The Gates - Spring 2025

560 Sproul Road, Villanova, PA 19085 •

adigiuseppe@ndapa.org & afahey@ndapa.org

Letter from the Editors

By Ava DiGiuseppe ‘25 and Alex Fahey ‘25 Dear readers, Writing a goodbye letter is never easy. We worry about finding the right words, how to strike the balance between farewell and well wishes, how to honor the community in a way that feels meaningful, honest, and true to its spirit. Perhaps the hardest part is preserving the originality we've always tried to uphold.

This farewell is especially difficult because it marks the close of a creative chapter in our lives. The Gates is a rare and wonderful publication, not only because it’s quarterly and year-long, but because it allows readers to witness the growth of our writing community over time. That evolution is something truly beautiful. We are incredibly proud of our writers, and we’re thrilled to announce that Calleigh Newbert ’26 and Meredith Rinaldi ’26 will serve as your co-editors next year. We have every confidence that they will expand the publication, increase readership, and continue our mission of making high-quality journalism

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Spring 2025

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Issue #4

Interview with StudentDirector, Mary Kate Zaffarese ‘25 Conducted by Ava DiGiuseppe ‘25 Mary Kate Zaffarese, a senior at Notre Dame, took on the ambitious project of developing and directing the school’s first-ever student-run production of High School Musical Jr.. Read on to learn more about her work!

Q1: Can you tell us about your past involvement in theatre and what inspired you to pursue a directorial role for this production?

I’ve been participating in theater since I was six years old, and had so many amazing experiences performing. In sophomore year, I was given the opportunity to student-direct the middle school musical, and discovered that I had a real passion for working behind the scenes in creating the show.

I truly love to perform, and one of the most exciting parts to me has always been the unpredictability of live theater. I learned that, through directing, I’m able to solve problems and create on a larger scale, while getting to

accessible and impactful.

watch people fall in love with theater. Because of this experience, I wanted

Graduation often offers us the gift of reflection, an appreciation for what

the chance to experience the magic of theater

has been, yes, but also an honest reckoning with what we’ve learned and how we hope to move forward. We won’t pretend we’ve been proud of every decision or every piece we’ve published. But we are deeply grateful for each experience that has helped us grow within these gates, opened our hearts, and called us to act.

There is something profoundly special about the Notre Dame community, and it has little to do with tradition or titles or ceremony.

What makes this place extraordinary is you: your strength of character, beauty of spirit, and grace of mind. Your ideas, ambitions, and

to take on the role of director, and create an opportunity for everyone to get

Q2: What inspired you to take on the challenge of launching Notre Dame’s first student-run musical, and how did you approach the process of bringing your vision to life?

I was inspired to start the student-run musical when I realized that there was a whole group of people who wanted to participate in theater but weren’t able to. I really didn’t know where to start with that, so first I wanted to ask around to see how much interest there was. I got such an enthusiastic response from the grade, so I then took my idea to

compassion shape a community that simply could not exist without you.

administration and they loved it. I actually found out the show was

To those of you who create, please, never stop. Keep reading, writing,

and I had a zoom meeting!

singing, making music, dancing, painting, drawing — whatever it is that helps you communicate what words alone cannot. Your voice is the vessel through which stories are told, emotions are shared, and change is sparked. If you have been gifted with this capacity to communicate, through language, music, movement, or art, cherish it. Use it. Protect it.

The world needs it now more than ever.

happening during a theater summer program in Boston when Mrs. Devenney

Q3: We understand that you’ve made a concerted effort to maximize student participation by accommodating athletic and personal schedules. What inspired you to take such an inclusive, communityfocused approach?

I firmly believe that my involvement in theater has formed me into the

In peace, gratitude, and humility,

person I am today. It has taught me so much, but most importantly, given

Ava DiGiuseppe & Alex Fahey

Last spring, I had been thinking a lot about our skits. The girls in my grade

me a community of people who will always stand by me without judgment. get so invested, and it has really brought us all so much closer together as a community, just like a mini-musical. Around that time, someone told me that they had always wanted to try theater but it never fit into their schedule.

