The Coat of Arms issue 50.5

The Coat of Arms The Coat of Arms

Admin Reports Uptick in Bigoted Language

Community Reflects on What Behavior is Tolerated at Menlo

by GEOFFREY FRANC & SONIA DHOLAKIA

After multiple students were expelled for racist language and conduct in early March, Menlo administrators called attention to bigoted behavior. “What triggered [the expulsions] was more than one event where students acted so inappropriately, not just verbally but also physically, that it was just so clearly out of bounds,” Upper School Director John Schafer told The Coat of Arms.

A freshman girl, who will be referred to as Sheryl, said that the expulsions have impacted her class’ dynamic. “We just lost three kids in our grade,” she said. “It’s already not a big grade so that has a bigger effect than it might on some other schools.”

Students have had mixed feelings about how the administration handled the reported uptick in bigotry. Some, like junior Ben Salama, say that the situation has improved

since the class meetings and expulsions. “Just being out on the quad and interacting with friends, I feel like I’ve seen a definite downtick in slurs,” Salama said.

On the other hand, senior and president of the Black Student Union Aaliyah Sanders said that, while she approves of the punishments given out by the administration, she is skeptical that their punitive approach will be effective in ending bigotry at school. “Just because you crack down on it and give harder punishments [...] is not going to stop people from actually being racist, which I feel like is the bigger issue,” Sanders said.

“It’s just gonna

make them be less open about it.”

In addition, she expressed disappointment that the administration had yet to reach out to the BSU to discuss the recent incidents of racism targeting Black students and see how members are feeling. “I think we feel disrespected and unheard as a community,” Sanders said. She also voiced a general frustration with the administration that has been building for months. For one, she said the administration is enforcing a “double standard” in regard to disciplining students for using the N-word. She pointed to an example in a previous year where a Black student was allegedly punished for using the slur and a recent case where a nonBlack student allegedly uttered the slur without receiving as severe a punishment.

Sanders also noted that the cancellation of the MLK assembly and the shortened Black History Month assembly compounded these frustrations.

As a senior, Sanders added that the administration’s approach defers too much responsibility to the graduating grade. “[Head of School Than] Healy was

New SEIA Grant Expands Student Summer Opportunities

by ASHER DARLING

This year, Menlo expanded on its summer grant program, offering a new scholarship for student research called Social Entrepreneurship in Action.

According to Community Engagement Coordinator Ava Petrash, SEIA developed after a Menlo family approached the school about funding grants for student opportunities focused on developing and implementing solutions to social, cultural or environmental issues.

“[The family] wanted to support students who were interested in pursuing social entrepreneurship in various

What’s Inside?

forms, and who might not necessarily be able to dedicate time to it without an additional financial resource,” Petrash said. “I think the idea of social entrepreneurship is trying to find novel, unique, new, interesting ways to address social problems that are embedded or recalcitrant in our society,” she added.

For years, Menlo has partnered with the HAND Foundation to enable student summer opportunities in the U.S. or abroad. Students who apply and are selected can be funded up to $4,000 to undertake an in-depth investigation in

scholarly research.

Petrash said that while the SEIA grant program was designed to have a similar process and structure to the HAND grant program, SEIA grant projects are for scholarships within the U.S. Between the two, there is now upwards of $12,000 in total available funding, as opposed to half that in previous years.

According to Petrash, there were around 20 applications submitted for the HAND grant and 20 for the SEIA grant this year. Because it was the first year, Petrash oversaw all of the students who

applied for the SEIA grant. “I was just wowed by my conversations with people who applied for the SEIA grants,” she

SEIA, pg. 4

Staff illustration: Amber More

Q&A: New StuCo Prez Cody Kletter and VP Melanie Goldberg

by LIAM THAI

Q: What was your campaign process like? What did you enjoy and what was challenging for you?

Kletter: We had a very good time preparing together. We met a number of times at Coffeebar to discuss our various ideas [that we want to implement next year]. We had a good relationship, we’re in chemistry class together and we’ve gotten closer this year.

Goldberg: Cody’s really good at having a lot of creative ideas and I’m better at planning. We divided and conquered and came up with ideas. We took the photos, we ordered the stickers and we made the posters. [...] Then we made our speech based off the things we wanted to accomplish; we wanted to show people what we have done in the past, because that’s really the biggest qualm people have about student council is like, “Oh, you don’t do anything.”

