THE RIVERS EDGE
CONGRATULATIONS CLASS OF 2025
Seniors showcase creative journeys Prize Day 2025
BY SARAH DUBARD ‘25 CO-EDITOR
On Thursday, May 15, the Revers Center came alive with art, music, and celebration as the Class of 2025 presented their Senior Arts Night. A long-standing tradition at Rivers, this year’s event showcased the diverse talents of graduating seniors across the visual and performing arts programs. From vibrant musical theatre numbers to moving classical and jazz performances—and a culminating gallery walk of student-curated visual art—the evening offered a heartfelt, all-encompassing farewell to senior artists.
Guests were welcomed at the entrance to the Baldwin Family Art Commons with a light din-
ner and dessert, catching up with friends and families beneath the glow of gallery lights and the hum of final rehearsal notes. The space, transformed into a concert hall and gallery, set the stage for a dynamic evening honoring artistic collaboration and growth.
The evening began with a burst of Broadway as the senior musical theatre performers took center stage. Jordan Felice ‘25, Ceci Giebutowski ‘25, and Ally Giebutowski ‘25 kicked things off with “Opening Up” from Waitress, a fitting trio to open the night and set the tone with charm and precision. As she concludes her sixth and final year at Rivers, Felice shared her excitement “to see how the Rivers musical theatre programs continue
to expand and how these programs help shape young artists.”
Their performance was followed by “Seventeen” from Heathers, a revival from the Fall 2024 Musical Theatre Conservatory Program that reflected on the bittersweet beauty of youth.
The song carried even more sentiment as the graduating students sang the lyric, “Can’t we be seventeen?” one last time as a group. “Singing this song one final time is our way of saying goodbye,” explained Bridget Minogue ‘25. “It represents our acceptance that we are getting older, leaving Rivers, and passing the torch to the next group of artists.”
The entire musical theatre
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French students immerse at Rivers
BY CHARLIE TANDON ‘28 CONTRIBUTING WRITER
Over the past few weeks, students may have seen unfamiliar faces around campus, sitting in classes, eating lunch in Kraft, or playing basketball in Benson. These newcomers were French exchange students from Le Lycée Georges-Duby, just outside Aix-en-Provence in southern France. They were participating in the French exchange program between their school and Rivers.
This program was founded in 2013 by Rivers French teacher and language department chair Elisa Goldsmith, who believes the program is an excellent way for students learning French to apply what they’ve learned in hands-on situations and environments. “[T]his program offers students the chance to use their classroom learning in real-
world experiences,” Goldsmith explained. “The French students spend two weeks here, living with Rivers’ host families, attending classes with their ‘correspondents,’ and taking day-trips into Boston. We then travel to Aix-en-Provence in June, and the Rivers students stay with their French ‘correspondents,’ spending time with the family and taking group excursions in the surrounding area.” This year, seventeen French students and sixteen Rivers students took part.
The French students are in Seconde, which corresponds to sophomore year in the U.S., and are part of a bilingual program at their school where half of their day is taught in English while the other half is in French. As a result, they are almost completely fluent in English. While at Rivers, the French students took trips into Boston every other day, see-
ing sights like the State House, Fenway Park, and the Freedom Trail. To give the French students a more personal look into Boston, Rivers hosts took their visiting students to places not on the official itinerary during the weekends. Lily Soares ‘27 said, “My favorite thing I’ve done with [my exchange student] so far was spending the weekend exploring Boston together. On Saturday, we headed into the city and visited the ViewBoston observatory at the top of the Prudential Center, and we loved it! We got an excellent overhead view of the whole city, and it felt so special to point out all the different landmarks to her from up above, such as the Zakim Bridge, Fenway Park, and TD Garden.”
On the weekdays at Rivers, the exchange students attended
The Faculty Prize Cailyn Kim
The Dudley Willis Trustee Prize Edward Foley, Andrew Ho
The Jeremiah J. Sheehan Memorial Prize Grace O’Sullivan
The Hooper Lawrence Memorial Prize Leah Jin
The F. Ervin Prince Prize Danique O’Mensah
The Priscilla Wallace Strauss Athletic Prize Lindsay Morin
The James A. Navoni ‘70 Athletic Prize Ryan Altman
The ISL Award of Excellence Serafina Applegate, Charles Holmes
Senior Award for Exceptional Dedication to Athletics:
Serafina Applegate, Morgan Boyce, Gavin Hill, Lindsay Morin, Isabel O’Brien, Reagan Whitaker, Alexander Young
The Nonesuch Players Prize Sarah DuBard, Cecilia Giebutowski
The David Killam Instrumental Music Prize Jacob Decker, Judson Hally, Dylan Herlihy, Jason Richardson-Miles
The Classical Music Prize Adalia Wen, Jacob Winneg
The Two-Dimensional Arts Prize Cailyn Kim, Alexander Kyner
The Three-Dimensional Arts Prize Lily Liebhoff
The Austin A. Chute Memorial Prize Daniel Connelly, Adalia Wen
The Modern Language Prize for Mandarin Chinese Jacob Decker, Dylan Herlihy
The Otto Alcaide Language Prize for French Alexandra Correia, William Irving
The Otto Alcaide Language Prize for Spanish Lily Shah, Jackson Vignati
The George Woodbridge ‘24 History Prize Alexandra Correia
The Science Prize Taylor Hauff, Matthew Papas, Chelsea Yan
The Mathematics Prize Mairin Anderson
The Robert W. Rivers Prize for English Joyce Do
The Interdisciplinary Prize Chelsea Yan
The Community Engagement Prize Joyce Do, Kayla Thugi
The Kenneth F. Benjamin ‘50 Citizenship Award Joy Robinson, Charlie Tandon
The John Hopkins University Alumni Faculty Prize Audrey Wang
The Brown University Alumni Book Prize Katherine Shaw
The Thomas Olverson Prize Esme Asaad
The Harvard Club Prize Henry Goldstein
Senior Members of the Cum Laude Society:
Mairin Anderson, Serafina Applegate, Alexandra Correia, Jacob Decker, Joyce Do, Sarah DuBard, Spencer Gary, Taylor Hauff, Andrew Ho, Leah Jin, Cailyn Kim, Elizabeth Lapides, Pepper Taylor, Adalia Wen, Chelsea Yan, Alexander Young, Mulan Zhang
The Rivers School, Weston, MA
Community Engagement Fellows make impact in pilot year
BY KATHERINE SHAW ‘26 CONTRIBUTING WRITER
The Community Engagement Fellowship program is concluding its first successful year. This pilot program, run by Lucas Malo, provides opportunities for rising juniors to explore issues of local and global importance. The fellows have the responsibility of addressing a need within their community, educating and engaging the Rivers community, and developing leadership skills centered on community engagement. The program is open-ended, but there are similarities between all the fellows’ projects: each fellow must collaborate with a nonprofit organization in the program and receive $500 to implement their community impact projects.
Malo explained, “The program allows students to [work] with a community partner in a way that is currently not offered. Offering training, funding, and a cohort experience helps to eliminate some of the major barriers that students feel.” He added, “The Fellows Program is truly unique. It’s a win-win for the students, the Rivers community, and a variety of nonprofits.”
Students are taking advantage of this unique opportunity. Currently, there are eight fellows and seven projects in the works. “The fellows have to truly understand each other’s projects and learn the challenges of rolling out new community engagement projects,” said Malo.
This form of community engagement is especially exciting for Malo to oversee: “It brings me so much joy to see the students dive deeper into their passions and share those with the
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school with their host students and visited French classes of all levels. Members of Goldsmith’s Honors French II class prepared questions to ask the students, such as their favorite musicians, foods, and the differences they noticed between the U.S. and France. Adalia Wen ‘25 remarked about a French student she spoke to: “She was super kind and a
Rivers community. Seeing how much they have learned is inspiring, and knowing that these are skills that will be used for a lifetime as they continue to make positive change. Students are learning skills from professional communication, nonship.” He continued, “I think that once students engage in the projects, they are going to feel connected to the organizations. Rivers will hopefully be able to build more sustainable, longterm partnerships over time.”
folks’ understanding of how one can make community change.”
Malo also aims to expand
While Malo’s perspective on the program builds a strong foundation, the students have also enjoyed the impact they are making on their community through their projects. Lily
profit management, budget planning, volunteer recruitment, and truly understanding the needs of their target communities.”
In the future, Malo hopes “for this program to grow in a way that does not compromise the individual attention to the fellows to support their leader-
this program to eighth graders. He also plans to change the title of the projects to “Community Impact and Equity Projects,” which will allow students to connect parts of their identity to the community engagement work that they pursue. Malo hopes this change will “broaden
Chung ‘26 decided to engage with her community through a book fair. She noted, “I planned a Literacy Fair with the Waltham Family School, a literacy-based ESL program for preschoolers and their parents. My fair includes a free book drive, story times, raffles, and fun games.
I’ve also worked in the sculpture studio to build a little library that I’ll donate to the school.”
This project has created an opportunity for Chung to learn how to find a middle ground between a grand idea and balancing the needs of the community members. She said, “The most important lesson I have learned so far is to listen to the needs of the community. My initial vision didn’t completely align with the logistics of the Waltham Family School, but that’s okay because we revised it in a way that makes me and my volunteers excited and fits the school’s needs.”
Chloe Chitkara ‘26 is working with senior citizens in Wayland. She said, “I get to connect with the senior citizens in my town, Wayland, through a variety of activities that I design specifically for them to enjoy. I’ll be allowed to work with this group of people who I feel are distant from the younger generation and our evolving society.” Chitkara added, “This program allows me to see the seniors’ faces light up and feel [like] a part of the community again.”
Chitkara decided to engage in this program “because [she] loves to do community service.” She continued, “I see it as a way to break loose from my everyday activities and extend further to create new ones. I like giving back to the community, especially when I feel a genuine connection to that community. The senior citizens in my town are such loving people to be around. I love building a comforting atmosphere around them.”
In addition to making a sig-
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French exchange students explore life at Rivers and beyond
great conversation partner, actively listening and trying to understand my stilted French.”
The program also aims to give students a look at a different culture from their own. Indeed, this is one of the most appealing benefits for students signing up for the program. “When I heard about this program,” said Soares, “I was immediately drawn to the prospect of connecting with, hosting, and visiting a French ex-
change student. I loved the idea of being able to share my own life, culture, and language, especially all the little things that make Boston home for me, with someone who might be just as curious about American life as I am about French life. I couldn’t wait to show [the student] my favorite local spots, introduce them to some of my favorite traditions, and just let them experience my day-to-day routine. I wanted a
meaningful exchange of not just language, but of friendship and culture as well.” One visiting French student shared, “I loved the fact that I could see Boston and the American lifestyle from several angles: through my host family, the excursions, the events which took place at school, and the moments I spent with each family member at different times.” Esme Asaad ‘26, one of the students participating in the program, noted that she has “[gained] perspective from [the students] on perceptions of the U.S. abroad and the way that [her] life in America compares to theirs in France.”
“I think the greatest success [of this exchange program] is when students develop strong emotional connections to their French friends and families, as well as the French language and culture,” said Goldsmith. Meaningful connections have certainly been made this year among all students involved.
From attending a Celtics game, which was one of the favorite activities, to hanging out at home, participants of this pro-
gram agree that they formed a meaningful bond with their exchange students. “My favorite thing about the program so far is getting the opportunity to become close with someone from a very different culture than my own,” said Parker Farnham ‘27. Soares agreed, remarking that her favorite aspect of the program has been “bonding with my French exchange student and integrating her into my life and family. From the very beginning, it felt so natural to welcome her into our home and share all the little pieces of my daily life with her.” This program has had its greatest successes outside the classroom. The Rivers students hosting exchange students shared how impactful it was to have one of the French participants live with them for an extended period. Soares said, “[My exchange student] has truly become like a sister and such a close friend in just two weeks. Now that the program is coming to an end, it feels like she’s part of the family, and that’s definitely been the most rewarding part of this whole experience.”
Rivers students gather with their French visitors in front of Campus Center. Photo by Elisa Goldsmith.
