her time in D.C. through items like blazers and slacks, but now they are both feminine and professional.

Biology teacher Zoe Clute’s outfits are a mix of “cottagecore and ‘Ms. Frizzle will see you now,’ which is a little bit funky science teacher.” She likes to wear clothes that make her happy, but which are also comfortable, so she won’t get tired from working with students all day. Clute especially enjoys wearing bright and fun patterns, swishy dresses, cozy coats, and boots that are good for walking—particularly as she walks from the train station. Overall, Clute dresses to “feel feminine and delightful.”

LIFESTYLE

As all people do, Castilleja faculty each have their own unique fashion sense. Let’s find out more about a select few individuals’ styles and why they dress the way they do.

Christina Appleberry, library service specialist, takes fashion inspiration from a blog called Advanced Style, where older women dress in wild and exciting outfits. Appleberry, guided by the blog, is “on the road to [a] quirky, bright, fun wardrobe.” In fact, most of her outfits are dresses with different patterns and a mix of prints. Appleberry likes to wear dresses, her signature pair of Converse and a jean jacket, but she switches it up sometimes by choosing her clothes in the dark! Even so, she “[likes] to have something bright.”

French teacher Marie Martine Shannon’s style is self-described as “spontaneous.” Regardless, she creates her outfits with several key elements: blouse, pants, scarf, shoes, and perfume. Always, she wears blouses that match her pants, so she usually wears dark pants or jeans. Next, Shannon selects a scarf, of which she has many, to keep her neck warm. Shoes are her favorite accessory, but there are only so many pairs that are good for standing and walking around for long periods of time. Finally, Shannon dabs on her signature perfume. If she were to give a piece of advice, it would be to choose a light, unique scent to wear everyday, but be wary that colleagues will always know if you are nearby!

“I think the clothes that I wear are mostly defined by the things I do,” Nico Gallo said about his fashion style. Gallo, who is the Bourn Lab Manager, dresses so that he can move around but nothing so loose that it will “get sucked into a piece of machinery.” Additionally, he likes to wear darker, long-lasting clothes that won’t get dirty easily, so even if he does encounter any machines, Gallo and his clothing will be okay!

A look into period one English II

By Amelia Yuan ‘26

In a school year already full of changes and surprises, period one of the sophomore English II class has had an even more tumultuous experience. Bruna Lee, the class’s original English teacher, left Castilleja three weeks before winter break due to struggles with her long transit from Oakland to Palo Alto.

Because Lee had also just joined Castilleja in the fall of 2023, this move surprised her students, raising questions about how the class would function through the rest of the semester.

However, students also understood her decision: “I was sad about her moving because I liked her, but it also made sense because she had a super long commute,” Maddie Chen ’26 said. “Still, I was a little nervous because I feel like that was at a time when it was almost right in the middle of the semester.”

Lee continued to plan lessons and grade assignments remotely for the remainder of the semester, while Christina Gwin took over as a substitute. The disconnect proved to be a challenge for the class.

“It was harder to communicate with her. Even though we could email her, it was just like a lot of work just to ask simple questions compared to when she was in class. And more clarity was lost in all the confusion of the transition,” Cali Scolnick ’26 said.

When teachers leave or switch classes, especially in the middle of the school year, the impact is felt everywhere, from content to grades.

But students also said they appreciated the ways Lee continued to support students remotely: “One thing that Ms. Lee did that was really nice was I got to Zoom with her about my writing, so that I could actually talk to her in person, and she was super responsive to emails and all that type of stuff,” Chen said.

With a subject like English, which offers room for constant interpretation and differing “answers” compared to more objective subjects like math, some students said they felt the teacher’s approach plays a major role in influencing what students learn and take away.

Nola Doorley ’26 said Lee’s disinterest in poetry shaped her experience in the unit: “That was a bit discouraging to me because, even though I’m not a fan of poetry either, I think having the teacher not say that and having them be open about it, just to teach you from sort of an unbiased standpoint, would be nice and more conducive towards learning,” she said.

But she said that Gwin, who started as a substitute in the middle of the poetry unit, expressed a different opinion.

“Gwin had such a different stance on poetry. At least from what I gathered, she really liked it, and Ms. Lee did not, so having that switch right in the middle of the unit was pretty tumultuous,” Doorley said. “And then when reading and analyzing we went in-depth on different levels because of how much the teachers themselves enjoyed it.”

It’s clear that the differing personal ideas of teachers were especially influential in this English class, making for an incongruous learning experience throughout the year.

Approach to grading and assessments proved to be another big difference: “There were just different expectations and different timelines, and I think that made it really hard,” Doorley said. “I think maybe that’s a bigger problem, having so many teachers teach the exact same class but having different standards and different expectations.”

In the second semester, period one now has Matthew Callahan as their teacher. He has brought some changes, but they’ve generally made for a more positive learning experience.