Q: What was your motivation for running for student council president and vice president?

G: It is really unfair to elect people and then to not [see] anything done. We want people that are going to lead and are going to interact with students. We want people to show up to different games and bring what they say that they’re going to bring. I don’t want someone to come up and say, “I’m going to do all of this stuff,” and have nothing [...] happen.

Bigotry

Continued from pg. 1

like, 'we need your help to do this and do that,’ but it’s, like, not really up to us [seniors] anymore — like, the future of Menlo is not us,” she said. “I’m just waiting to see how [the administration is] going to fix it.”

Salama, who is also a member of the varsity baseball team, said that he most often encounters slurs — including the N-word — at Menlo during Menlo sports practice. “Every single day at practice, [...] people will say slurs that in a classroom are totally unacceptable — [that] even on the quad [are] totally unacceptable,” Salama said. “I feel like people just feel like once you leave the school and once you go to the fields, all restrictions and what it means to be a Menlo student [are] no longer in the forefront.”

Similarly, an anonymous junior member of the boys soccer team, who will be referred to as Elliot, said that a lack of accountability around bigoted language leads to more egregious behavior. “At practice, we’re all fooling around, we’re all having fun but then some people will just start saying stuff that kind of pushes the boundaries, but no one really points that out, and I think people keep on pushing the boundaries until they think it’s not even crossing a boundary anymore,” Elliot said.

Having also played on Menlo’s football team, Salama said that the culture that permits this kind of behavior is dependent on the leadership of the team, including that of coaches and upperclassmen. “I think that on the baseball team, we have historically had poor leadership from upperclassmen and teaching underclassmen how to act and what it means to be a Menlo student and a Menlo student athlete,” he said.

Asked to comment on the baseball team culture, baseball head coach David Trujillo lauded the “brotherhood” of the team and said he would not tolerate discriminatory language. “There’s no racist, bigoted comments that go around

Q: How will Menlo look different under your leadership?

K: The student body should know what Student Council is doing in a given month through update videos or various events to see student council in action, like giving out donuts and coffee on the loop one morning or planning some sort of boba event where you get some sort of special discount.

G: My focus is on reorienting student council — we need to restructure some of the ways that the council works because there are a lot of positions that could be run more efficiently. Student council meetings need to be more productive so that the student body can actually see things getting done and not just hear about it.

Q: In your speech, you spoke about “getting it done.” What’s one of the first things you want to get done?

K: Although we’ve already gotten local restaurant discounts for the student body, I don’t plan on stopping there. I think that we can continue this initiative and partner with even more stores.

G: Four years ago, we used to have a homecoming assembly. The pep rally used to be right before homecoming, and we would all walk together to Cartan. Bringing back that kind of school spirit where the entire

here that I hear,” he said. “It would definitely not fly around here — there would be serious discipline action.”

Athletics Director Earl Koberlein said the same disciplinary action would happen anywhere in the athletics department, adding that he has been working to actively combat such language. “To equip coaches with tools in how to handle an incident where they may hear such language, we recently had a guest speaker who is an expert in EDIB work address the coaches at our coaches meeting,” Koberlein wrote in an email to The Coat of Arms.

Every single day at practice, [...] people will say slurs that in a classroom are totally unacceptable. “

Junior Ben Salama

“

Another anonymous junior boy, who will be referred to as Tucker, said he hasn’t heard the use of the N-word firsthand at Menlo, but has heard other slurs, such as the F-slur (which targets gay people) in the upper school, leading him to doubt that there has actually been an uptick in such language on campus. “I think there have been a few recent things and the severity of them has been worse,” he said. “[So while] I believe whatever data [the administration has], I’d say my personal experience is that bigoted language has been kind of a problem in general since I’ve started high school,” Tucker said.

English teacher Whitney Newton said that the confinement of such behavior to outside the classroom, particularly on the quad and at sports practice, makes it hard for teachers to spot it. “It’s invisible and inaudible in some ways to teachers, and I would say that’s probably doubly true for teachers who the students know would intervene,” she said.

school is able to participate is something I want to get done.

Upper School Director John Schafer added that the fact that this bigotry happens at Menlo is “shocking” to him. “It’s so contrary to the story I tell myself about the school,” Schafer said.