Four junior volunteers join Chung at the book fair she created in the fellowship. Photo by Lily Chung '26.
Life Sciences students go hands-on at Harvard MedScience
BY MAYLEA HARRIS ‘26 ASSISTANT EDITOR
At Rivers, students in Advanced Topics in Life Sciences Research—one of the Special Programs offered to eleventh graders—spend the year learning about various components of life sciences research, including gene editing with Clustered Regularly Interspaced Short Palindromic Repeats (CRISPR), how to conduct and create labs, computer science with RStu-
One significant component of the course occurs off-campus during spring break. For the second year in a row, juniors in this course have visited Harvard Medical School for the MedScience program over spring break. Students spent three days, from morning to afternoon, working in patient simulations and conducting labs on Harvard Medical School’s campus.
During patient simulations, a dummy patient listed their symptoms and story to the students.
dio, and much more. The class meets weekly in a shared free block and is taught by three experienced upper school science teachers Christopher Dalton, Sequoyah Reynoso, and department chair Betty Bloch. If students showcase a desire to learn and scientific prowess, they earn the recommendation to enroll in the Honors Science Research Seminar course in their senior year.
The simulation aimed to feel as real as possible, with a stressed patient surrounded by beeping monitors, preparing students for what they might experience in the medical field. The students then worked as a team to list possible diagnoses, request labs from the doctor based on their hypotheses, and narrow down their lists until arriving at a final diagnosis and administering treatment and med-
icine for the cause of the patient’s pain. Students also administered treatments throughout the simulation to alleviate symptoms and attempt to comfort the patient, including placing ice on their head, offering general painkillers, and giving fluids. At Harvard MedScience, students gained an understanding of and experienced the pressure doctors are under, the importance of collaboration, and the art of doctors’ bedside manner. Students also spent time in Harvard Medical School’s laboratories, which aligned with the patients’ cases from that day. They expanded their pipetting skills, made gels, analyzed samples, and much more. The labs were led by some of Harvard Medical School’s instructors.
The trip aimed to incorporate what students had learned at Rivers into a hands-on, medicalschool-level experience. “Our goal is to expose [the students],” explained Dalton. “We’re not aiming for mastery but for exposure to simple tasks, from pipetting or making a standard curve to thinking through CRISPR.” At Harvard, the students learned how diversely CRISPR could be used through fun experiments that showed these techniques in action in the medical field rather than solely in research.
On the fourth day of spring break, students attended the Ragon Institute. The Ragon Institute hosts a brand-new research facility in Boston that opened last summer. Their cutting-edge research, which focuses on therapies for infectious diseases, grabbed the attention of students and teachers alike. “[It] checks all the boxes of what we wanted,” said Dalton. “We knew we would get a lot out of that opportunity.”
The class spoke with a several researchers at the Ragon Institute in a conference-style discussion. Afterward, the group toured the institute, getting a thorough view
into life as a researcher. “We’re lucky that they’d give up time to answer our questions and give us a tour,” stated Dalton. Being at Ragon offered a different perspective than Harvard MedScience: “At MedScience, it isn’t full-time clinical staff,” said Dalton. “Ragon instead gives a real look into what researchers do.” Zimon Li ‘26 agreed: “Being able to interact with scientists in person allowed me to better understand the real-world applications of their work.”
Some students view this course as a two-year commitment, aiming to earn the recommendation for the challenging senior year Honors Science Research Seminar course. In contrast, others simply want to learn more about life sciences in their junior year. The course attempts to cater to both perspectives, knowing that some will continue working in the life sciences the following year while others may decide the course is not for them. “We want students who get to the end of eleventh grade to think it’s a rewarding experience on its own,” Dalton shared. “This course gives students the building blocks to do great work in the twelfth grade but keeps the course interesting and relevant for other students who just want to learn for one year. Advanced Topics in Life Sciences Research is a pass/fail course, aiming to be a low-stress yet worthwhile addition to the busy junior year.”
Students and faculty reflected on the trip as a whole. Reynoso recounted the patient interaction simulations: “It is uplifting and pride-inducing to see students using their knowledge and prior experience to hone in on a diagnosis.” He continued, “Though the simulated patients represent real, serious afflictions, the voice-acting by the instructor and the physical appearance of the dummy somehow instill
a sense of hilarity into the situation.” Indeed, as the vitals of the simulated patient crashed, students frantically administered treatment under much pressure. “There’s a sense of urgency, and then the patient requests that somebody rub their feet,” Reynoso added lightheartedly. “Laughter erupted as a student hesitantly massaged the feet of a dummy. What a way to cut the tension.”
John Henry Lenzen ‘26 spoke on the hands-on aspects of the trip: “We got to have the experience of going through a bunch of medical procedures. I thought it helpful because you don’t get that experience anywhere else. You can read articles and papers about it, but there is something really different about actually going in and doing it.”
For some, the thought of giving up part of their spring break might seem unpleasant, but Lenzen disagreed: “It was a great use of my time, not only because it was educational, but because I had a lot of fun doing it. And if you’re in the Life Sciences program, you want to do more of these things.” Li agreed, explaining, “Being able to experience the dichotomy of the medical world only strengthened my love for the sciences.” Lola Boudreau ‘26 summarized her experience simply: “I loved it.”
Students don’t have to know their future careers in STEM when taking the Life Sciences Research course. “[Advanced Topics in Life Sciences Research] plants the seeds of what it’s like to be a physician or a researcher,” Dalton explained. “The course is expected to grow and change as student interest does. This course and trip are valuable opportunities for all students to consider. They expose students to the critical skills and mindsets needed to be a scientist or doctor and reinforce students’ preexisting love for science.”
Rivers launches fellowship to spark leadership and impact
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nificant impact in the community, this program has brought so much joy to the fellows themselves. Noelle Lee ‘26 shared, “I loved noticing the little moments of impact while I did my program. Whether it was a flicker of interest from a kid or when someone was willing to pick up their paintbrush, I was seeing that my program was actually making progress and that what I was doing was actually beneficial for the kids.” Through her experience, she increased her love for engaging with the community and now has a greater sense of what community engagement looks like.
The Community Engagement Fellowship Program has created a space for students with individualized identities to support their passions and build bridges with communities that Rivers wouldn’t have offered before.
In the future, Malo hopes that these communities Rivers is collaborating with will now see our school as long-term partners.
The engagement has been so strong that the current fellows look forward to helping the upcoming group of fellows next year, as well as assisting with leadership and creating a peer-to-peer mentorship, as the forthcoming juniors refine their projects. In the future, Malo also hopes for more faculty and staff involvement. Connecting with the community is a hands-on way of learning. Through some of the interdisciplinary projects, such as those combining English and social justice, students and community members alike can benefit.
This program has given these students a sense of pride as they worked with extreme passion to put these projects together. Lee closed, “I would tell the next wave of fellows to be flexible in their
planning and to expect challenges. Even when you expect these disappointing moments, it is part
of the process in making an impactful community engagement program. Moreover, it’s what you
make of those difficult moments that matter. If you are able to get past those, you will be fine.”
Inaugural Community Engagement Fellows gather together with Malo for a photo. Photo by Lucas Malo.
Students analyze a patient's test results. Photo by Christopher Dalton.
Opinions
“Liberation Day” or leverage play?
BY SOREN BROCKMAN ‘27 STAFF WRITER
Trump Declares Liberation Day:
On April 2nd, 2025, Trump proclaimed “Liberation Day” behind a podium in the White House Rose Garden. With an American flag draped in the background, the audience lauded Trump with cheers and applause as he unveiled sweeping new tariffs to reshape U.S. trade policy. “For decades,” Trump declared, “our country has been looted, pillaged, raped, and plundered by nations near and far, both friend and foe alike.” But now, he argued, “Jobs and factories will come roaring back into our country … [and] supercharge our domestic industrial base.”
Despite his supportive crowd, Trump’s announcement incited nationwide backlash and market turmoil. Within two days, the S&P 500 declined 14%, the Dow Jones 12%, and the Nasdaq Composite nearly 16%, infuriating Democrats, many Congressional Republicans, and even business leaders who typically side with Trump. Global markets followed suit, with the E.U.’s Stoxx Europe 600 down 12%, Japan’s Nikkei 225 8%, and China’s CSI 300 nearly 7% within the same two days.
Although stocks have since stabilized after Trump’s temporary tariff suspension, many remain uncertain about their purpose—especially given that the majority were in effect for less than a week. This raises the key question: What exactly is Trump trying to accomplish with these tariffs?
What Tariffs Are Meant to Do:
To understand the objectives of Trump’s Liberation Day policy, it is helpful first to explain tariffs and why governments use them. Tariffs are government-imposed taxes on imported goods. Typically, tariffs come as a percentage-based fee; for example, a 15% tariff on a $10.00 product would require a $1.50 payment.
“The growth of the U.S. steel industry during Trump’s first term is a good example of how tariffs can benefit local industries.”
- Soren Brockman ‘27
Governments implement tariffs for several key reasons: to protect domestic industries, safeguard jobs, and generate revenue. Political motivations also exist, such as corporate manipulation or diplomatic pressure, topics which this opinion will address later.
As Harvard economist Dani Rodrik notes, “Tariffs can be a shield to protect your domestic
economic policies.” Protective tariffs raise the cost of foreign goods, making domestically produced products more attractive to consumers. This incentivizes companies to keep factories and jobs within national borders.
“In short, tariffs undermine foreign competition so local companies can thrive.”
-Soren Brockman ‘27
The growth of the U.S. steel industry during Trump’s first term is a good example of how tariffs can benefit local industries. For context, the U.S. steel industry is vital to national defense, essential infrastructure, and domestic manufacturing: “Beyond supplying high-quality steel in sufficient quantities to meet national defense needs, the U.S. steel industry … [supports] the welfare of other industries essential to the broader health and operation of the economy and government.” Therefore, the government needed to intervene when “chronic global steel supply gluts [began to] undermine the U.S. steel industry with surging imports to U.S. markets, undercutting prices, domestic production, employment, and investments.” The Trump administration acted to counter this overflow in 2018, imposing a 25% tariff on all steel imports. According to the Economic Policy Institute (EPI), “U.S. steel output, employment, capital investment, and financial performance all improved” following these tariffs.
In short, tariffs undermine foreign competition so local companies can thrive—and in this case, the results were clear: steel imports dropped 27%, U.S. steel producers announced more than $15.7 billion in investments across at least 15 states, and “at least 3,200 new jobs” were created (EPI).
Besides protecting national industries and jobs, governments also use tariffs to generate revenue, just like regular taxes. Nations with import-heavy economies, such as the U.S., can garner a large sum of money from tariffs. Whether to pay off debt, build infrastructure, or do anything a government finds necessary, tariffs can be a valuable financial source.
That said, the true source of tariff income is uncertain. During Trump’s first term, he raised tariffs on China from an average of 1.7% in 2017 to 13.8% in 2019, per the World Economic Forum. The resulting revenue—or an estimated 92% of it—was sent to U.S. farmers facing difficulties during the pandemic, according to the Council on Foreign Relations. While this allocation of funds helped reduce disruptions in domestic food production, economists debate who actually
paid these tariffs: U.S. citizens or foreign businesses? Economists overwhelmingly agree that U.S. importers bear the full cost of tariffs, leading to billions in taxes for U.S. companies, forcing them to raise consumer prices to maintain profits. Hence, sometimes tariffs are not exclusive taxes on foreign companies but an additional tax on American consumers.
It is also worth mentioning that for tariffs to bring in profit, companies must continue to import products instead of producing them locally. A nation, therefore, cannot rely on tariffs to create jobs and generate revenue simultaneously. Job creation depends on companies reducing imports and boosting local production, while revenue generation relies on imports.
Nonetheless, when used strategically, selective tariffs do serve as productive methods of economic policy, either by protecting domestic industries and jobs or by garnering profit.
Breaking Down Liberation Day:
Under the Liberation Day policy, the Trump administration imposed a universal 10% tariff on all imported goods, a 25% tariff on auto parts, steel, and aluminum, and “reciprocal” tariffs on countries Trump claimed “engage in the most unfair trade practices.”