“I appreciate that the same general structure exists, but with more clear expectations and outlines on standards. The environment’s still a comfortable and safe space, the same way with Ms. Lee, which I also appreciated, especially for English,” Chen said. “I was nervous, obviously, to have a new teacher because I think that’s always the case. But I’m glad that the same dynamic in the room among our class has stayed.”

One sophomore English class has had three teachers this year.

Still, teachers leaving proved to be the root of the problem. “I think the real problem with her leaving was just all the transition periods between different teachers,” Doorley said. “I still don’t really know Mr. Callahan’s grading style. And I got to know Ms. Lee’s, but now we’re just starting from scratch again.”

All this points to some larger difficulties facing Castilleja. With a rise in teacher turnover in recent years, students are experiencing these kinds of rocky changes more and more. Thus, it’s key that consistencies are cemented among grading standards, curriculum, and assignments in the same classes. These inconsistencies are an issue students have been calling for change on since the introduction of standards-based learning. Hopefully, the administration and teachers will do their part as well, creating a smoother learning experience for the whole Castilleja community.

‘Don’t hesitate to ask’: Students & faculty talk supporting friends

By Maddie Park ‘27

I always want to support and show up for my friends. If I notice a friend feels down, my first instinct is to check in with them. Yet, sometimes, I also find myself wondering if that truly is the best thing that I can do to support them – whether it is checking in, or finding a small pick-me-up instead. Maddie Tsang ’24 said supporting friends can come in many different forms.

How should we know when to check in with friends?

Julia Zeitlin ’24 said she expresses support through cheering on her friends: “We celebrate each other’s wins, we’re there for each other and we’re happy for each other.”

Sometimes, however, when we try to check in with friends, they might become defensive.

it is possible to avoid a defensive response or an awkward dynamic after the conversation.

In actuality, there is really no one best way to check in with friends. The way we approach friends is situational.

“They’re not looking for you to solve the problem, and I think that’s still a way of showing support.”

Similarly, it can be hard to draw the line between giving friends some space and making sure to check in.

“Cruz said that it is always better to start casual and from a place of concern.”

But as a general guideline, Cruz said that it is always better to start casual and from a place of concern. Afterward, she advises, “Find a way to ask, ‘Hey, actually, I’ve noticed XYZ, and I’m wondering what’s that about?’ or, ‘Do you want to talk about this thing?’ I think you have to ease into it.”

Zeitlin said to reach out to friends in a low-stakes way.

“Sometimes, there can be this pressure to respond, even when you’re not okay,” she said. “In my messages, if I’m checking in on someone, I’ll say, ‘No need to respond to this’ and then tell them that I’m there for them and thinking about them.”

Sometimes, having these conversations can lead to awkward dynamics afterwards, which Cruz said is hard to avoid.

“It’s like, ‘Hey, are you gonna keep talking about this thing?’ or “Is it going to be the

“Sometimes it’s bigger things . . . Sometimes it’s smaller actions.”

“Sometimes, it’s the bigger things, like you go up to them [and] ask them, ‘How’s your day?’ or ‘How are you feeling?’ especially when you know it is a stressful or high-pressure time,” Tsang said.

“Sometimes it’s smaller actions. If they’re absent from a class setting, send them a text— ‘Hey, are you okay?’—or if they ever need a little pick-me-up, maybe get them a drink from Peet’s.”

“Sometimes, if they’re being defensive, it’s because you’ve picked at something there that they thought that they were doing better at hiding,” Director of Counseling Wendy Cruz, said. “Now, somebody knows, and they’re not ready to have this conversation with you.”

That could lead us to think about how we check in with friends, as well as the best way to do so. It might lead us to wonder if

elephant in the room?’” Cruz said. Oftentimes, we can also read too much into situations. This can lead us to check in with friends if they are just having an off day.

“It’s hard to tell, and I think even as you get older, it’s still the same. Sometimes, your immediate instinct is to go and comfort them and just be there with them,” Tsang said.

Both actions are ways of showing support, but sometimes, if we notice a friend is feeling off, we aren’t sure the best way to continue forward.

“It’s hard because our natural inclination is that we want to be there for someone. If we’re not there for them, are we really helping them?” Tsang said. “Sometimes, it is just communication. It’s asking, ‘Do you need some space?’ If they need it, they’ll probably say yes.”

Tsang added, “Also, if you notice that they’re in a mood where they’re not interacting with a ton of people, that might be another sign. But, I think in general, no matter what, even if they are asking you for space, it’s still good to check in every once in a while, even if it is through text.”

Cruz said that it is important to check in with friends, even if awkward silences or defensive responses may drive us away from doing so.

“If you are concerned about a friend, don’t hesitate to ask them how they’re doing,” she said. “I think it’s important to go with your gut.”