This made me want to create a musical to allow everyone to participate and form that community.

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Spring 2025

Sisters4Sisters: Fun for a Cause

By Helen Coogan ‘25

With the conclusion of the year comes excitement, finals, the countdown toward summer, and one of ND’s many beloved traditions, Sisters for Sisters. This event happens on the last day of classes annually, but this year it’s happening one day early. The event not only recognizes the amazing hard work that the students have achieved throughout the year, but it also celebrates the movement of time and the completion of another year. As always, a water slide bouncy house will be there. The food options will consist of an ice cream truck and a food truck offering burgers and fries. However, some sadness is induced because Kona Ice will be absent this year.

As always, our student artists (although some amateurs) will be offering free face painting for anyone who wants a design. If you want to see your friends and teachers get dunked in a massive water tank, you are in luck! This year at S4S, there is a dunk tank! If you are artsy, chalk is available, and it will bring you right back to childhood. In previous years, a tradition of “Hand of the Van” was available at S4S. “Hand on the Van” is an activity where a homeroom representative keeps their hand on a van for as long as possible, and whoever stays there the longest wins a prize. Though this activity will not be offered this year, there is more than enough fun to take its place. Seniors will participate in the beloved tradition of painting their kilts. This allows the seniors to wear their kilts with their college logo to the Senior Sunrise.

S4S can be attended after school on Thursday, the 22nd, with the admission of a $20 ticket. The price of the ticket also includes a lovely t-shirt. The money raised by tickets fuels the fun and contributes to donations for the Sisters of Notre Dame. This money goes into growing the faith and message of God and carrying on the legacy of Saint Julie Billiart.

“Come to S4S to celebrate the end of the school year for one more time with your sisters,” says Kendyl Mordan, Secretary of Five Main. S4S allows grades 6 through 12 to enjoy good old-fashioned fun. Though Notre Dame may lack a field day, we take pride in participating in our beloved Sisters for Sisters.

“The Climb” — An Occasional Paper

By Temperance England ‘25

I’ve always been described as devoted and hardworking. When I was in 6th grade, I cried because when my semester 1 grades came When I was in 6th grade and I was referred to as the class of 2025, my first thought was, “It will take me forever to get to my senior year”. Flash forward 7 years, that felt like 7 minutes, I am faced with the bittersweet date of June 7th. I guess 7 is my lucky number, or not so lucky number.

When I transitioned from a public elementary school where I had to walk in lines in the hallways and read comic books for English, to Notre Dame, a school where I had to walk myself to class, keep hold of my prox, and find new friends, I was more excited than scared. I would still have my elementary school friends, now I would just have the opportunity to make more. Though I have 7 years more maturity and much more experience than my 6th-grade self, I am faced with a similar dilemma, just with a bigger switch in mind. Yet this time around, rather than switching from comics to chapter books, I’ll be switching from the comfort of Delco to a place where it is typical to get a foot of snow in March, and I’m left with a separation of myself and what I may become.

If you were to ask my 8th-grade self what she was most nervous about, it would not be moving into high school. My transition was less stressful because I was to stay at Notre Dame, with my friends, my teachers, and what my 13-year-old self would call my reputation. Then, when I turned in the pink shirts for the blue, I felt like I had the utmost amount of time. Yet all of a sudden, my spirit day role turned from Mr. Pileggi to Mr. Verdi, to captain. You wouldn’t think putting on my dad’s suits to comically patronize my teachers would have such significance in my high school life. However, it was more than playing dress up. It represented the blue class unity, the passion I have for this school, and how hard I wanted to work to make everyone proud. It represented my reputation.

Then, freshman year ends in a flash. I start my sophomore year with plenty of new friends and again this semblance of a reputation to uphold.