Trump’s 90-day suspension only applies to the reciprocal tariffs; the universal 10% and auto parts, steel, and aluminum tariffs remain active. The 90-day pause also notably does not apply to China, and tariffs nearing 145% on Chinese products—except certain electronics—remain in effect, according to the Wall Street Journal.
Trump’s Reasoning behind the Tariffs:
On the surface, Trump’s tariffs seem to have two major goals: to stimulate domestic economic growth and achieve “fair trade.” The administration frames this new policy as a corrective measure—an effort to “liberate” America from a history of one-sided trade deals. As
Co-Editors-in-Chief
Assistant Editors
Faculty Advisor
the official White House website explains, “For the first time in decades, the United States will see fair trade as President Donald J. Trump announces tariffs to level the playing field for American workers and businesses.”
“Considering the tariffs as political leverage makes more sense when considering the Trump administration’s crackdown on federal funding for universities.”
- Soren Brockman
‘27
However, economists and political scientists question whether these are Trump’s true motives. Just seven days after introducing them, Trump announced a 90-day suspension of the reciprocal tariffs. While critics interpret this swift reversal as a sign of weakness, his proponents argue that this move was part of Trump’s negotiating strategy to arrange more suitable trade deals with countries. After all, over 75 governments have requested to negotiate trade agreements, according to Treasury Secretary Scott Bessent. However, if renegotiation was Trump’s goal, why did he ignore the E.U.’s offer of a “zero-for-zero” deal just weeks before Liberation Day? If Trump believed the U.S.-EU trade agreement was “pathetic,” as he claimed, he would have taken the opportunity to renegotiate. Yet, he disregarded the offer for “fair trade” and unleashed his tariffs anyway, signaling he is clearly trying to accomplish something else.
More likely, Trump announced the suspension as a result of the intense wave of criticism—he told reporters his decision was a result of people “getting a little bit yippy.”
Trump’s True Motives for the Tariffs:
Senator Chris Murphy proposes that Trump’s blanket tariffs are not economic policy at all, but rather a “political weapon.” Under his widespread tariffs, no corporation has immunity. Therefore, if corporations wish to avoid the surge in import fees, Murphy contends, they must “make an agreement with Trump in which he gives them tariff relief in exchange for a pledge of political loyalty.” Murphy told reporters how this attempt at ensuring political support could take many forms: “Maybe they agree to champion his economic policy publicly. Maybe they agree to make contributions to his political campaign. Maybe they agree to police their employees to make sure that nobody that works for that company works for the political opposition.”
Considering the tariffs as political leverage makes more sense when considering the Trump administration’s crackdown on federal funding for universities. Just as colleges face financial penalties unless they align ideologically with the administration, corporations will endure tariffs unless they pledge political support. Political and financial leverage appears to be emerging as a trend in the Trump administration.
Beyond targeting U.S. companies, however, Trump’s tariffs clearly aim to serve one more purpose: inflicting economic pain
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The Rivers Edge
Staff Writers: Lily Finton ‘26, Soren Brockman ‘27, Caroline Sorel ‘27
Contributing Writers: Anna Keyser ‘26, Katherine Shaw ‘26, Shea MacLaughlan ‘27, Chase Bugbee ‘27, Sophia Capodilupo ‘27, Charlie Tandon ‘28
THE RIVERS EDGE is published by the students of The Rivers School. THE EDGE is an open forum for the news, events, ideas, issues and concerns of the student body. Letters and contributions from the entire Rivers community - students, faculty, staff, parents, and alumni - are welcomed and encouraged. Unsigned letters will not be published, but names will be withheld upon request. Please send letters to The Editors, THE RIVERS EDGE, The Rivers School, 333 Winter Street, Weston, MA 02493.
Spencer Gary ‘25
Sarah DuBard ‘25
Grant Ramirez ‘26
Daniel Connelly ‘25
Maylea Harris ‘26
Noelle Lee ‘26
Stephanie Kay ‘12
Opinions
The price of purpose through student fundraisers at Rivers
BY CAROLINE SOREL ‘27 STAFF WRITER
Every year, students are met with a flurry of raffle tickets, bake sales, and sweatshirt Google Form links, all in the name of fundraising. From eye-catching posters to spirited emails, fundraising has become a staple of student life. But beneath the excitement and tradition lies a deeper question: how can the students actually learn from these fundraisers and see their ultimate goal of donating? As fundraising becomes increasingly woven into the fabric of school culture, it’s time to take a closer look at how these initiatives shape student experiences and values.
Many fundraising initiatives around campus are grounded in school spirit, creativity, and a strong sense of community.
Whether it’s the beloved dodgeball tournament, the sweet surprise of a Valentine’s Day candygram, or the buzz around sweatshirt sales, these events bring students together with a shared goal. More than just raising money, they allow students to feel like they are part of something meaningful. Fundraising provides a platform for students to support causes they care about, build connections with their peers, and feel a sense of purpose. It becomes a way for students to do good while enjoying the fun, pride, and small rewards that come with giving. Whether it’s a tasty treat, a fun memory, or a cozy hoodie, these moments give back emotionally and tangibly, transforming fundraising into an act of community and self-expression.
For example, each year, the Ambitions Club creates and sells sweatshirts with empowering messages to raise money for small, minority-run businesses in the Boston area, merging style with social impact. The Gender and Sexuality Alliance hosts ex-
citing events like the Mario Kart tournament, where students pay to participate, and popular bake sales that generate funds for LGBTQ+ causes. Around campus, spontaneous fundraisers—from Rivers Givers’ JBL speaker raffle to the Rare Disease Day bake sale and the Jimmy Fund sweatshirt sale—pop up and energize the student body with purpose.
Many fundraising initiatives at Rivers have become cherished traditions, so much so that it’s hard to imagine the school without them. One standout example is One Love, a campaign that both educates students on healthy relationships and raises money to support teens who have experienced relationship abuse. Each year, student leaders at Rivers design and sell a special One Love t-shirt to promote the cause. The shirt, made of soft, comfortable fabric and a clean, stylish design, is always a hit across campus. It’s more than just apparel; it symbolizes awareness and support. Wearing it feels like being part of something meaningful. That feeling encourages students not only to give, but to give enthusiastically, knowing they’re getting something in return that reflects their values. This kind of initiative shows how generosity can be woven into school spirit, inspiring students to contribute simply by making a purchase.
While many students may feel their purchases are the most influential part of the fundraising process, Lucas Malo, director of community engagement, thinks otherwise. “It doesn’t matter if you make a dollar or a million dollars,” he explained. “What matters is how you approach the fundraiser and educate other students on what is really at stake.” When guiding students in running a fundraiser, Malo places heavy emphasis on the motivations of students to donate money to these fundraisers and what their genuine goal is. Is it
the excitement of buying a new sweatshirt, the thrill of having your name picked out of a hat for a raffle, or do the students truly understand why they are giving and who they are giving to?
Authentic learning from fundraising comes when students are not only excited to participate, but also informed about the causes they are supporting. Educational components, like announcements that explain the missions behind events, short presentations during assemblies, or posters that highlight real-world impacts, help turn fundraisers into opportunities for growth and reflection. When students understand the “why” behind the bake sale or the sweatshirt, it becomes more meaningful. They begin to see themselves as changemakers, not just customers. Fundraising becomes a form of civic engagement: a way to practice empathy, leadership, and social responsibility, all skills that last long after the treats are eaten and the sweatshirts are worn.
The real question about student participation in these fundraisers is whether the students would donate money to a fundraising initiative even if nothing is given in return. “Even if a sweatshirt costs $45 to buy, but $40 to manufacture, you’re only really giving $5 to the cause,” explained Malo. “I wonder if students would be willing to give $10 to the fundraiser instead of buying the $45 sweatshirt, as they would be giving more money to the cause that way.”
Malo raised a deeper question about the culture of giving: Are we fostering genuine generosity or just transactional charity? If students are only moved to act when there’s a reward, are we missing an opportunity to build values like empathy and selflessness? Perhaps fundraisers could explore alternative ways to reward generosity, such as public shout-outs, handwrit-
ten thank-you notes, or visual displays of progress showing how donations are being used. However, not all initiatives are created equal. Some rely heavily on students’ ability to donate or get donations from others, which can unintentionally exclude those who may not have the financial means or resources. While the intention behind these efforts is almost always positive, it’s essential to evaluate whether the fundraising structure around campus reflects the values of equity and accessibility that Rivers aims to uphold.
Julia Wills, a part of the development office, stated, “I think we need to take a step back and educate students on what fundraising really is, on what philanthropy is.” Her point touches on something essential, as many students participate in fundraisers without understanding the deeper meaning behind them. Philanthropy isn’t just about collecting money. It’s about creating change, fostering compassion, and investing in causes that matter. By teaching students about the long-term effects of charitable giving and the importance of supporting organizations beyond a quick purchase, schools cultivate more thoughtful, socially aware individuals. Integrating discussions about nonprofit work, financial transparency, and the challenges these causes address would enrich the student experience and ensure that their participation goes beyond surface-level engagement. In doing so, Rivers empowers students to give with intention and insight.
Wills and Malo want to educate students who wish to organize a fundraiser to make it more engaging, so that students do not just give to get something in return. Malo detailed that this could look like helping student leaders craft new and creative ways to get students to engage in the fundraiser or offering workshops on planning fundraisers with inclusivity in mind. By equipping students with the tools to raise money and awareness, Rivers can nurture a culture where giving is driven by empathy rather than expectation. When students are taught to lead fundraisers with heart and purpose, not just posters and prizes, they gain skills that reach far beyond the classroom: how to inspire, advocate, and make a difference. And maybe that’s the greatest reward fundraising can offer.
At its best, fundraising is more than just a way to collect dollars; it is a chance to build a community that cares, learns, and grows together. It’s an opportunity for students to develop leadership, reflect on social responsibility, and connect their actions to causes bigger than themselves. As Rivers continues to celebrate the creativity and spirit behind these events, we also strive to deepen our educational value, ensuring that every bake sale and raffle ticket carries a lesson in empathy, equity, and purpose. When students are empowered to give not just for a prize but from a place of understanding and heart, fundraising becomes something far more powerful: a catalyst for real, lasting change.
Ryan Altman '25 and Charlie Holmes '25 lead a One Love workshop for seniors. Photo by Anna Walker '25.
Rivers Givers members sell tickets for a raffle. Photo by Lucas Malo.
Cheers & Jeers: looking back on the 2024-2025 school year
BY MAYLEA HARRIS ‘26 and NOELLE LEE ‘26 ASSISTANT EDITORS
As the 2024-2025 school year comes to a close, we reflect on the ups and downs of this memorable school year. Our school has seen many successes, from our victories in sports to our galleries and shows in the arts. However, our community has felt the lows as well. Here’s our snapshot of the cheers and jeers for this year:
Cheers to the Homecoming Dance! This was a new addition to the Rivers community, and so many students participated. We’re so happy to have another chance to celebrate on campus.
Cheers to the productions of Almost, Maine and Mean Girls! Rivers can always ensure a huge turnout for both the fall play and winter musical. The actors were amazing, and everyone shone on stage.
Cheers to the many Friday Night Lights we had this year, along with our annual Holiday Tournament right before winter break. The school spirit was off the charts, and we can’t wait for another year of supporting our hardworking and outstanding sports teams!
Cheers to varsity girls’ volleyball for their second-place finish in the New England Preparatory School Athletic Council (NEPSAC) Playoff Tournament!
Cheers to the girls’ and boys’ alpine skiing for their fourth- and sixth-place finishes, respectively, at the NEPSAC Class A Championship!
Cheers to our new varsity girls’ basketball coach, Kenny Small, for leading the Rivers varsity girls’ basketball team to victory in the NEPSAC Class B Championship!
Cheers to both the Select I Combo for receiving a gold medal and the Honors Big Band for receiving a silver medal
School year
won distinguished prizes this year, and we look forward to what you will produce for next year!
Cheers to longer winter and spring breaks! This was another new schedule change for Rivers, but no one is complaining. We all know we needed it!