PHOTO

ILLUSTRATION BY ALLISON PRAKALAPAKORN ‘27 FRIENDSHIP

‘Double down on what we do well’: New interim head aims for stability after tumultuous year at Castilleja

By Ruby Dowling ‘24

In a wide-ranging interview with Counterpoint last month, Julia Eells said she plans to strengthen existing programs and bolster community relations at Castilleja while the school continues its search for a long-term head of school.

The Board of Trustees announced that Eells would take on the interim head role in mid-December following the abrupt departure of longstanding former head Nanci Kauffman three months prior.

Eells said she retired in 2022 after a 40year career working in independent schools. She previously was head of school at Lincoln School, an all-girls Quaker institution in Providence, RI, and most recently, head at University High School in San Francisco before retiring.

PROFILE

Eells talks little of construction

The new interim head said her main goal will be to “double down on what we do well” to improve the student experience, instead of launching new initiatives or beginning new projects.

“An interim head is not the person to set out the school’s vision for the next 10 years,” Eells said. But she clarified that she sees her job as more than being a placeholder while the future head of school is selected.

“It’s not caretaking,” she said. “It’s not seat-warming. It’s more than that. But it’s

“Looking at the transitional issues, I felt I could be of help.”

She said that when initially approached about the interim head role at Castilleja, her response was “categorically no.” But then, she said, she changed her mind.

“I reflected on two things,” Eells said. “One, in this interim space, Castilleja deserved to have an experienced leader because that’s the leadership Castilleja always attracts. And, looking at the transitional issues, I felt I could be of help.”

important to understand that my role is to be the ‘reassure-r’-in-chief, the thanker-inchief, the calm person who’s responsible for this school.”

Prior to Eells’s arrival, Castilleja announced it will continue with construction plans despite setbacks in May 2023, this time keeping students on campus throughout the process. But Eells said for the moment, she has little information on

how construction may impact day-to-day campus life.

“I have been wonderfully shielded from a lot of the construction conversations so I can spend this time getting to know the community and doing some discreet

BY

in the idea of seeking unity over unanimity, a philosophy she attributed to her time following the Quaker ethos at Lincoln School.

“‘It’s not caretaking,’ she said. ‘It’s not seat-warming. It’s more than that.’”

projects for the school,” she said.

Eells shared that one project she is working on is drafting a set of “community agreements,” which she said will be rooted

Congratulations to our signed senior athletes!

“We would unify around a collection of agreements,” she explained. “Is everybody going to love all [seven to ten] of them? No. But everybody [will] hopefully, in unity, think ‘yeah, they do express what we aspire to.’”

The class of 2024 has a record 10 students committed to playing their sports at the college level. Caitlyn Lee interviewed each athlete ahead of Signing Day about their experiences with recruitment and hopes for the future.

PHOTO

KALISSA HUANG ‘27

Seven more seniors have committed to studying and competing at their respective universities during Castilleja’s Signing Day Feb. 7. Go Gators!

Ella Debenham Pomona–Pitzer, Water Polo

Vivi Sun Harvard University, Rowing

Riley Sterling Colorado College, Lacrosse

Aria Kapoor Colby College, Swimming

Ruby Flath Tufts University, Volleyball

Perry McElhinnney Columbia University, Cross Country

Lexie Stinson Harvey Mudd College, Softball

‘I’m devastated’: Faculty respond to Head of Upper School stepping down

By Sara Flexer ’26

Acting Head of School Kathy Layendecker announced March 26 that Anne Rubin, Head of Upper School, would be stepping down the following day. Rubin’s swift departure comes after Layendecker announced last January that Rubin would leave Castilleja at the end of this school year.

“I am grateful for the school’s support in my request to make this change a little earlier than they had planned,” Rubin wrote in a message to employees. “I believe in the good work of our colleagues and in the potential of our students, and I know that will continue in my absence.”

In July, Rubin will assume her role as Associate Head of the Blake School in Minneapolis, where she previously served as a dean and teacher. She shared that she is stepping down earlier than expected to “shift [her] focus and responsibilities to preparing [her] family to move back to Minneapolis.”Although Rubin has only been at Castilleja for a little under three years, her impact on the student body, faculty and institution has been undeniable. “I just wish that everybody could have seen all these things that I have grown to know and appreciate about her. I loved every part of who she was,” Colin Quinton, 10th grade chemistry teacher, said.

Rubin first joined Castilleja in July 2021, after serving as Upper School Dean at the Blake School for five years. “She real ly spent the first semester or two listening. Every space that I observed her, she didn’t put herself at the center of what was going on. She wanted to understand how people thought and how she could support the goals of the school and the students in the best way possible,” Quinton said.

“One thing that I admired as I got to know her presence on campus was that she was the same, no matter who was in the room, whether you were a board member, the Head of School, or a new sixth grader,” fitness teacher Hailey Valdez said. “She was going to engage with you in the same way because you were an equally important part of our community. It’s not easy to make everybody feel that way, and I think she did it so effortlessly, which is just phenomenal.”