My sophomore year was almost solely focused on college recruiting and sports. What I remember most about my sophomore year was how hard on myself I was before not breaking the school record in discus my freshman year, because apparently, having a successful first season wasn’t enough. Then, when I broke it, it was special for sure, but it was completely overshadowed by my thoughts of the upcoming championship meets.

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Spring 2025

A Look Inside This Year’s Art Show

Interview with Mary Kate Zaffarese, continued

By Alex Fahey ‘25

Conducted by Ava DiGiuseppe ‘25

Many a Notre Dame student is familiar with the sight of display boards erected in the mansion and positioned along the walls in late April, followed soon by art students filing in and out to hang and place their year’s work. However, far fewer take the time to linger, ask questions, and read about the answers.

Q4: What has the rehearsal schedule looked like for students, and what has been the most rewarding part of leading rehearsals? In what ways have fellow students and faculty supported you in your role as director?

The rehearsal schedule has honestly kind of been choose your own

This year, AP Studio Art students Audrey Bitting, Bridget Fahey, Gianna Cacciutti, Kara Dougherty, Halle Alexander, Alyssa Meakim, and Ella Simko worked all year to create pieces reflecting their own unique theme, completed in various mediums and artistic styles. Topics ranged from exploring the perspective of the youngest sibling, appreciation for Philadelphian culture, and imagining animals engaging in the activities of their human counterparts.

adventure! We have leads who do their blocking and solos after school

Of the experience, AP artist Bridget Fahey, whose portfolio looked at the psychology behind the various elements of horror movies, stated: “It was a big commitment across the year to get that amount of work done: usually only having a week or two for each piece that will be submitted and judged, so it was high demand.”

In her pieces, Fahey used mediums from collage to sculpture to investigate how and why 2D images are able to create fear in those who view them.

Q5: What challenges did you face throughout the production

Audrey Bitting, an AP Studio Art student whose portfolio explored women’s beauty standards throughout history, made this remark of her experience with the class and exhibition: “This year I learned so much [about] how beauty standards vary in different cultures and how they evolved throughout history.” Her work looked at women’s beauty from Ancient Egypt to the 19th century and beyond, often in drawings that displayed a masterly understanding of shadow and light through drapery and fabric.

In addition to the masterworks of these AP artists, also on display in the Mansion’s rooms were works completed by Ceramics students and various others. The Upper School Art Exhibit on April 24th featured a brief ceremony to honor the hard work of the seven AP artists and time to speak with the artists themselves about their work, making for an evening of appreciation and contemplation.

From left: Halle Alexander, Gianna Cacciutti, Kara Dougherty, Audrey Bitting, Ella Simko, Alyssa Meakim, and Bridget Fahey

for an hour Tuesday through Thursday, and community time rehearsals for different big group numbers every day of the week. They have been able to choose which days they want to attend at community time, so for example we do Stick to the Status Quo on Thursdays every week. I’ve been so supported by the cast, as they are so understanding that this is my first time doing this too!

process, and how did those experiences help you grow as a leader and artist?

Honestly, the biggest challenge has just been having to learn as I go.

I’ve learned how important it is to remain calm and confident no matter how stressed I am, because if I panic, everyone else will too.

I’ve also had to really let go of the idea of things being “perfect” and remember that my main goal is to make sure that everyone has fun!

Q6: What do you envision for the future of student-led productions at Notre Dame? How can other students get involved, and what advice would you give to someone interested in directing or producing a show themselves?

I would love for this to continue in the future, and I think it can continue for as long as there are students with the passion for it. The most important thing is that the students involved really love what they are doing and are in it for the right reasons. Remembering that the most important part of this is building people up and coming together will make the whole thing a lot easier. It takes a lot of work, but as long as you love it, the reward is completely worth it!

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Spring 2025

Reflecting on Hallmark #7

By Calleigh Newbert ‘26

Hallmark 7: “We develop holistic learning communities that educate for life.”