Cheers to all the newly admitted students! There were so
Cheers to Sages and Seekers once again happening during our spring months! Sophomores are always excited to connect with their Sages and share their stories. Cheers to new School Presidents Lily Chung ‘26 and Nolan Killman ‘26! Congratulations on your election, and we can’t wait to see what you’ll accomplish.
& Jeers Cheers
at the Massachusetts Association for Jazz Education! We always enjoy listening to your wonderful music! You all deserved this tremendous win!
Cheers to those who entered their artwork into the Scholastic Arts & Writing Competition. So many artists in our community
many outstanding applicants this year, and we’re so happy to welcome you all to our community.
Cheers to the French exchange students on campus! It was so nice to meet everyone and see new faces in classes. We hope our students enjoy their time in France this summer as well.
in reflection
cold weather. Don’t worry, there will be many days in the future for turf tanning and spike ball games to come!
Jeers to Melissa Anderson and Dana Warshauer leaving. Thank you so much for the amazing work you have done for the Rivers community! We’ll miss you so much, and we wish you the best in your future endeavors.
Jeers to only two snow days this year. We all know that the forecast could have given us a couple more flurries, and everyone wanted more, including teachers! Jeers to revisit days creating more Monday schedules this spring. At least the passing times were slightly longer! Jeers to that one day when we didn’t have WiFi. That day was a struggle for much of our community, especially for students who wanted to do their homework and teachers who wanted to project their lessons on the board. We should’ve been allowed to go home!
Finally, cheers to Ryan Dahlem and every faculty member and teacher for making yet another year filled with intellectual excitement and overall joy! Jeers to the rainy weather of the spring season. Hang in there, spring athletes! Jeers to the continuously
Jeers to Advanced Placement (AP) exams and finals that are looming ahead. We got this! The 2024-2025 year was another fantastic and exciting year for the Rivers community. This would not have been possible without the tireless efforts of the Rivers faculty and teachers, who stimulated our intellectual curiosity and allowed us to have yet another fun school year. As we move closer toward graduation in late May, we would like to wish the Class of 2025 the best of luck in the years ahead. We will miss you so much!
Trump uses tariffs as political strategy over economic policy
Continued from page 4
on China. Despite the 90-day suspension, U.S. tariffs on China remain active. As of April 14, according to a White House official, tariffs on Chinese imports have risen to a staggering 145%. Proponents argue that through these aggressive tariffs on China, Trump is trying to, first, retaliate against China’s years of economic and political malpractice and, second, reduce America’s dependence on Chinese imports.
“Regarding the first claim, Trump does have valid reasons to scrutinize China’s international behavior.”
- Soren Brockman ‘27
Regarding the first claim, Trump does have valid reasons to scrutinize China’s international behavior. Considering China’s naval-invasion exercises around Taiwan, which is an important ally of the U.S. and one of the most crucial suppliers of technology, involvement in U.S.-targeted cyber attacks, and history
of intellectual property theft, the U.S. does have justified grounds to retaliate against China.
“Considering the intermingledness of our economies, economists debate whether heavy tariffs would be a productive form of retaliation.”
- Soren Brockman
‘27
However, considering the intermingledness of our economies, economists debate whether heavy tariffs would be a productive form of retaliation. According to the Office of the United States Trade Representative, China is the top supplier of goods to the U.S., accounting for 16.5% of all imports—this is the reason we so often see the words “Made in China” inscribed on products. Simply cutting off these imports could do a lot of harm to U.S. consumers.
As for the second claim, if the U.S. could compensate for the loss of Chinese imports by increasing trade with allies, the tar-
iffs could help decrease our reliance on China. Yet, any increase in allied trade is unlikely, as Trump’s blanket tariffs leave no country exempt. Trump proposes U.S. industries will pick up the slack; however, what does this actually mean? Is he suggesting that companies like Apple—which makes 80% of their products in China—should relocate their entire manufacturing to the U.S.?
While Trump is excluding technologies, such as iPhones, superconductors, and computers, among others, from the 145% tariff on China, he stated
Events
these exemptions are strictly “temporary” and will include them soon, according to CNN. If Apple attempts to relocate its supply chain to the U.S., one economist warns, a U.S. iPhone would cost nearly $3,500. In this light, the second aim of Trump’s China tariffs—to increase U.S. self-reliance—seems far more complicated than it sounds. Protectionist tariffs may create job opportunities, as Trump’s tariffs may have contributed to March’s surplus of 228,000 jobs. However, what value do these jobs hold if people cannot afford anything?
This Day in History May 22nd
Conclusion & Going Forward:
Whether Trump’s tariffs are a genuine attempt to stimulate the American economy, a strategic bargaining chip, a political tool for consolidating power, or even a targeted strike against China, their consequences are already reverberating throughout the world. However, it is clear the tariffs go beyond economic policy: they are a political strategy. The only question that remains is whether this strategy serves the American people or simply the man behind the podium.
1960 - The Great Chilean Earthquake, the most powerful earthquake ever, struck Chile 1972 - Richard Nixon became the first U.S. President to visit the Soviet Union 1980 - Pac-Man, the well-known arcade game, was released in Japan by Namco
Notable Birthdays
May 22, 1970 - Naomi Campbell
May 22, 1986 - Julian Edelman
May 22, 1987 - Novak Djokovic
May 22nd is National Buy A Musical Instrument Day!
May 22nd is National Maritime Day! May 22nd is National Solitaire Day!
Sages and Seekers gives sophomores new perspective on life
BY NOELLE LEE ‘26 ASSISTANT EDITOR
Maya Angelou once said, “I have great respect for the past. If you don’t know where you’ve come from, you don’t know where you’re going.” Angelou’s words embody the importance of learning from the past, and oftentimes, those who can truly teach this have experienced it. Rivers wholeheartedly understands this idea, and through the Sages and Seekers program in sophomore English classes, the school can ensure that students can make special connections, grow as individuals, and learn from the keepers of the past.
Rivers began implementing the Sages and Seekers program back in 2009, when a nonprofit organization focused on building connections between students and the elderly community reached out to Rivers and extended an offer to participate. Initially, the Sages and Seekers program was an after-school community service activity, but it eventually was integrated into sophomore English. Rivers is one of the only schools that makes Sages and Seekers a required part of the curriculum.
Sages and Seekers is a monthand-a-half-long program within sophomore year English class where Seekers, or students, interview and get to know their Sage, an elderly person, once a week. The first meetings consist of games that allow students to get to know their Sage better. Then, students shift to interviews with specific, deeper questions to better understand their Sages’ lives. These interviews assist students with preparing and crafting a four to five page essay in tribute to their Sage, which is the culminating product of the Sages and Seekers program. The essays are then read by the students to their Sage at the end of the program.
Sages and Seekers begins
every spring, but the planning for this meaningful program begins much earlier in the year.
The Parent Committee and Lucas Malo, director of community engagement, immensely support the Sages and Seekers program through campus support and coordination of the arrival of the Sages on campus.
According to both Mac Caplan, English teacher, and Mary Mertsch, Head of the English Department, these volunteers are a significant part of what makes Sages and Seekers possible.
This year, Jen Fonte was a notable volunteer who helped to garner enough Sages for nearly every Seeker. According to Mertsch, Fonte began preparing for Sages and Seekers in September, when she would ask necessary questions about class sizes and times. Fonte then travelled to various senior centers to try and recruit Sages, and this year, she managed to recruit a whopping ninety Sages, which is almost an entire Rivers class size. Fonte also gathered biographical information of each Sage so that the English teachers could pair students and Sages together based on shared interests and backgrounds.
Countless other parent volunteers also assisted in other ways, such as greeting the Sages when they arrived on campus and preparing coffee and snacks before class started.
“We are so lucky the past few years to have had amazing parent volunteers,” shared Mertsch.
Sophomore English students are currently living through this impactful experience and are coming to realize how different the program is from their normal English classes. “In Sages and Seekers, we connect our yearlong theme of building empathy for others, learning about someone else, and writing a tribute to them,” said Ben Carlisle ‘27.
“This is different from [a] regular English class as we write about
someone else for a long essay, so we really have to work on building connections with the Sage.”
In addition to recognizing the differences between a typical English curriculum and Sages and Seekers, some students have already identified the significant themes in their Sages’ lives as well as lessons they can apply to their own lives. “I have learned from my Sage to follow where the road takes me. She has had times in her life where she was not happy about what was happening, but eventually it led her to something amazing,” noted Keira McNeill ‘27. “Ultimately, Joyce’s life proves the message that hard work pays off. She definitely is motivating me to work hard so that I can have a fulfilling life.”
Seekers will leave this program with new life lessons learned regarding communication and connection skills. However, these lessons have been learned through difficult experiences. “One challenge I have faced is having to ask tough questions,” said Carlisle. “My Sage’s father died, and asking details about that, being careful not to pry, was difficult for me.” The unfortunate and beautiful aspects about Sages and Seekers are that students’ perspectives will broaden, but at the cost of encountering sensitive experiences.
McNeill encountered a similar challenge as she connected with her Sage. “When my Sage has shared really emotional things, [such as] her dad dying and her husband becoming an alcoholic, I don’t always know how to respond.”
Other times, challenges are logistical, like Sages being un-
able to continue their entire term with their student or facing a timing conflict that forces them to reschedule. Despite those obstacles, English teachers and other coordinators can quickly and effectively fix the issue.
Former Seekers still revisit their memories with their Sage with fondness and gratitude. “Sages and Seekers was a radical program, and I thoroughly enjoyed speaking with my Sage,” said Samuel Blank ‘26. “I will always keep the advice my Sage gave me close to my heart.”
English teachers play a significant role in bringing the Sages and Seekers program to its fullest potential. The program is meant to allow students to learn impactful lessons that cannot be taught in a typical classroom setting. “I think the students get that through the literature that we teach, but there’s something different about having a conversation with another human being,” shared Mertsch. “And sitting across from them and hearing about their lived experience and the wisdom that they’ve gleaned and what they’re proud of, how they’ve [found] purpose and meaning in their lives.”
These skills are impactful and also applicable to realworld life. “Students develop confidence and how to have that sort of extended conversation with someone they don’t know well,” said Mertsch. “They learn skills that they hopefully can apply to their own lives, too.”
Caplan also pointed out the importance of the intergenerational dialogue within the Sages and Seekers program: “The lessons that students can take
away come from the fact that they’re listening to somebody who has been through the challenges of childhood, of college and young adulthood, and of professional and family lives and can look back on their lives and reflect on what’s important and what’s not important.”
Many English teachers also got the opportunity of being in a Seeker’s position and having a Sage of their own. “I know how wonderful an experience it is and how interesting it is and how challenging it is to try to represent your Sages in writing,” noted Caplan.
Caplan, who previously had two Sages, was intrigued by the contrasting yet entirely meaningful connections he had with each of his Sages: “The connection that I have with them was very different. One was more of an intellectual kind of fascination with his life, and the other one, her story, was more interesting to me on an emotional level.” Caplan added, “That was the way that I was able to connect with stories that I was hearing.”
Mertsch had a Sage whom she connected with and continued to keep in contact with even after the program had ended. “We kept in touch for a long time,” said Mertsch. “He and his wife came to our house and had lunch together.” It is the overall hope that most Seekers will continue to keep in contact with their Sage, even after the program ends in May.
With Sages and Seekers, there is no doubt that every Rivers sophomore will come out of this experience with a new perspective on their lives and those around them.
Jalen Morris ‘27 converses with his Sage. Photo by Alexandra Ghiz.
Abby Erlandson ‘27 meets with her Sage on a bench on the patio of MacDowell.
Photo by Alexandra Ghiz.
Arts
Cailyn Kim’s creative journey evolves into a “way of being”
BY SARAH DUBARD ‘25 CO-EDITOR
Cailyn Kim ‘25 is the kind of artist who defies categorization. Ask her what kind of art she makes, and she’ll likely pause, glance around the room at the mess of materials surrounding her, and say something like, “All of it, really.” And she wouldn’t be exaggerating.
A senior at Rivers, Kim is a creator in the fullest sense of the word: a painter, knitter, writer, designer, and occasional sculptor, among other things. She’s a self-identified creative in nearly everything she does. Her art is an extension of her life, and her life, in turn, is an endless source of material for her art.