Throughout Rubin’s time at Castilleja, she has sought to find ways to celebrate students, from journeying across the world with the junior class for Global Investigator Trips to greeting them at the Kellogg entrance during morning drop-off.

Quinton often joins Rubin for these drop-offs in the morning, witnessing her warm and joyful demeanor as she welcomes students to school. “She and I share this love of just watching students be students. She greets people in the best way and brings so much energy,” he said.

Valdez joined Rubin on a GIT trip to Indonesia this past year. “Seeing how she was in Indonesia, how she is on campus, at conferences and in all these different spaces, the biggest lesson [from her] was allowing your students to see you as humans first and teachers second,” Valdez said. “That has really allowed me to develop friendships with my students that I don’t think I would otherwise have had. She gave me that permission to be a little bit more myself with the kids.”

Art teacher and former 6th grade dean Angelica Ortiz Anguiano ’11 stressed how grateful she is for Rubin’s leadership. “When I think about my whole Castilleja experience, she was one of the first people to really see me, what I’m capable of and what I deserve, and I will forever be grateful,” Ortiz Anguiano said. “She was rooting for me—continues to root for me—in any

’26

FLEXER

ILLUSTRATION BY SARA

was rooting for me—continues to root for me—in any ways that I want to grow.”

Quinton shared Ortiz Anguiano’s sentiment of how Rubin’s leadership has the power to bring out new sides of individuals. “She is the first person who helped me see that I might have something different to give. She’s helped me grow even at this late stage in my career,” Quinton said. “As a leader, her goal was to elevate those around her. I felt really supported by her in a way that was authentic.”

As Castilleja has a relatively small student body and faculty in comparison to other institutions, administrators not only have to navigate professional lives but also personal lives. Ortiz Anguiano emphasized her appreciation for how Rubin approaches these conversations, thoughtfully balancing both the professional and personal aspects.

“With navigating conversations, you need to observe who’s in the room, who’s not in the room, who’s talking, who’s not talking,” Ortiz Anguiano said. “She’s a brilliant observer and can bring that to folks’ attention.”

Ortiz Anguiano further explained that Rubin engages with everything through a lens of equity and access. Both on the Circle and beyond, Rubin has shown that DEI work needs to be done every day, not just with students but amongst faculty as well.

“Not only at Castilleja but across the board in independent schools, I feel like a lot of DEI work is done performatively. [Rubin] was really trying to make that a part of the [school’s] culture, which is not easy to do,” Valdez said. “If you have done DEI work before, you know it is super selfless and exhausting work to do. That just speaks volumes—the fact that she was truly in the trenches, showing up every single day, living and breathing this work.”

Valdez added, “I’m hoping that this DEI work truly continues in a productive and meaningful way and that it doesn’t become performative again in the future. It’s really important to make sure that whoever comes in and replaces her is able to put the same level of care and thoughtfulness into conversation surrounding anti-racist competencies and all the other work that we are doing within the DEIJ realm.”

Although the faculty didn’t know the exact reason why Rubin decided to leave Castilleja a few months before she had initially planned, they shared in the belief that she is taking the time to spend with family and prepare for her move across the country.

In response to Rubin’s departure, Quinton said, “I’m devastated. She’s a close friend of mine, and over the past three years, we’ve grown to trust, appreciate and help each other in all the ways that friends do. The end of that will be missed.”

Valdez expressed, “Minnesota is home to her, and I know that she’s excited for this opportunity, so I’m over the moon for her. But she will be missed very, very greatly, both as a boss but also as a friend.”

both as a boss but also as a friend.”

In an email to Upper School students, Interim Head of School Julia Russell Eells announced that Peter Hatala will join Castilleja as the new Head of Upper School in July. Hatala previously served as Director of Studies at The Webb Schools as well as Director of Curriculum and Innovation at the Emma Willard School in New York.

In the meantime, Rubin’s prior duties will rest on Gabi McColgan (Director of Academic Policy), Karen Strobel (Director of Teacher Support), Eve Kulbieda (Dean of Upper School Students) and Rich Mazzola (Director of Upper School Athletics).

“It’s a big hit. I think that people will chip in the best that they can, but [Rubin] brought a perspective and a set of strengths that are really valuable to the school,” Quinton said. “She is somebody with a deep sense of understanding about what’s best for the school and the students.”

“It’s been a very challenging year. The students, the classes, and the traditions bring us a sort of consistency that we’ll always have. But I am very mindful that [Rubin] was very integrated into students’ lives,” Ortiz Anguiano said. “[Her departure] leaves a lot more up in the air, but it’s going to be difficult.”

Rubin has fostered a sense of warmth and joy within the Castilleja community, through her presence at Upper School meetings and the handwritten birthday cards that she sends to every student. “She is very much somebody who does what she does because of the kids. I hope that whoever replaces her will be able to foster that same sort of environment, but I think we are going to feel the absence of her warmth and kindness,” Valdez said.