As Notre Dame concludes the academic year of 2024-2025, our

There is also holism in the little things. When a classmate is

community has grown to reflect the ways we uphold the values of

missing from school, someone feels their absence. When a

the Sisters of Notre Dame. We are recognized as an accredited

student is locked outside the building, someone will always open

institution, a model of interdisciplinary study, and a selection of

the door. And when a member of the community faces hardship,

accomplished young women. Nevertheless, those who have

they are carried in the heart of sisterhood.

stepped inside the gates do not measure their time at Notre Dame by standards of its prestige, but through the environment that it

Through the concept of community-based holism, Notre Dame

has fostered: the “sisterhood.” So why do students who bear the

creates distinction between a “whole” and “holistic” school.

cross of constant pressure, stress, and rigor in their increasingly

Students foster an environment where passion and creativity can

complicated lives fall in love with the most rudimentary aspect of

shine, and use their opportunities to pursue meaningful work.

education? In truth, our academy does not exemplify the mission of St. Julie through lavish titles and loud acclaim, but by the quiet

In this way, the social, academic, and extracurricular spheres of

strength of a community that educates for all facets of life.

Notre Dame educate more than the mind–they shape the individual that a student will become beyond the gates.

Some may consider a school to be ‘holistic’ in the hollow words of what it offers: the existence of different classes, different clubs, different paths, and different people. However, true holism occurs when these opportunities become so interconnected that any one on its own is rendered obsolete. At Notre Dame, connection lies between every life and experience, and as each girl blossoms she establishes her own place in that ever-growing web. There is holism in how a student can cultivate strong friendships in the classroom and on the field, how a teacher can simultaneously serve as a mentor and coach, and how weekly prayer can spur deep conversations of life and faith.

Surrounded by peers who support, challenge, and celebrate the growth of one another, members of the Notre Dame community are encouraged to become leaders and empaths with the capacity to be good people. This “education for life” is integral to building meaningful relationships and facing real-world challenges in the future, as students are equipped to continue the learning process throughout their lives.

Hallmark 7 does not merely celebrate the information we absorb in class, but the lessons we learn from one another. I am educated by every good and bad experience I have had; for the people I know and those who I have not had the chance to meet; for every mistake I have made and grown from; for every laugh and smile shared, and for the opportunity to grow into a woman who has been taught intelligence in all the ways that truly matter.

The Gates STAFF Co-Editors-in-Chief: Ava DiGiuseppe ‘25, Alex Fahey ‘25 Staff Writers for Issue #2: Calleigh Newbert ‘26, Meredith Rinaldi ‘26 Featured Writers: Temperance England ‘25, Grace Yacobe ‘25 The Gates is the newspaper of record for the Academy of Notre Dame de Namur.

ANNOUNCEMENT: OUR NEW EDITORS We are pleased to announce that Calleigh Newbert and Meredith Rinaldi will be the Editors-in-Chief of The Gates for the 2025-26 academic year. They have gone above and beyond with their contributions to the paper through thoughtful editorials, informative interviews, and engaging accounts of school events, and we know they will continue to do so as editors. Please join us in congratulating them as we conclude our school year with this final issue.

Ava DiGiuseppe & Alex Fahey

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Spring 2025

“The Climb” — an Occasional Paper, continued

by Temperance England ’25 Inter-Ac’s came around, and it was my time to prove myself. I was ranked the highest seed by multiple feet, meaning I was projected to win by a long shot. Then I fouled out. I promised myself I would never embarrass myself in that way again. Simultaneously, I was working on getting recruited for field hockey, how times have changed.

Sophomore year ends in a flash, and now I’m a junior with something to prove. If you asked my junior self about college, I would tell you I was going to college in New York City, where I was always meant to be. Interesting how now, instead of going to the Big Apple, I will be moving to the bustling, lively, well-known town of Lewiston, Maine. If my 16-year-old self knew that way her life would change, I don’t think she’d be able to get up in the morning.