The title “artist” doesn’t feel quite expansive enough to describe what Kim creates. A visual artist in all ways, she is someone for whom creativity isn’t so much an activity as it is a constant state of being. Her creative energy is ceaseless and fluid. Some days, she’s embroidering or knitting while watching a movie, letting her hands move instinctively through the loops and threads. Other times, she’s experimenting with makeup as a kind of mood ring, sketching shapes onto her face to understand form, texture, and color. Her handwriting is careful and expressive—she treats the way she writes letters on a page as a kind of design project in itself.
Kim’s interests are everevolving and never predictable: the oddities of language, the shapes of ancient objects, the hidden stories behind scientific facts. Her curiosity propels her forward, and wherever her
to cast on,” Kim described. “For writing, it’s a much slower process that relies heavily on how much I’m reading (and what). For my nail art, it’s pretty much Pinterest. For drawing and painting, I need a real goal or idea to start.”
Kim’s creative journey began early. “Maybe since I was five,” she said, “I’ve pretty much always loved art.” Over the years, that love has evolved into something more layered and complex: a practice, a discipline, a comfort, and occasionally, a source of stress. She’s the first to admit that burnout is real and frequent. But she’s also figured out how to work with it. “I burn out often,” she said, “but I cycle through hobbies, so there’s rarely a moment where I have no desire to make something. That ‘something’ fluctuates frequently.”
When one medium feels overworked or tired, she shifts to another. If knitting starts to feel repetitive, she’ll return to drawing. If painting feels too slow, she’ll design graphics or sew. This rotational rhythm keeps her creativity alive and her work fresh. It also speaks to her remarkable adaptability. Kim understands that creative energy isn’t constant but is always retrievable and attainable if you’re patient.
Right now, her favorite medium is knitting. “Possibly because it’s the one I’ve been doing the most recently,” she explained. Although knitting may be a current fixation, and possibly one she’ll place on the back burner when inspiration runs low, for now, it is a form of language.
Kim often finds herself inventing projects inspired by the most obscure or intellectually eccentric concepts, such as the
exist in separate spheres. Her artistic process is often nonlinear, shaped less by planning than by exploration. Her room, she says, is perpetually cluttered, overflowing with scraps of paper, piles of yarn, empty mint tins, and other objects she picks up in case they turn out to be her next source of inspiration.
Kim doesn’t believe in forcing herself to finish a project she’s lost interest in. “I stand by the statement that people don’t quit nearly as much as we should,” she said without hesitation. “Any time spent on one painting that I fundamentally dislike is time not spent on a painting that I do. The yarn spent on a sweater I’ll never wear is better spent somewhere else.” Even if she is halfway through a project, if her spark dulls, she has grown comfortable not forcing herself to finish it. “Sometimes you don’t know you want to abandon a sweater until you’ve finished knitting the body and half a sleeve.”
Kim’s inspirations are as wideranging as her media. She’s deeply affected by what she learns in school, hears on podcasts, and reads in books. Information is her fuel, and art is often the excuse she gives herself to learn more. If she becomes obsessed with a concept in a class, she might transform it into a visual piece. If a particular word catches her attention, it might become the title of her next poem. Kim’s interest in the interconnectedness of ideas across disciplines makes her work feel uniquely layered. There’s always something happening just beneath the surface, a reference or thought embedded in texture, color, or language.
Among her artistic heroes is
works on a portfolio painting in
ite work of art—dreamlike and precise, it speaks to the balance she seeks in her own work. Also an avid reader, Kim is drawn to writers with distinct voices and unusual styles: Edgar Allan Poe, Emily Dickinson, and Fredrik Backman. Her favorite books include Coraline, Catcher in the Rye, and Why Fish Don’t Exist—all stories that blur the line between fiction and more profound philosophical questions. The surreal and the scientific, the poetic and the precise, the haunted and the analytical—these are the currents running through her mind whenever she creates. Just as often, her process is emotionally driven. Kim makes art when bored, stressed, overjoyed, or simply curious. She doesn’t wait for grand revelations or dramatic moments. For her, the impulse to create is an everyday occurrence, like breathing or thinking. Writing has long been a companion to her visual practice. She’s a prose writer who uses the page to translate the steady hum of her thoughts into something structured and resonant. “I have a super strong inner monologue and very poor visualization skills,” she explained. Writing helps her map out what she can’t always picture.
Although a young writer, Kim has already tackled most authors’ toughest relationship: the one between their writing and editing. She has overcome the battle to whittle away at a piece to reach perfection. A piece is done when she feels it’s done, and while she knows she could spend forever refining a line or rewording a phrase, there comes a point when she decides to let it go.
“Something is finished when I’m happy with it and have nothing more to add,” she summarized. Outside of traditional art, Kim has a surprising range of other passions that inform her creative identity. She practices archery and finds that it’s taught her precision, balance, and how to focus her attention. She’s also a nail artist—though she hesitates to call herself that officially—who
'25. enjoys experimenting with new techniques and intricate designs. Often, she’ll come into school with one hand bare and the other resembling a famous work of art or abstract idea. These side pursuits feed her imagination. At Rivers, Kim has carved out space for her creativity in community settings. She is the co-founder and leader of Rivers’ Art Club, which invites both Upper and Middle School students to bring art to different areas on campus. She also founded the Archery Club, blending her artistic interests with physical discipline. Her presence on campus is one of unequivocal leadership. She creates environments where other students can explore, play, and express themselves.
As she completes her seventh and final year at Rivers and ventures to Yale University, Kim doesn’t have a fixed plan for how her art will evolve, but she’s sure it will. “My ultimate goal— in life, I guess—is to combine my academic and creative sides through research and visual storytelling,” she explained. “I want to use my creative tendencies to explain and explore phenomena in the world in a digestible, interesting, and easily accessible way.”
Already, Kim has succeeded in communicating important and impactful messages through her art. A few years ago, she produced graphics for a Worcester city councilor that aimed to inform and elucidate on homelessness as part of their campaign. She has taken her graphic designs to various nonprofit organizations, including advertising fundraising events for health equity, curricular representation, and the war in Ukraine.
For Kim, art isn’t something you graduate from or grow out of. It’s a lifelong companion, and one she’s committed to nurturing. Wherever she goes, whatever she studies, her sketchbooks, yarn, pens, and curious spirit are sure to follow. Art, for her, is not just a pastime or a portfolio. It’s a lens, a
and above all, a way
Kim, 9, smiles for a photo while decorating a white kite with markers on the grass. Photo by Cailyn Kim '25.
Kim
Revers. Photo by Cailyn Kim
rhythm,
of being.
thoughts lead, she follows with a sketchbook, notebook, or pair of knitting needles in hand. “I’m always working on two to six knitting projects at once, and I have a constant list of new ideas I want
phenomenon of spontaneous human combustion or the intricacies of Mersenne prime numbers.
Her entire portfolio is infused with academic curiosity, proof that learning and art can rarely
Ethel Reed, the groundbreaking poster artist and graphic designer whose late-19th-century work continues to influence visual storytelling. Reed’s print “Fairy Tales” remains Kim’s favor-
Senior Arts Night honors grand legacy of graduating artists
Continued from page 1
senior group—including participants from the winter musical Mean Girls—then gathered for a heartfelt rendition of “Thank You for the Music” from Mamma Mia. An ode to the joy and memory music brings, the performance doubled as a thank you to their mentors, their peers, and the Rivers community. For many musical theatre seniors, Mamma Mia was the first performance of their Rivers upper-school careers, so audience members fittingly held back tears as it became their last.
“Performing this song at Senior Arts Night is really such a full circle moment,” explained Xavier Massarotti ‘25. “To perform it one last time, so many years later, with the same group of seniors and more, is incredibly special.”
“To perform [this song] one last time, so many years later, with the same group of seniors and more, is incredibly special.”
- Xavier Massarotti‘25
Following the musical theatre set, the tone shifted to classical works performed by students who have spent years developing their technical and expressive skills. Chelsea Yan ‘25 performed the delicate Fantasie flute piece by Gabriel Faure with Victor Cayres on piano. Then, Joyce
Do ‘25 and Adalia Wen ‘25 performed a Faure duet piano piece, “Berceuse” from Dolly Suite.
“I am endlessly grateful for all the amazing musicians around me. They have and will continue to make me better in every way possible.”
- Dylan Herlihy
‘25
Next came Christopher Kim ‘25 and Wen with the first movement from Beethoven’s Violin Sonata no. 5, a piece titled “Allegro” that represents the beauty of spring. “I am very grateful for the friends I’ve made through the Conservatory Program,” Kim reflected.
The affectionately named “Andrew Ho String Ensemble”—featuring senior oboe soloist Andrew Ho ‘25, Alex Ho ‘27 on cello, Kim and Robby Hargrove ‘26 on violin, and Henry Goldstein ‘26 on viola—performed Tomaso Albinoni’s “Allegro” from Concerto for Oboe and Strings in Bb. These collaborative performances reflected the deep connections students have formed through music and the collaborative spirit that defines the Rivers arts community. “I hope that, when audiences watch our performances or look at pieces of visual art, they are able to feel the four years of passion and dedication that we, as artists, have put into our work,” shared Andrew Ho. “It is truly a sacrifice to spend so much of
one’s life creating art, but I think Senior Arts Night illustrates that the sacrifice is so worth it.”
With dessert in hand and the sky growing dusky through the large Revers windows, guests were treated to a chill, soulful jazz set to close the performance portion of the evening. The “Senior Combo,” featuring seniors Jacob Decker ‘25 on bass, Judson Hally ‘25 on guitar, Dylan Herlihy ‘25 on trombone, and Jason Richardson-Miles ‘25 on baritone sax, filled the Commons with rich, rhythmic energy. Their set included a rendition of Horace Silver’s “Nica’s Dream.” The seniors were backed up by the Select 1 Combo, including Eshan Raj ‘26 on alto saxophone, Ben Schouten ‘26 on trombone, Charlie Tandon ‘28 on piano, and Gavin Bollar ‘27 on drums. Altogether, the group created a relaxed yet celebratory vibe that allowed guests to linger, chat, and soak in the moment. “I am endlessly grateful for all the amazing musicians around me,” shared Herlihy. “They have and will continue to make me better in every way possible.” With the homey ambiance of the jazz ensemble in the background, the visual arts gallery walk offered a moment of quiet reflection and connection to close out the night. Guests were invited to explore the senior visual art exhibition, curated and installed by student leaders with the guidance of art faculty. Seniors stood by their pieces, ready to discuss their work, inspirations, and
growth as artists throughout their years at Rivers. The gallery featured a wide range of media from bold paintings and intricate drawings to photography, sculpture, and mixed-media installations.
“It is an honor to showcase our hard work once again. The theatre community here is so special.”
- Holly Minogue‘25
Meanwhile, films of previous fall plays from the drama program played on loop in nearby classrooms, highlighting the most recent Almost, Maine and Shakespeare performances. Getting to experience once again the beauty and all-encompassing emotion of previous productions brought together audience members and actors alike. “It is an honor to showcase our hard work once again,” said Drama Captain Holly Minogue ‘25. “The theatre community here is so special, and seeing some of our favorite moments compiled is just incredible.”
A brief announcement introduced the gallery walk and paid tribute to the seniors’ contributions, inviting guests to speak with the artists and honor their creative journeys. Whether visitors were struck by the vulnerability of a self-portrait or the humor of a short film, the art on display
reflected talent and a willingness to explore, question, and express.
Throughout the evening, students honored the teachers and mentors who helped shape their artistic paths. Ho and Yan honored Dan Shaud; Wen and Do thanked Cayres; Winneg and Jin recognized Ben Carson; Kim spoke about Matt Heck’s influence; and Yan once again honored Steve Sussman. Do offered a closing tribute on behalf of the senior class, recognizing the collective journey they’ve taken— from beginner artists to confident performers and creators.
Senior Arts Night for the Class of 2025 was more than a showcase. It was a portrait of a class bonded through shared passion, challenge, and expression. Each element of the night, from jazz to drawing to Shakespeare, spoke to the range and depth of the arts at Rivers. As families, faculty, and classmates wandered between performances and paintings, the sense of community was palpable.