When asked what he thought Rubin’s lasting legacy would be, Quinton responded, “The way that she helped so many teachers feel seen on this campus. That to me is the power that continues.”

“Whoever has interacted with her on campus and had the opportunity to receive a smile from her, enjoy a moment of laughter or get a tarot card reading from her will say that she’s just somebody who makes your day get better,” Valdez concluded. “Above all the things that she has implemented from an academic standpoint, that is the big legacy: just making people feel like they belong.”

ADMINISTRATION

Head of Upper School Anne Rubin stepped down Wednesday.

Reece Reads: Cleat Cute

By Reece Sharp ’24

My Roman Empire is the fact that I know more about sports from reading romance novels than I do from watching the sports themselves.

Now, let's be real. It's not like I’m watching Sunday Night Football, but I do dabble here and there. I know you can only spend three seconds in the key because I read the novel “The Right Move” by Liz Tomforde, I know that there are three periods in hockey because of my love for Elle Kennedy’s “Off-Campus” series and I know that Women's Soccer is the gayest sport in the world because of this novel, “Cleat Cute” by Meryl Wilsner. In mid-2023, I was scrolling on social media when I came across a video advertising this book. Unlike the typical romance reel, this video contained no images of half-naked men but instead focused on reading the blurb of the novel. I hate to say it, but I was disappointed. Not because of the lack of images (get your mind out of the gutter), but rather because this book was advertised as a “miscommunication trope” book.

I’m sure I’m not alone when I say, beg and plead for authors to STOP! Stop writing miscommunication tropes. Stop! Have your characters pick up a phone, for once. As a matter of fact, have them call each other. Maybe FaceTime! Listen to the voicemail, open the letter, send the email! (I’m sure Casti Students can help with that one.) But STOP! It’s not realistic. It’s not laughable. It’s annoying. Have your characters communicate.

Now that that’s out of the way, let’s get to the story itself.

“Cleat Cute” by Meryl Wilsner is a novel that outlines the ups and downs of professional soccer, focusing on two athletes: Grace, the veteran star of the US Women’s National Team, and Phoebe, a promising player straight out of college.

[CONTINUED ON WEBSITE]

The evolution of tradition

By Avery Neuner ‘24

One of the first things my mom, class of ’91, explained to me about Castilleja was the traditions. It was a long conversation, sidetracked by her explaining to me why she was the best at Rivalry in her

OPINIONS

that the seniors would hide somewhere on campus, and if the juniors could find it, they won, and if they didn’t, they lost. Over the years, this morphed into today’s flag football game, which still incorporates the flag element.

Likewise, Revelry used to be a sleepover for juniors and seniors after school

“My mom doesn’t remember anything from high school math, but she remembers and recalls every tradition fondly.”

senior year because she hid a flag in a rock. Castilleja traditions are one of the many features that make Castilleja unique and are an opportunity to put aside school work and have fun.

For those of you who are kind of confused about what Rivalry is (underclassmen, I’m looking at you), it’s a week where juniors and seniors compete to see who can have the best decorations, food and activities for the whole school. The week ends with Revelry, which was a breakfast this year, and then Banquet in the evening, which is super duper secret. The two ending events are about the juniors and seniors coming together after a week of competition.

Historically, Rivalry Week was a little bit different. While there used to be a definitive winner, winning is now decided by popular consensus among students.

29 years ago, there used to be a flag that the seniors would hide somewhere on cam-

Thursday. This was changed recently due to the Castilleja conditional use permit. The LPRs did come up with a really wonderful way to make it work as a breakfast this year. Beyond just Rivalry, Castilleja traditions are extremely special to me because my family knows and remembers them fondly. My mom doesn’t remember anything from high school math but she remembers and recalls every tradition fondly.

This past week, Rivalry made me insanely happy, but not because I got to throw water balloons at juniors (I enjoyed

it, though). It was an excuse to sit outside in the sun, not doing homework or attending meetings. Instead, I had the most fun chucking water balloons, sprinting through the rain in heels and taking a million pictures. It was an excuse to do nothing productive and be with the people that I care about whom I will only go to school with for a few more months.

Rivalry has been a cornerstone of Castilleja traditions because they create memories that stick, like my mom’s. Castilleja traditions are unique because they show how much the student body and faculty

“It was an excuse to do nothing productive and be with the people that I care about whom I will only go to school with for a few more months.”

OPINIONS

I’m sure many of you have heard of Gypsy Rose Blanchard: a victim of abuse, a former inmate, and most recently, a social media influencer and icon. Zoe Frank ’26 describes Blanchard as “problematic but very iconic,” an opinion seemingly held by many.

Rose Blanchard and the brutal murder of her mentally ill mother, DeeDee Blanchard, are a case in point.