What I have learned from my senior year is everything I wish I had known as a junior. Not that my stubborn, 16-year-old self would have listened, but it would’ve been nice to hear nonetheless. The first is never to be afraid to speak your mind. There are many opportunities in your life to speak your mind on a societal issue, a personal issue, or a typical opinion. Even when it feels like no one is there to listen, there is always someone who wants your time, you just have to search for them. The second is that nothing will turn out as it seems. You have your life planned out step by step, and if something strays from the plan, your life isn’t going to break down and crumble to dust. The third is to savor the small things. You’ll regret nothing more than times when you had an opportunity you did not take. Even when you hate staying at the Lehigh University indoor track at 11 on a Friday night, take it in because before you know it, you’ll wish for those draining nights.

Now I am closing this chapter of my life, experiencing the victory lap of my senior year. A year filled with love, struggle, happiness, and hurt.

A year with so much action that it boggles my mind to think of my whole school year at once. Yet of course, for the sake of this paper, I’ll pinpoint a few. Let’s start from the beginning, as I try to explain this in as few words as possible.

As I brushed my teeth in the history hallway bathroom during the spirit day sleepover, with the image of my exhausted, sunburnt, smiling face looking back at me, I reflected on the beginning of my senior year. As I slumped into my bed the day I got home from spirit day, and watched the skit recording over and over to judge if I upheld my reputation. From the high of Spirit Day to the low of my field hockey season, I needed a boost, which I would not get for a while after. I went on college visit after college visit to find the right school for me. When it seemed I had found the one, the admissions committee did not feel the same. I then isolated myself from my friends so no one would ask me about my commitment, sulking in Ms. Losey’s office, hiding from the potential questions. Then, scrambling, I found another school that wanted me as much as I wanted them. The hectic episode of this year made the time move faster. All of a sudden, it was outdoor track season, as if indoor had never happened. Then I blinked one too many times, and it was May when I was singing, “The Climb” on my last track bus ride home. I blinked one too many times, and I was preparing for my track senior day. I blinked one too many times, and I was in front of my family and friends in a white cap and gown, leaving my mark on the place I have called home for 7 years.

Demonstrated by all I have mentioned, I have succeeded in what my outgoing 8th-grade self strove to achieve. I have formed what was once a naive idea into something I can be proud of. I have created a reputation to be proud of. Now I am faced with what I will do with that reputation in the future. Because after all, if crayons can turn to pencils, a field hockey stick can turn to a discus, and a song can become a memory, a reputation can become a faded echo of one's past self. So I’ll take forward what high school has taught me, though no matter how hard I try in these transitions of life, I am not much different from my 6th-grade self. Right now, 2029 is miles away. My move-in date gives me plenty of summer time with friends, and 4 years is plenty of time to enjoy college. I may be right, but I’ll predict that in my senior year of college, I will be writing something similar, wishing I had been less naive and savored the time I had. You always want what you don’t have until you get it, and understand it wasn’t all you wanted. And to frankly quote the soundtrack to my senior year: “There’s always gonna be another mountain I’m always gonna wanna make it move Always gonna be an uphill battle Sometimes I’m gonna have to lose Ain’t about how fast I get there Ain’t about what’s waiting on the other side It’s the climb” (Cyrus)

Tell Us What You Think!

Share your thoughts by emailing editors adigiuseppe@ndapa.org or afahey@ndapa.org.

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Spring 2025

What ISEF Means to Grace Yacobe ‘25

By Grace Yacobe ‘25

The four letters every science nerd dreams of putting on their résumé.

Millions of students, including me, pour our hearts and souls into a piece of research, hoping for the chance to present it on an international stage. I’m incredibly grateful that, as a science nerd, I’ve had the opportunity to put ISEF on my résumé every year for the past four years.

Hi, my name is Grace Yacobe, and I’ve competed at ISEF for four years.