In the final minutes of the evening, the Revers Commons still buzzed with conversation and pride. Some students laughed over early artistic memories near the dessert table, while other students paused by a friend’s painting for one last look. The night honored what has been and hinted at what’s next. As the final notes of jazz faded and the gallery lights dimmed, the message of the evening was clear: the Class of 2025 has left a creative legacy that will resonate at Rivers for many years to come.
Jason Richardson ‘25 and Dylan Herlihy ‘25 perform alongside Eshan Raj ‘26. Photo by Alexandra Ghiz.
Chelsea Yan ‘25 performs a piece on flute. Photo by Alexandra Ghiz.
Sports
Baseball rebounds from loss of seniors and injury setbacks
BY SPENCER GARY ‘25 CO-EDITOR
The sounds of bats striking balls and cleats scraping through dirt rise from Licht Field, signaling the start of another season of Rivers varsity baseball. After a successful season that included a postseason win and a New England Preparatory School Athletic Council (NEPSAC) Tournament semifinal appearance, the varsity baseball team has its eyes set again on championships despite dealing with significant injuries and the loss of many talented seniors.
Under the veteran leadership of Head Coach Darren Sullivan, Assistant Coach Brad Cohen, and Captain Connor Falahee ‘25, the team faced it first challenge before the season started with the loss of eleven seniors, all of whom played significant roles for the team. The largest losses were Coley Schaefer ‘24, the Independent School League (ISL) AllLeague and All-NEPSAC Class B honoree who now pitches for Villanova, and Carter Bentley ‘24, who was awarded ISL AllLeague Honorable Mention and All-NEPSAC Class B Honorable Mention and now plays for Northeastern. With the loss of so many seniors, only seven players returned to the team for this season.
“It’s definitely hard to replace guys with so much talent, but we’ve had other guys step up into larger roles early in the season,” noted Falahee. “It’s a big chance for the younger guys to fill in these large roles left by last year’s graduating class.”
The team also faced the challenge of bringing many injuries with them into the season. Alex Lowitt ‘25, a senior on the team, said, “One challenge we faced was that all of our injuries were going into the season. We are always going to need more and more arms and batters as the year progresses, so a big goal for us is to get healthy and stay healthy. We sometimes can play four games in a week, and that schedule really gets to the body. We started the season shorthanded, but we have learned to battle through it.”
Despite these significant challenges, the varsity baseball team has had a solid start to its year. The team lost its first two matchups against Deerfield Academy and Roxbury Latin, but the group was able to rebound with an impressive win over a talented Milton Academy team in the home opener. Ryan Altman ‘25 launched a home run and a double in this game, recording four runs batted in (RBI). Garrett Falahee ‘26 also had a strong performance in this game, pitching five innings and striking out seven batters.
The team followed this great win with two losses, one to Austin Prep and a second to St. Mark’s. However, this resilient group came through with a big 9-3 win over Middlesex. Connor Falahee showed his dominance with a complete game, pitching seven innings and striking out seven batters while only allowing two earned runs. On top of that excellent pitching performance, Falahee recorded a double and a stolen base and scored two runs.
Rowan Daly ‘26 also contributed three RBI in Rivers’ big win.
“It was a big league win for our guys and helped us build confidence after two tough losses,” said Falahee. “I am proud with how the guys have responded to losses by coming back stron-
sense of camaraderie that we had last year. You have to get accustomed to the coach and the team, so we try to make sure everyone is comfortable on the team, especially early in the season.”
Although the team has had its ups and downs thus far in the be facing strong teams. With a team comprised of a lot of young players, you can easily get overwhelmed by the Division I-level talent we face on a regular basis. So, one challenge we face is getting everyone accustomed to playing at this extremely high level.”
ger and winning the next game.”
Lowitt has been impressed with the team’s overall start to the season: “The season overall has started well. It is tough to lose so many seniors, but I think the guys have really stepped up. There are a lot of young guys who have been getting their names known. We have had some growing pains all around, but it’s been a solid start, and we still have a lot of our season ahead of us.” With so many new faces joining the team, the returning upperclassmen have made it a priority to build a strong team culture. Lowitt noted, “The returning seniors and juniors have done a good job of building a brotherhood and a
season, the roster still has its eyes set on postseason success in the NEPSAC tournament, especially after coming so close to a championship last season.
“Our main goal for the season is obviously to make the playoffs. We have played a lot of really strong teams, but we are always hoping and expecting to win,” said Lowitt.
Lowitt acknowledged how tough it is for the Rivers varsity baseball team to achieve this important goal, especially given the strength of the league the team plays in: “The ISL is a very competitive league for baseball, and one of the best leagues in our region, so we are always going to
The seniors know how important it is to maintain a positive and optimistic attitude toward the game of baseball while still having significant goals for the season. Lowitt said, “The seniors want to make sure that positivity stays high throughout the season. Baseball is a really tough game, and it’s easy to get down on yourself, so we want to make sure that we foster a fun and positive environment throughout the season. We want to make sure that everyone on the team is enjoying playing baseball and not feeling overwhelmed by pressure.” Falahee added, “The most important thing as a captain is to ensure that the team morale is high. I want all the guys to pick each other up when we have our struggles and enjoy the game of baseball.”
Although the Rivers varsity baseball team has dealt with many injuries and the loss of several talented graduating seniors, this resilient and optimistic group still has much of the season ahead of them and is in a strong position to pursue a postseason berth in the NEPSAC tournament. With strong camaraderie built by the senior and junior players and a culture of success, the baseball team hopes to build on last year’s semifinal appearances with more postseason success.
Softball stays resilient during a season full of improvement
BY SOHPIA CAPODILUPO ‘27
CONTRIBUTING WRITER
Like spring storms that bring new life, Rivers girls’ varsity softball is turning early challenges into the foundation for a
stronger season ahead. The start to this season has been challenging for the team, as they have faced many obstacles like illness, injuries, game cancellations, and more. However, these Redwings are not going to let anything
stop them as they continue its journey to becoming a tougher, thriving, and more united team.
After a strong playoff run last season, the team returned this spring with high expectations.
Early games have presented tough
competition and lineup obstacles, but the group remains focused on its growth, chemistry, and goal of competing at a high level in the ISL. The coaching staff, which includes assistant coach TC Hanmer, emphasizes development and mental toughness.
Head Coach Christine Pynchon, a former outfielder at Medfield High School and Colby College, brings a steady and experienced approach to game preparation. This season, she has big plans for this team. She continues to remain optimistic about this team’s potential.
“We’ve started off the season with some injuries and sicknesses which has been a challenge,” she said. “But, we are lucky to have all returning players on the roster who are skilled and ready to step in when we need them.”
With her in command, the team is focused on overcoming early setbacks and building momentum as the season progresses.
“We are excited to have senior captain Izzy O’Brien back in action this year,” said Pynchon. “She makes a big difference both in terms of her skill and leadership on the field.”
Aside from their captains, this team is rich in players who lead by example, bringing skill and determination to their game play. Ellie Beigel ‘26 and Olivia Standish ‘27 are just two examples as the team’s pitchers. “Ellie Beigel and Olivia Standish both improved in the off-season and will help us a lot this year,” Pynchon stated. Both of these pitchers have great control and good mental resilience. Even against the best hitting teams, these two continuously strike out their opponents.
Additionally, Margot Geiger ‘27, Seva Bedi ‘26, and Ayla Torres ‘25 have great chemistry in the infield and they keep their communication with each other at a high level. Summer Senior ‘26 leads the outfield with confidence, joined by a strong rotation that includes Kyra Coggin ‘26, Bedi, and Standish when Beigel takes the mound.
Captains Izzy O’Brien ‘25 and Serafina Applegate ‘25 are also leading this squad to success. Although Applegate is out for the season following hip surgery, she remains a vital part of the team, offering steady guidance and energy from the dugout. Meanwhile, O’Brien, who’s back on the field after recovering from an injury, has brought leadership and consistency to the team.
Garrett Falahee 26 fires a precise pitch. Photo by Aidan Judge 28.
Ellie Beigel ‘26 winds up smoothly and delivers a powerful pitch to a BB&N batter. Photo by John Hurley.
Tight-knit girls’ tennis team prospers under new leadership
BY SHEA MACLAUGHLAN ‘27 CONTRIBUTING WRITER
The girls’ varsity tennis team is off to a strong start this spring, and it is not just about the wins. With a new coach, standout leadership from captains, and a tightly knit team culture, this season has shaped up to be one of both success and connection.
Junior captain Anna Schlenker ‘26 described the team’s performance as “quite successful,” noting that their early record reflects the group’s drive and consistency. “Everyone’s been working really hard in practice and in matches,” she said. “We’ve been devoting a lot of time to practicing specific shots and specific game plans before we head into matches.” As of mid-April, the team had only dropped two matches.
Ella Gardner ‘28, now in
her second year on the team, echoed Schlenker’s thoughts: “We’ve definitely had a better start to our season than last year,” she said. “The energy has been really positive, and it’s been really good overall.”
While success on the court is a major highlight, what stands out most to both players is the team culture that’s formed. “We have a great bond between everyone on the team, and everyone’s really supportive of each other,” Schlenker said. “People who aren’t playing still show up to matches and practices, so it’s an awesome environment.”
Team unity is something that can be hard to come by, especially on a team that spans all grade levels. Gardner admitted that it was surprising to see how quickly those divides fell away. “Even all the grade lev-
els are able to interact and come together as one team,” she said. “It’s really awesome to see that a team brings us together.”
That unity is something Schlenker, as a captain, has worked hard to nurture. “At the beginning of the season, I was a little worried,” she revealed. “We had about thirteen people on our team, which is a lot for tennis, so I was worried about how I was going to incorporate everyone.” Her approach was simple: show up for her teammates, both on and off the court. “Saying ‘hi’ to people in the halls or meeting before practice to all walk over together, those moments are really important,” she said. “A little smile in the hallway goes a long way.”
Gardner agreed that some of the most meaningful bonding happens off the court. “If we have a game somewhere else, the upperclassmen will drive, and we’ll go to Starbucks or something,” she said. “It’s really fun.”
The new coach, Melissa Parrish, has also played a big role in shaping the team’s dynamic. Though coaching transitions can be tough, both players say it’s been a smooth adjustment. “One challenge was getting used to a new coaching style,” Schlenker explained, “but I think she’s adapted really well to us, and we’ve been really accepting of her help and guidance.”
Parrish’s approach is thoughtful and player-driven. “After our matches, we tell her a few things that went well and a few things we want to work on,” Schlenker explained. “She does her best to implement those into our practices. She’s very careful and specific about the drills we do.” Gardner highlighted her positivity: “She has a lot of knowledge, and she’s also really uplifting and positive.”
Leadership is something Schlenker takes seriously, especially when it comes to balancing her performance with the team’s needs. “During practices, the most important thing is the team getting better,” she explained.
“For my own personal goals, I try to stay late after practice or come a little early so I don’t take time away from the team.”
That dedication paid off during what she called her most memorable moment of the season: their first sweep. “A sweep means everyone on the team won their match, and I think that really showed us what we were capable of,” she said. “I didn’t lose a game in that match, which was a goal for me, to really focus on those important points like no-ad deuces, which I’ve struggled with in the past.”
Gardner shared that one of her biggest growth moments came from losing matches, especially to older players. “Los-
ing is not great, but it helps you know where you went wrong so you can try to get better,” she said. She explained that those tough moments push her to train harder and stay focused.
As the season heads into its final stretch, both Schlenker and Gardner have clear goals. For Schlenker, it is all about qualifying for the New England Preparatory School Athletic Council (NEPSAC) Championship. “Only eight teams make it, and it would be a big step for our team and a testament to our hard work,” she said. “We’ve basically had three matches a week, and showing up, going to practice, it’s been paying off.” Gardner shares the same vision: “We have a pretty good shot at it,” she said. Looking ahead, she is also considering how her role will grow in the years to come. With her team-first mentality and easy camaraderie, that leadership seems already well underway.