Gypsy’s mother had undiagnosed Munchausen by Proxy. Munchausen by Proxy is a mental health disorder in which a caregiver fabricates or induces illness or injury in someone under their care, often a child, to gain attention or sympathy for themselves.

Gypsy’s childhood and teen years were plagued by horrendous abuse and egregious acts of medical negligence. She was forced to undergo unnecessary surgeries,

“Social media’s staggering reach coupled with users’ appetite for easily digestible entertainment leads to the normalization of horrific actions.”

Social media’s staggering reach coupled with users’ appetite for easily digestible entertainment leads to the normalization of horrific actions. The trauma of Gypsy Rose

was heavily and unnecessarily medicated and forced to use an unneeded feeding tube and wheelchair. for her. Gypsy experienced unfathomable atrocities straight out of a horror movie.

RIVALRY

act in the skit written for the seniors’ Rivalry day.

ulty care about the school. No other high school brings in bouncy houses or caricature artists. No other high school provides a nice dinner for juniors and seniors and provides space for a very… interesting ritual at Banquet. Castilleja is unique for so many reasons—the incredible teachers, the alum network, the extracurriculars—but the traditions are the most important to me because they are the most fun.

So my advice for all our underclassmen and middle schoolers going into the traditions: don’t take it too seriously (no one likes mean-spirited competition), take advantage of the free dress rules and have as much fun as you can.

Why is society obsessed with Gypsy Rose Blanchard?

By Vienna Farano ‘26

In June of 2015, Blanchard’s story was brought to the public eye when she was arrested for DeeDee’s murder. The evidence established that Gypsy met a mentally and emotionally unstable man online and psychologically manipulated him to adopt an alternate personality and stab DeeDee to death in the home Gypsy and DeeDee shared. In 2016, Blanchard pled guilty to second degree murder and was sentenced to 10 years in prison.

On December 28th, 2023 Gypsy was granted early release from prison. A mere day later, Gypsy awoke to a massive social media following and celebrity status. Buoyed by her own social media postings and accounts of her heroism in murdering her mother and moving on with her life, Gypsy was further catapulted into the limelight in the month following her release from prison. In January 2024, she was featured on countless talk shows, magazine covers and even published a book. Gypsy became a social media influencer and millionaire, all within the first few weeks of her release.

In contrast, Nicholas Godejohn, the man Gypsy compelled to murder DeeDee, is still serving time. Godejohn has autism and is believed to suffer from Dissociative Identity Disorder. Gypsy weaponized his mental fragility and inability to discern fantasy from reality when she asked him to call upon his “evil side” to kill DeeDee. Additionally, after DeeDee’s murder, Blanchard posted a comment from Godeohn’s laptop to her mother’s Facebook account that said

“That Bitch Is Dead” in an attempt to attract attention to her mother’s death. Our tremendous appetite for horrific and salacious online entertainment has rendered us incapable of deeply reflecting on the stories we consume. Consciously or unconsciously, we trade fact checking and deep thought for the voyeuristic thrill we get from the sordid details of personal accounts of trauma. The power of social media and the power we have as consumers is evident in Gypsy’s story. Gypsy uses social media as a platform to monetize and capitalize off her abuse. She is not using social media to educate viewers about Munchausen by Proxy; rather she seeks to garner sympathy, viewers, book sales and movie rights and more followers by sharing her stories. For our part, we’ve turned Gypsy into a twisted hero and rationalized DeeDee’s murder as a necessary act of justifiable homicide. This dynamic underscores the use of the term “followers” in social media.

I’m not denying Gypsy’s trauma or that she was a victim of horrendous abuse. Rather, I question our “follower” ethics and seeming inability, or lack of desire, to question Gypsy’s path to fame. The many troubling facts that might cast Gypsy in a negative light are ignored or have gotten lost in the “girlbossification” of her story. We have dubbed and celebrated Gypsy as the “girlboss” protagonist we want to see portrayed on social media. Is Gypsy a victim who survived horrific abuse? Absolutely. She is also a murderer with 8 million followers and counting.

PHOTO BY EVE SNYDER

Teachers

ILLUSTRATION BY LIZZIE REN ‘27

Gypsy Rose Blanchard rose to fame after the murder of her mother, DeeDee Blanchard.

OPINIONS

Point, Counterpoint: Castilleja is a STEM-Focused School

By Zoë Friedman ‘26

“Is Castilleja becoming a STEM school?” I ask myself as I fill out my course registration for the following school year. But really, what I’m wondering is: is Castilleja no longer focused on the humanities?

When I began filling out my course registration form for freshman year, I was surprised to see the only honors class offered was Algebra II. While a little disappointed, I wasn’t expecting many choices—it was only freshman year after all.