There are so many myths and theories surrounding the fair, so if you’re the person who picked up this article, I’m here to walk you through what ISEF actually is, and why it matters.

First of all, yes, it’s the Olympics of science fairs.

Some of these kids have practically been bred for this competition. Their dads own labs. They don’t do much outside of science fairs. They continue the same project for over nine years. The level of their projects easily surpasses the PhD dissertations I read over for fun. Ironically, a lot of them have surprisingly low GPAs: not because they aren’t brilliantly intelligent, but because research completely takes over their lives.

ISEF represents the top 1% of student researchers in the world. It begins with a pool of over 2 million students across 67 countries, and by the end, only about 1,800 are selected to compete. The location changes every year: this year it was in Ohio, but I’ve also been to it in Los Angeles, Atlanta, and Dallas.

ISEF changed my life. It helped me discover a potential cure for one of my diseases, and ironically, it also led to me being diagnosed with another. I met some of my best friends there. I even co-founded a company because of it. It’s competitive, but also deeply collaborative (after judging, of course), and everyone is genuinely kind.

The week kicks off with a pin exchange, where you trade pins with students from all over the world. This year, I actually ended up with a national team jacket after a funny interaction with someone who didn’t realize I spoke Arabic. Every event immerses you in global cultures: the food is international, the energy is electric. Then there’s the opening ceremony, where students from each country walk across the stage with their flags.

Judging is a full day, and the judges are extraordinary. I once had a Nobel Prize winner give me feedback on my project. That night, there’s a mixer where we all dance (American style), and then the next two days are filled with anticipation for awards.

I’ve been lucky to win some, like 3rd place in Translational Medicine and several special awards. This year, I even received the Qatar Special Award for inventing a fifteen-dollar GI diagnostic device that ended up diagnosing me with ulcerative colitis: months before traditional testing would have caught it. Without ISEF, I wouldn’t have caught the disease early, and my doctor wouldn’t have run the right tests.

I will say, things shifted during my junior year when AI suddenly became a global force. Almost overnight, every project was AI-based. I’m not saying AI is bad, it has enormous potential, but I do think it’s starting to overshadow other types of hands-on experimentation. I hope ISEF finds a way to strike a balance, or even limit certain types of AI-heavy submissions to give space to other innovations.

Everyone wants to get into ISEF because it’s seen as a golden ticket to top universities.

After all, who hasn’t heard the joke: “Only the kid who cured cancer gets into Harvard.”

Now, to be completely honest my grades aren’t perfect. But neither were most of the ISEF finalists’. What unites us isn’t straight A’s. It’s the drive to solve real problems, ones we’ve actually lived through. Sure, I could’ve “locked in” and gotten all A+’s. But this year, I was battling major health issues.

The very device I invented for ISEF gave me answers, and gave me back control over my health.

"Who's Gonna Let a 15 Year-Old Work In Their Lab?": Curing Celiac Disease with Grace Yacobe (WDIY)

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Spring 2025

Funding Cuts to Higher Education

By Meredith Rinaldi ‘26

Higher education is facing serious threats due to the Trump Administration’s proposed budget cuts. These budget cuts encompass freezing federal grants to colleges and universities, cutting back the scope of the Department of Education, and will ultimately lead to lasting, negative effects on several groups – universities and colleges, students, and innovation. The universities at most risk in regards to budget cuts are prestigious research institutions. For instance, Johns Hopkins University relies on the federal government for 40% of its revenue. This revenue went into research programs, notably medical research.

Those on the left warn the public of the consequences of freezing federal funding. First, freezing funding will have a detrimental effect on research and innovation that occurs at these prestigious institutions. The United States is at risk of losing one of the top spots in the world for innovation. Second, those on the left believe that the Trump Administration is pushing an agenda on colleges and universities.