Whether it is pre-practice Starbucks runs or post-match reflections, the girls’ varsity tennis team’s strength shows up in the way it supports its members on and off the court. It is clear their success is not just about records or rankings, but about the trust, effort, and connection they bring to every practice, match, and moment together.
Depth and skill propel track team to record-breaking year
BY SPENCER GARY ‘25 CO-EDITOR
After its previous season marked by growth and success, the Rivers track team has further elevated its performance with an impressive start. The group has achieved several recordbreaking performances early in the season and is looking to ride this success to the New England Preparatory School Athletic Council (NEPSAC) and Independent School League
(ISL) Championships in May.
The track team is coached by Paul Karasch, Meghan Brown, Jeffrey Nisbet, Stephen Paluseo, and Sequoyah Reynoso, who all bring their extensive coaching experience to the group. The current captains, Morgan Boyce ‘25, Taylor Hauff ‘25, and Dylan Herlihy ‘25, were also captains for last season’s team, adding to the collective depth of leadership experience on the team.
This veteran leadership group has been crucial for the team’s
strong start to the season, particularly because the team had to recover from the loss of many talented graduating seniors who had excelled across a range of events for the team. Specifically, the team had to adapt to the loss of Keagan Harder ‘24, the All-NEPSAC and All-ISL Pole Vault Honoree, and Milan Joshi ‘24, a member of the AllNEPSAC 4x100m team who now runs for Colby College.
Luckily, the group had significant returning talent, allowing them to rebound from the departure of these graduating seniors quickly. Hauff and Alex Kyner ‘25 brought their All-NEPSAC honors in 3000m and Javelin, respectively, back to the team. On top of that, the All-NEPSAC honorees in both 4x400m and 4x100m all returned this year: Sindi Khumalo ‘25, Juliana Lynch ‘25, and Brooke Carter ‘27. The team was also fortunate to have Maggie Heckscher ‘26, All-NEPSAC 4x400m honoree, and Siena Yeh ‘27, Jalen Morris ‘27, and Jayson Brainerd ‘27, All-NEPSAC 4x100m honorees, returning.
In addition to all these stars, the track team gained significant new talent, adding many young runners who have already made their impact felt this season.
The track team traveled to Rhode Island for its seasonopening meet, where they faced St. George’s, BB&N, and Marianopolis. The group won on
both the boys’ and girls’ sides of the meet, achieving the track team’s first victory in six years.
The team demonstrated its depth and versatility in this meet. Carter, Izzie Hughes ‘26, Lynch, and Joy Robinson ‘28 won the girls’ 4x100m relay, while Herlihy, Darren Iversen ‘25, Nolan Killman ‘26, and Elijah O’Mensah ‘28 won this event on the boys’ side. Jason Minicozzi ‘26 and Abby Boxmeyer ‘28 won the 3000m and 1500m in the boys’ and girls’ divisions, respectively. On top of that, Rob-
inson and Iversen won the girls’ and boys’ 200m, respectively, while Justin Jang ‘25 and Steph Keel ‘28 won the 800m races on the boys’ and girls’ side, respectively. Will Lorion ‘26 and Jenna Adams ‘28 won the 100m hurdle races in the boys’ and girls’ divisions. O’Mensah showcased his multi-event dominance with his third win of the day—this time in the boys’ long jump. All in all, on the boys’ side, Rivers scored ninety points and
Darren Iversen ‘25 soars in pole vault.
Photo by Morgan Boyce ‘25.
Girls’ tennis poses after blowout win. Photo by Parker Fryberger ‘26.
Vivian Malloy ‘26 competes in long jump. Photo by Morgan Boyce ‘25.
Sports
Boys’ lacrosse eyes ISL tournament with true camaraderie
BY DANIEL CONNELLY ‘25 ASSISTANT EDITOR
As the 2025 season unfolds, the Rivers boys’ varsity lacrosse team has a lot of momentum. Off to an impressive 8-1 overall start with a 5-1 record in Independent School League (ISL) play, the team is combining on-field success with a powerful sense of purpose and camaraderie. Fueled by experienced returners, a strong leadership group, and a culture grounded in connection, the team is chasing a strong season with confidence.
The departure of high-impact seniors Josh Do ‘24, who recorded sixty points last season and now plays at Swarthmore, and Greg Canning ‘24, who recorded eighty points last season and now plays for Mercer, might have been seen as a challenge for some programs, but for boys’ lacrosse, it has sparked a season of new identity and shared responsibility.
“Every year the make-up of the team is different, and it always takes some time to figure out what roles people will fill and how we have to adjust our strategy to best fit the players we have,” said Head Coach Matt Hudson. “We are always looking for hardworking and selfmotivated players for our program. Coming to practice is the bare minimum of work required to just be a part of the team. We need kids who are willing to sacrifice their own time to improve and push the program forward.”
Leading the charge this season
are captains Chad Bartlett ’25, a St. Lawrence commit; Charlie Holmes ’25, a Dickinson commit; and Jack Rabazzi ’25, a Colgate commit. Each brings a distinct leadership style and an intense dedication to building something lasting. “Our captains have done a great job of including players and creating buy-in across our whole roster. It’s really important that every player understands how much they can influence the program even if they aren’t seeing significant playing time. They did a great job of organizing captains’ practices and team lifts that are crucial to our in-season success,” said Hudson.
For Holmes, the team’s cohesion has been central to their strong start: “I think this year, more than any of my other 3 years, we have a really tight-knit group. As a senior and captain, I’ve really tried to focus on being present with everyone, enjoying the small moments on and off the field.” Holmes added, “Throughout preseason, we played paintball and had a bunch of team meals, and those all contributed to a great culture. As captains, we talk a lot about leaving the team better than we found it, and I think that our bond this year is evidence of the goal we share.”
Bartlett echoed that sentiment: “It’s a very tight-knit group of kids. We are a group that believes no one is bigger than the team, and I think the dynamic shows that. We have a big team, but everyone is close, from freshmen to seniors. One
of the biggest helpers to our result on the field is definitely how close the team is off of it.”
This bond and focus on the lacrosse team has been supported by an intentionally grounded team culture, guided by mottos that keep the group centered. “This year, we have been focusing on doing simple better by approaching each practice, looking to execute the simple things that we can control,” said Holmes. “‘Do simple better’ would be one of the mottos. We’ve found that when we can do the simple things, and do them well, everything else falls into line, and we’ve seen some great success so far.”
Bartlett added, “I think our core motto is working hard every day and continuing to just get better. We know that we have the pieces and the drive to compete at the highest level in the ISL, no matter what the power rankings say.”
That sense of shared mission is reinforced by the coaching staff as well. Assistant Coach Travis Modic noted, “The sense of unity amongst the players and coaches is quite strong. Whatever challenges we take on, we are committed to doing together. There is also a ‘lightness’ about the team this year. The guys are focused on playing lacrosse and finding joy in competition. They are less concerned with what their success means to anyone not on our roster.”
The group’s goals are clear: make a run in the ISL postseason. The captains and coaches are fully embracing this ambitious
objective. “Our goal is to win our way to a convincing ISL record that earns us a place in the eightteam championship bracket,” said
the ultimate goal, the captains are also focused on cherishing each moment of their final season in a Rivers uniform. “I’m look-
Modic. “Once we accomplish that, we will worry about winning three consecutive games against terrific opposition in late May.”
Bartlett is on the same page: “Our hope is to make a run in the top eight tournament and compete for a championship. In years past, we have just missed the tournament and haven’t been given that chance. But this year the goal remains the same, to reach that top eight and win. And we are confident we have the personnel to get it done.”
Holmes added, “Each year, as a team, we’ve had the goal of making the top-eight bracket. In such a highly competitive league, it can seem daunting, but we’ve kept that as our main goal each year. We know that if we put the work in at practice and translate it to games, we are going to be in a great situation.”
While the postseason remains
ing forward to continuing to try and enjoy every moment of my senior season that I can,” said Bartlett. “Time is winding down, but continuing to work hard, spend time with the team, and continue to put our best effort on the field during games is something I’m definitely excited for. And finally, the ISL tournament at the end of the season is something I can confidently say our team is itching to compete in.”
“For me, I am really just looking forward to leading, playing, and having a good time with all my friends,” said Holmes. “It’s a game that brings me a lot of joy and has given me so much, so I’m super lucky to be able to do it with some of my best friends.”
With the combination of team camaraderie, competitiveness, and leadership, the Rivers boys’ varsity lacrosse team is a force to be reckoned with.
Girls’ lacrosse soars to victory with talent and new coaching
BY ANNA KEYSER ‘26 and GRANT RAMIREZ ‘26
CONTRIBUTING WRITER, COEDITOR
Despite the rainy, cold start to the varsity girls’ lacrosse season, the energy from the players and coaches has been anything but dreary. With two outstanding new coaches, a talented group of returning leaders, and a promising core of younger athletes, the varsity girls’ lacrosse team entered 2025 with a strong commitment to teamwork and a desire to build upon learning from last season.
In her first year at the helm, Head Coach Kara Tierney has created an environment where players feel valued, supported, and motivated to push themselves. From the first whistle of
the season, Tierney has proven to be not only a coach but a mentor and motivator. Whether it’s breaking down plays or offering words of encouragement, Coach Tierney has quickly earned the trust and admiration of the team.
That trust has translated into some fantastic early-season results. Rivers came out strong, winning their first two games of the season against Brooks and BB&N. They followed a close 4-6 loss to Groton with a stellar 19-1 comeback against Lawrence Academy. The team has done a commendable job learning from their prior games and implementing that knowledge as the season progresses.
A significant factor of the team’s strength lies in its depth and the caliber of players. The
roster includes several standout athletes who have already committed to play at the collegiate level. Cece L’Esperance ‘25, a team captain and four-year varsity starter, is headed to play Division I women’s lacrosse at the University of Richmond, where her agility, vision, and communication will no doubt make her a threat. Mairin Anderson ‘25, committed to MIT, leads the team’s defense with her impressive lacrosse IQ. Through her four years on the team, Anderson has applied her lacrosse IQ to develop a keen ability to anticipate opponents’ next moves, while her steady, confident leadership style has kept the team grounded during high-pressure moments.
In the midfield, Kyleigh Rabazzi ‘26 and Molly Hazard ‘26 have been impossible to ignore. Both committed to playing Division I lacrosse at the University of Denver, a top program in the country, their endurance and technical skill have contributed profoundly to this season’s scores. Hannah Piche ‘26, who is committed to Davidson College for Division I women’s lacrosse, has also been a consistent force with her agility and precision in the midfield. Her two-way play, strong defense, and decisiveness in attacks make her one of the most well-
rounded players on the roster.
Beyond these committed players, a deep pool of talent is rising through the ranks. Freshman and three-sport varsity athlete Nora Swaim ‘28 has brought her athletic versatility and positive mindset to the team and recently began taking draws for the group. The explosive energy and sharp instincts of sophomore Emme Salyer ’27 have propelled the team’s offense to success, while the reliability of fellow sophomore Brooke Bartlett ‘27 in the midfield has been essential to the team’s ability to control the pace of the game defensively. Whether paired against a top scorer or helping to communicate switches on the back end, Bartlett brings consistency and toughness.
The younger players show a promising future for girls’ lacrosse, even after this group of seasoned seniors graduates. These players have earned the trust and respect of the team, including L’Esperance: “There’s a lot of potential in our younger players. They’re eager, coachable, and they’ve stepped into big moments without hesitation. I am confident this team will be great in seasons to come.”
Every game, whether a win or a loss, has served as a learning opportunity for the group.
The team’s success lies in the tight bonds it has formed through embracing every victory, no matter how small. Whether it’s a nail-biting goal, a draw control, or a defensive stand that gets the crowd cheering, the team pulls together and celebrates the little things that build momentum. “We’re seeing growth every practice,” explained L’Esperance. “It’s not just about the scoreboard. It’s about how we respond, support each other, and push through tough moments.”
Tierney revealed that her personal goals for the team extend far beyond winning games. She wants to build a program where every player knows their role on the team matters. As she reflects on this season and plans for next year, she hopes to foster an environment that paves a clear path of improvement for her players.