But when April rolled around and I found myself stressing over the same form for sophomore year, I was disheartened to see that the only honors classes were in Chemistry and Geometry. Furthermore, the two new classes offered to Sophomores were AT Java and Engineering I and II.

As a self-proclaimed humanities student, this was incredibly discouraging to me. I went back and forth trying to decide whether or not to take Chemistry and Geometry Honors only to ultimately decide to opt out. I didn’t want to spend even more time on things that didn’t bring me any excitement or satisfaction—and that’s fine; schools should be filled with all types of students who have different interests and passions. But why should the students who happen to be interested in humanities be penalized for that?

When I arrived at my first Geometry and Chemistry classes, I noticed the classes felt smaller than usual. A quick headcount verified: only 11 people in my Chemistry class and 12 in my Geometry class. There is only one period of each non-honors class per subject. For context, there are 54 members of the class of 2026. That means that only about 20% of the sophomore class is in the non-honors Chemistry class, and similarly, only 21% of students are in the non- honors Geometry class.

In recent years, there has been a noticeable trend in high schools nationwide: a shift towards a more STEM-focused (Science, Technology, Engineering, and Mathematics) curriculum. STEM education has gained momentum in recent years, driven by the rapid advancements in technology and the increasing demand for professionals in STEM-related fields.

Home to Silicon Valley (and Castilleja), the Bay Area is a breeding ground for groundbreaking advancements in technology, software development and engineering. The presence of leading tech companies, such as Google, Apple, and

Point, Counterpoint: Castilleja is a Humanities-Focused School

By Taarini Kadambi ‘27

Meta, has created a high demand for skilled professionals in STEM fields, driving job growth and economic prosperity in the region. As a result, STEM education is considered essential for preparing the next generation of innovators and industry leaders who will continue to drive the region’s success and shape the future of technology and science. These values, coupled with the fact that many parents in the Bay Area work in STEM-related industries or highly value STEM education, creates a mindset where students may feel the need to excel in STEM subjects to succeed in the culture of the Bay.

In 2023, there was a staggering disparity between men and women represented in STEM fields; women make up only 28% of the STEM workforce. As an all-girls high school, Castilleja focuses on female empowerment and instilling the belief that women are just as capable in any career or field as men. This mindset is incredible, and I feel immensely grateful to go to a school that believes so deeply in the capabilities of its students. However, I wonder if Castilleja is moving away from humanities and emphasizing STEM education because of this historical (and current) gender gap. Essentially, are we doubling down on STEM to overcompensate for the centuries in which women were denied opportunities in STEM disciplines because as a progressive all-girls school, we feel obligated to help level the playing field?

As Castilleja continues its push deeper into STEM education, driven by the culture of the Bay Area and the historical gender gaps, I worry that the traditional humanities-based education that has always been the bedrock of liberal arts education is suffering. And this is not just a Castilleja phenomenon—we see this trend occurring on the collegiate level as well. According to the New York Times, in 1970, social sciences were the most popular majors; however, today social sciences make up just 8 percent of college degrees.

Working to eliminate the gender gap and preparing young women for important careers in STEM is an admirable goal and one we should celebrate. That being said, I can’t help but feel the pendulum has swung too far away from humanities. After all, women should be learning and leading in all disciplines, not just STEM.

When I was in 8th grade, filling out my course requests for freshman year, I noticed something I thought was awfully weird. My English requirement was larger than my math requirement. I mean, sure, English is the foundation of communication in this country, but math was arguably the foundation for everything else. At the time, I didn’t think much about it.

When entering ninth grade, I noticed we were being discouraged from taking honors classes, being repeatedly told that they don’t have to take the classes simply because they want to take hard classes. This is something I’ve noticed the college counselors say in webinars about Course Registration multiple times. While I feel that this is true to some degree, a majority of the honors and AT classes offered that are not required are in STEM subjects. In fact, AT English Senior Seminars and AT US History are the only AT classes required for graduation. These are both Humanities classes. There are no AT STEM courses required for graduation.

This year, I am planning on taking the Geometry Exemption Exam, in order to take Intro to Calculus in my sophomore year. I have been discouraged many, many times in the process of taking this exam. Even the Course Catalog discourages a student from skipping Geometry. “The department does not encourage or recommend pursuing exemption, unless the student has taken and excelled in a rigorous geometry course.” This is an excerpt from the Geometry Exemption Policy document, which can be found in the Course Catalog. Though it also states that exempting oneself does not allow one to take any higher level courses, it certainly opens opportunities for them to. It offers students one more class period to take classes they want to take. For example, when filling out my four year course planner, I noticed I wasn’t able to take all the classes I wanted to if I were to fail the GEE.