For instance, the Department of Education stated that colleges and universities must get rid of DEI (Diversity, Equity, and Inclusion) programs or be at risk of losing federal funding. Those on the left further argue that some of the funding cuts appear as intimidation for institutions, not based on substantial legal evidence. For instance, the Trump Administration froze 175 million dollars from the Defense Department and the Department of Health and Human Services at the University of Pennsylvania over a transgender swimmer.

Those on the right argue that cutting back on funding will lessen the scope of the federal government, and put responsibilities of funding back in the hands of state and local governments.

Those on the right also argue that lessening the Department of Education’s influence or getting rid of the department all together will result in significantly less government spending.

Gates of Harvard Yard (NYT)

While the Trump Administration is freezing federal spending, some universities are standing up to it. For instance, Harvard University filed a lawsuit against President Trump stating that freezing Harvard’s federal spending violates the First Amendment.

Grace Yacobe on ISEF, continued

By Grace Yacobe ‘25 I actually started writing this article to prove to myself that I hadn’t lost who I am—after being rejected from my dream college and facing serious health challenges this year. But honestly, I don’t need to explain myself right now. What matters most is inspiring you all.

The moment I became truly happy was when I realized that where I go is enough. My grades, my health, and my setbacks do not define who I will be.

Everyone who said my grades weren’t good enough or that my personality didn’t fit the career I want is wrong. Because I am Grace Yacobe, the daughter of two immigrants, living with autoimmune diseases that some said would destroy my life. I have ideas that might seem crazy, but I make them work.

And that name — Grace Yacobe — is more than just words; it’s my identity, my strength, and the promise that no setback will ever hold me back.

Which brings me to something people always ask me: how do you get into ISEF? The truth? You need a project that touches humanity.

People tell me I should just focus on school. But I don’t think I’ll ever study that way. My priority in college isn’t a perfect GPA. It’s expanding my research, contributing to others’ work, keeping my grades strong, and taking every opportunity that comes my way.

Because I believe the difference between a good and a great scientist, doctor, or engineer is whether they treat an issue like a case of science, or like a case of humanity.

And ISEF, in my opinion, values the latter.

That’s how it creates the next generation of change-makers. Most of the projects at ISEF or big breakthroughs happen when a person refuses what has already been proven. So please do not ever take no for an answer or believe an idea without truly understanding it. Keep nagging until you get your way and all your dreams are accomplished. The world truly needs your voice, your ideas, and your refusal to back down. Because somewhere out there a life will change - all because you refused to stay silent, gave your everything, and believed it was possible.

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Spring 2025

Graduation Trivia

By Ava DiGiuseppe ‘25

Which coming-of-age film features a soundtrack by Simon & Garfunkel and centers on a protagonist whose post-grad malaise is symbolized by the word "plastics” A) Frances Ha B) The Perks of Being a Wallflower C) The Edge of Seventeen D) The Graduate Which philosophical novel, often read during periods of change, includes the line: “When you want something, all the universe conspires in helping you to achieve it”?

A) The Little Prince B) Siddhartha C) The Alchemist D) Jonathan Livingston Seagull

Mary Cassatt, Summertime, 1894

In literary symbolism, which of the following is most often associated with liminality — the threshold between past and future selves?

A) A key B) A staircase C) A flame D) A mirror Which poet asks the reader to consider, “Tell me, what is it you plan to do / with your one wild and precious life?”

A) Mary Oliver B) Sylvia Plath C) Walt Whitman D) Billy Collins

The Graduate

Which philosophical figure might best describe graduation as a moment of “existential choice,” when one must leap from the aesthetic to the ethical life?

A) Aristotle B) Søren Kierkegaard C) Marcus Aurelius D) Simone de Beauvoir In Dead Poets Society, what Latin phrase does Mr. Keating teach his students, urging them to seize the moment?

A) Tabula Rasa B) Cogito Ergo Sum C) Carpe Diem D) Ars Longa, Vita Brevis

John Singer Sargent, Carnation, Lily, Lily, Rose, 1886

Answers: D, C, B, A, B, C