So far, her formula is working: a coaching staff that teaches and trusts - including former Rivers varsity girls’ lacrosse alum Stephanie Kay ‘12 - a veteran team that leads with mentorship and experience above all else, and a wave of new players ready to tackle the game head-on. It is event that very player on this roster is part of a larger and culture of success—not just this year but for many seasons to come.
Marcos Ramos ‘25 jumps to save a close shot. Photo by John Hurley.
Cece L'Esperance ‘25 evades a defender. Photo by Jacob Werrick ‘16.
Winter weather causes turbulent start for young golf group
BY GRANT RAMIREZ ‘26 CO-EDITOR
New England’s lingering winter weather made for a rough start for the Rivers varsity golf team’s season. The team had to endure freezing temperatures, rain, and even snow flurries during the first few weeks of practice. “The weather was a huge factor early in the season,” said Davis O’Neill ‘27. Along with the difficult weather conditions, this was the golf team’s off-year for its preseason training trip to Florida, which resulted in the group lacking the consistent practice time it had benefited from last season. However, veteran coach Mac Caplan, who is returning for his seventh year working with the team and fourth year as its head coach, was quick to get the golfers to bond over their shared love of the game.
This year’s varsity squad of eleven players is a mix of veteran pros and some new faces. It includes four returning team members, three of them seniors: Will Hatten ‘25, Jackson Vignati ‘25, and captain Chase Holzman ‘25. All three have been on the team for the past three seasons. The returning seniors are joined by returning junior Stephen Rousell ‘26, in addition to four players who moved up from last year’s junior varsity squad. The remaining three team members are new to the golf program at Rivers.
All the seniors have worked hard together to guide the younger players through the first few weeks of the season. “Historically, over the past five to six years, we have been the middle part of the bottom half of the ISL. We are probably in the same ballpark this year. While we lost our top four players this year, we have a strong middle to bottom of the ladder,” said Caplan.
The top of the ladder has been strengthened this season by the addition of Jonathan Rivard ‘26. Rivard, who has consistently been playing in the top three of the ladder, played varsity baseball the past two spring seasons. “He was not someone who I was expecting to come out to tryouts or be a top player on the team, so that has been great to see him turn his focus to golf,” shared Caplan. Fellow newcomer Will Reidy ‘28 has also established himself as one of the stronger players on the ladder. The team is positioned for long-term success with a line-up of strong younger players who will grow with the team.
The season started with a match against BB&N. Despite the less-than-ideal conditions, Rivers pulled out a 4-3 win against BB&N on their home course. “The BB&N match was cold, which made the swing feel more tense. Also, colder temperatures decrease ball flight by a significant margin,” shared O’Neill. In their next match,
the group faced a strong Dexter Southfield team. While the team was not able to pull out the win, it was a solid effort by all players. Like in their match against BB&N, the weather continued to play a significant factor in the team’s tri-match vs Governor’s and Tabor. “In our match against BB&N and our tri-match against Governors and Tabor, the weather was not favorable for golf. The tri-match was at Tabor’s home course, the Kittansett Club. This course is over an hour away [and near] the coastline,” O’Neill noted. He added, “The base temp was forty degrees with extremely high winds at the first few holes, which were openly exposed with no trees surrounding them. This wind was a huge factor in aiming and club selection due to the harshly affected ball flight.” These weather factors played a significant role in its losses to Governor’s and Tabor in this tri-match.
Rivers had another close match with Lawrence Academy, pulling out the win 4-3. The golf roster’s depth in the middle and bottom of the ladder was on display, as they secured one point in the first four spot but then swept positions five through seven to clinch the team win. One of the most memorable moments of that match was when Holzman had an eagle on hole nine.
“Golf is such a mental game,” said Caplan. The mental game
is even more challenging at the top of the ladder. Many times, these players have to compete knowing they are playing against someone who is probably stronger but must believe they still have a chance to win.
“Against Lawrence Academy, Derick Katz, who is a Rivers eight grader, was playing at the one spot. He tied the one spot from Lawrence, who is a senior going off to play Division I golf. Anyone on any given day can compete with anyone else,” said Caplan.
“One of the things I like about coaching golf is that you have people from different walks
of life at Rivers who come together to do something they all love. People bond across social circles and grade levels. That is a really gratifying part of the golf team experience,” shared Caplan. Now that the winter weather has departed and made way for milder days and brighter skies, the Rivers varsity golf team is putting in long hours together as well as individually to train hard for a strong end-of-season showing at the Kingman Tournament in mid-May. The focus and determination of this young team will lead it to even greater success in the coming seasons.
Softball team’s effort and teamwork pushes group forward
Continued from page 10
The team opened their season against Buckingham Browne & Nichols, a longstanding topranked ISL program. The game was suspenseful, with the Rivers softball team matching their opponents’ level. In the end, the close game resulted in a 2-1 loss for Rivers. Despite this, Rivers showed poise on both sides of the ball and proved it could hang with one of the league’s toughest opponents. “We played well against BB&N who is one of the stronger teams in the league,” Pynchon said. Even if the result wasn’t what this ambitious team wanted, the players’ performances showcased its potential that can be utilized throughout the rest of the season. For their run, Geiger hit a perfect line-drive, before stealing all the bases and sliding into home plate after an error by the BB&N catcher. When discussing this season so far, Pynchon highlighted that the team members “value teamwork and effort.” Although this season has been filled with an assortment of illnesses and injuries, it has also allowed some players to step into bigger positions. Each person on the roster, which is made up of primarily returners, had shown serious development as they each take on stronger roles as leaders while key upperclassmen are out.
“The players care about each other a lot and really support each other,” Pynchon said.
“We have great team chemis-
each other up after tough plays.
On another note, the Rivers softball team isn’t just talented when working together, but
When up to bat, this Rivers team has a powerful swing and is able to speed to first base as soon as they make contact with the ball.
put five runs on the board and strung together quality at-bats.
Last season, Rivers upset Milton in the ISL quarterfinals before falling in the semifinals. In that game, Beigel pitched eight innings, and Torres delivered a walk-off hit that secured the win. That memory still motivates the team.
Looking ahead, Rivers has important matchups with Dana Hall, Lawrence Academy, and Governor’s Academy. The team hit its stride midseason with five straight wins and hopes to position itself for another playoff run.
Even as the early record doesn’t fully reflect their progress, Rivers has the tools to compete. Returning players bring experience, and the team’s unity and effort continue to be strengths.
With several ISL games remaining, the Rivers girls’ varsity softball team is still writing this season’s story. Each game is a chance to refine fundamentals, build momentum, and see new leaders emerge. Backed by a committed coaching staff, experienced leadership, and players ready to rise, this group is poised to make the most of the weeks ahead. As the program continues to grow, not just now but also in the future, it’s clear that the spirit of Rivers softball—rooted in resilience, teamwork, and steady development—remains as strong and passionate as ever.
try.” That chemistry is easy to spot during games, whether it’s vocal support from the dugout, coordinated infield communication, or players picking
Energetic softball players in the dugout cheer on their teammate in the batter's box. Photo by John Hurley. they are also highly physically skilled. Beigel’s fast pitches are unmatched as she throws inning after inning, while her surrounding players are ready for action.
While the team dropped early games to Kimball Union and Milton Academy, there were signs of progress in each outing. In the Milton game, Rivers
Alicia Wen ‘27 carefully lines up her putt. Photo by Jacob Werrick ‘16.
Sports
United boys’ tennis team impresses College Matriculation Class
BY CHASE BUGBEE ‘27 CONTRIBUTING WRITER
As spring rolls around, the sounds of players grunting and rackets whacking at tennis balls are signs that the Rivers boys’ varsity tennis team is back.
Once again, Phillip Parrish is coaching the team. He is the tennis director at the Longfellow Club in Wayland and took over at Rivers before the 2015 season.
Coach Parrish was previously an assistant coach for the Harvard men’s tennis team. At Harvard, Parrish helped lead the Crimson to an Ivy League Championship in the 2004 season. Clearly, the team is in good hands.
Prior to last season, the team had won two Class C championships in a row. However, after being moved up from Class C to Class B last season, they missed the Class B Championship entirely. With five seniors in their final year on the team, the boys look to make one final run back to the championship.
Following last spring’s season with a record of 10-4, the team lost both the number two and the number three seed. Dudley Willis ‘27, who previously played as the number two seed for the team, left at the end of last year to pursue a higher level of tennis at an academy in Florida. Ewen Robertson ‘25, the previ-
ous number three seed, decided to step away from the team in preparation for his upcoming college soccer season in the fall.
When asked about the effects of losing such vital pieces to the team, second-year varsity player Max Greer ‘27 stated, “We may not be as strong, but we make up for it with our passion and chemistry.”
After a tough loss to Milton Academy to open up the season, the passion did not dwindle. In the team’s three games following the loss, it won each by over three matches. These wins are in large part due to Jordy Schwartz ‘25, Jared Price ‘27, and Grant Ramirez ‘26, who are a combined 9-0 following the loss to Milton. Behind the team’s sudden turnaround, Price stated, “After a tough start we started to build more team chemistry with everyone. With all the energy around, it has helped us get these wins.”
The game of tennis is just as much mental as it is physical. It’s very easy to hit a bad shot and be down on yourself. There is no way to rely on your teammates to assist you in your match when you are having an off day. The fact that the team has been able to provide energy to its teammates in matches has been a pivotal factor in its success. A key source of this shift in energy has been thanks to senior captains Jacob Decker ‘25, Teddy Foley ‘25, and Schwartz. Having no senior captains last spring, this new sense of senior leadership has proved impactful. Greer remarked, “The captains are constantly pushing me to bring high energy to my own matches, as well as my teammates.” The team chemistry promoted by the captains has clearly proved to be beneficial to the program.
With energy and chemistry, the boy’s varsity tennis team is rolling with no signs of stopping soon.
Track prepares for championships
Continued from page 11
outscored the second-place team by twenty-six points, while on the girls’ side, Rivers registered eighty points, which was thirty-seven points above the second-place team. Rivers started the season with a bang with a blowout win over St. George’s, BB&N, and Marianopolis.
Daniel Connelly ‘25, who has been on the team for three years, was impressed with the team’s first meet at St. George’s: “Rivers had its first track win in six years at St. George’s, and I was happy with how well the team performed in all of the events.”
The track team followed its outstanding performance at St. George’s with another robust performance facing Governor’s and Belmont Hill. The team set numerous school records in this meet: Lynch, Khumalo, Robinson, and Carter in the girls’ 4x100m; Kyner in the boys’
discus and javelin; and Keel in the girls’ 800m. Minicozzi and Boxmeyer also won their second straight 3000m race, while Boxmeyer added her second straight 1500m race. Yeh grabbed a win in the girls’ long jump, while Taylor Ehler ‘25 triumphed in the girls’ javelin. Despite all this success, the track team unfortunately fell to Governor’s and Belmont Hill at this highly competitive meet.
In the next meet against Tabor, Middlesex, and Belmont Hill, the team set several more school records. Robinson and Boxmeyer continued to dominate, setting the school record and winning the girls’ 400m and 800m, respectively. Minicozzi also continued to impress with his third straight boys’ 3000m win, setting a school record. Robinson also won the 200m, and Yeh picked up another win in a jump event, this time in the girls’ triple jump.
With close to fifty people on the track team, all of the seniors
have played important roles in leading the team and building a strong camaraderie between the various grades. “As a senior, I’ve been able to help out a lot of freshmen and sophomores, especially with technical things like block starts,” said Connelly. “Since the team is so large, it has been important for all the seniors to step into leadership roles.”
The track team is focused on improving every practice and has its eyes set on the NEPSAC and ISL Championships. Connelly noted, “Our team goals are to get better every week and prepare ourselves to have our best performances at the ISL and NEPSAC Championships. I am proud of what I’ve seen, but we still have plenty of work to do before our championship meets in May.”
With depth and versatility, the Rivers track team is in a strong position to continue setting school records and chase postseason glory in May.
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Teddy Foley ‘25 delivers a serve versus Thayer. Photo by John Hurley.