As well as being discouraged from taking challenging math courses, this affects the sciences as well. Castilleja states that students need only take geometry and one additional year in order to meet their graduation requirement for math. If a student were to only complete this requirement and then (rather unwisely, I would say) drop math, they would have only completed Intro to Calculus. In many schools, students take Biology in freshman year, and Physics in junior year, as normally, an

Is Casti leaning towards STEM and moving away from humanities?

understanding of Calculus is required to learn Physics. I have a strong belief that Calculus is vital to properly learn and understand Physics. However, since Calculus is not a required course, the course may not cover some fundamental Physics concepts, and cannot go more in depth into others. If Physics were a class taught in junior year, students would have a greater understanding of the concepts, since math is essential to learning it. STEM courses are also normally portrayed as classes that are harder that others, or as courses that are challenging. Many students have a negative attitude towards math, simply because it may not come easily. With the right mindset and determination, topics in math, though sometimes challenging, can be mastered, changing the attitudes of students that they cannot do math simply because it’s hard. I’ve noticed that students also have a more positive attitude towards humanities subjects, such as English or History, which are normally portrayed as easier subjects.

In the Course Catalog, it states that students need to take English all four years of high school. After some research, I realized that this made sense, since the UC requirement is four years, as well as many colleges across the country. While colleges claim this is to make sure students applying have developed skills in reading and writing, in most colleges, this is much higher than their math requirement. According the UC admissions website, in the UC school system, only 3 years of math are required, only needing completion of a 3-D geometry course.

Throughout the years, subtly, students are straying further and further away from STEM subjects, and closer to Humanities. While their interests may be changing, I believe it is important for every student to have a strong foundation in Science and Math, as to better understand how the world works and to better prepare them for the future, even if they end up going into a mostly unrelated field of study.

ILLUSTRATION BY ALLISON PRAKALAPAKORN ‘27

ILLUSTRATION BY ALLISON PRAKALAPAKORN ‘27

EDITORIAL TEAM

Ruby Dowling

Thea Louise Dai

Editors-in-Chief

Caitlyn Lee

Priscilla Chan

Managing Editors

Abigail Kim Editor of Special Projects & Editor of Arts & Entertainment

Avery Neuner Editor of Opinions

Eve Snyder Editor of Photography

Michelle Leonard Editor of News

Naomi Rockower Editor of Campus Development & Copy Editor

Sara Flexer Editor of Features

Jole Seroff

Matthew Callahan Faculty Advisers

WRITING STAFF

Aasiya Memon

Amelia Yuan

Amelie Bellemans

Ananya Nukala

Anya Dalal

Ashley Kwong

Ava Kwok

Candy Fu

Carolinda Silva

Charlotte Mishkin

Chloe Chiang

Deeksha Venkat

Emma Siegel

Erin Gunawan

Hana Osman

Juliet Schmeltzer

Kaycie Nuckles

Kaylen Fisher

Leela Madambi

Maddie Park

Madeleine Chen

Naya Sangoram

Sierra Verma

Taarini Kadambi

Winnie Hui

Vienna Farano

Zahra Rohaninejad

Zoë Friedman

Reece Sharp

Anat Goldstein

Columnist

PHOTOGRAPHERS

Kalissa Huang

Michaela Miller

Rubi Ochoa

Nola Doorley

ARTISTS

Allison Prakalapakorn

Chloe Cheng

Corinnie Chang

Lizzie Ren

STAY CONNECTED

castillejacounterpoint.com IG: @castillejacounterpoint 1310 Bryant Street

ENTERTAINMENT

Dear Reader,

We are thrilled to bring you the second print edition of this year.

This semester, Counterpoint has increased our publication of multimedia, expanding to podcasts and videos. We are committed to sharing stories through whichever mediums best highlight student voices.

We at Counterpoint are proud of the quality work and dedication our staff has put in this year, and we look forward to furthering our work next year. We will continue to support our student journalists’ agency in exploring topics that are meaningful to the community. We encourage you to engage in these discussions thoughtfully as a reader, or even as a staff member next year.

In the meantime, we hope you enjoy this new print edition of Counterpoint.

Sincerely,

Caitlyn Lee and Priscilla Chan, incoming Editors-in-Chief

Ruby Dowling and Thea Dai, outgoing Editors-in-Chief

Castilleja language

Crossword

Across 2. Casti culinary club

7. California state flower

8. Cost in quarters of the most expensive vending machine snack

10. Earth Week speaker Sage 11. 2024 prom theme

12. Animal that likes boba, apparently!

13. New section on the Counterpoint website

16. Find these in every classroom

17. Casti mascot mimic?

19. Number of Counterpoint members?

20. Incoming interim head Julia

23. Holiday of inspiration for Founder’s Day

24. Beloved by our columnist, work written by enjoyers of content

27. Popular spirit week activity

25. New Head of Upper School

26. Casti spring play

27. Alliterative, but incorrect, interpreation of the Casti mascot

By Allison Prakalapakorn ‘27 and Chloe Cheng ‘27

By Ruby Dowling ‘24, Michelle Leonard ‘24 & Priscilla Chan ‘25