Schafer also mentioned that there has been an increase in discriminatory language in Menlo’s middle school. In an interview with The Coat of Arms, Middle School Assistant Director Mima Takemoto said that she began observing this uptick following the return to inperson learning after COVID-19. “I remember being alarmed at that time; we hadn’t had that many incidents previous to [COVID-19],” Takemoto said. “And then this year, it’s another step up.”

Students and faculty interviewed for this article most commonly cited social media and the pandemic’s disruption to in-person social interactions as factors behind the uptick. Schafer and Takemoto also pointed to America’s increasingly polarized and vulgar political discourse as potential stimulants to students’ adoption of bigoted language. However, Healy noted that the most driving factors behind this uptick remain elusive. “I just know that this is what we’re seeing, [and] it just can’t continue,” he said.

Newton noted that the issue of bigoted language is gendered, showing up more in boys than in girls. “I feel like we’re afraid to bring [that fact] up,” she said. “And I don’t think we should be afraid, right, because how are we gonna fix it if we don’t acknowledge that really basic fact?”

Since Takemoto became assistant director in 2012, there haven’t been any expulsions in the middle school. Takemoto describes the worst of what she has seen as taunting, either face to face or online. When asked about the N-word in particular, she said, “typically, it’s not as far as Black students being called the N-word, [but] it may be Black students being asked for a pass [to use the N-word].”

However, Takemoto noted that oftentimes the middle schoolers don’t understand the impact of their behavior. “Kids will come in and they’ll have said something and they don’t know why it was wrong,” Takemoto said. “They’re

almost just parroting, just mimicking, whatever they’ve heard, and that’s why it’s important for us, as an educational institution, to educate them so that they understand the ramifications of their words of their behavior and so they don’t repeat it.”

To help teach future freshmen about the harm of using bigoted language, Newton and the English 1 team are considering bringing “Accountable” by Dashka Slater into the curriculum. The book tells the true story of a group of boys that created a racist social media account and shows the consequences the account had on the community. “I think we’re trying to figure out how to have some of those conversations, because I don’t think you can just leave it up to the students and be like, ‘They’re gonna figure this out,’” Newton said.

As part of her job, Director of Student Belonging Carmen Borbón handles the education of Menlo students who use discriminatory language. This year, her first in the role, she has worked with both middle and upper school students, whose differing needs necessitate different educational methods.

I don’t think you can just leave it up to the students and be like, ‘They’re gonna figure this out’ “

English teacher Whitney Newton

Borbón explained that, with upper school students, she presents education materials and works with the student to drive home that their conduct is wrong in order to prevent more of such behavior. “For [middle schoolers] it’s [often] just a matter of explaining to them like why it was wrong and giving them the context, and then they get it,” Borbón said. “In high school it’s different because I honestly do believe they know better.”

Cody Kletter and Melanie Goldberg pose for a photo during their campaign. Photo courtesy of Kletter

Menlo Faculty Say Goodbye

Katina Ballantyne

by MIKI KIMURA

History teacher Katina Ballantyne will be leaving Menlo after four years at the school. Ballantyne has taught Modern World History and U.S. History, as well as the Criminal Justice elective. She is also the faculty advisor for the Fashion Club and the Middle Eastern and North African affinity group.

While Ballantyne began her teaching career as a long-term substitute teacher in Austin, Texas, she also taught in Waiʻanae, Hawaii as well as East San Jose before her arrival at Menlo.

Ballantyne loves teaching and sees it as an integral part of her identity, but will be taking a break from being an educator to give her and her partner more flexibility to support their family and start one of their own.

She said this includes spending time with and helping her aunt who had a bad fall in 2023. “My godmother — my aunt — she left Lebanon to come to the United States to help take care of me, and [...]

Marc Allard

by MALIA CHEN

After 17 years working in Menlo’s science department, Marc Allard has decided to leave the school. Allard initially joined Menlo through an internship program and eventually transferred to a full-time position. Over the years, he has been the Science Department Chair, introduced new courses in the Whitaker Lab and taught classes like physics and advised robotics.

Allard said that his and Menlo's paths were synced when he first began working at the school, but it’s time for him to move on. “I would say that over the past ten years or so, the school has kind of been starting to go on a different path than my path, and so I think we’re now just pretty far apart,” he said. After Menlo, Allard’s plans are still undetermined; however, he hopes to continue teaching and is also looking for potential administrative opportunities.

Allard’s proudest accomplishments at Menlo have been the new electives he has developed, which include Mechanical and Electrical Engineering, Design and Architecture and Applied Entrepreneurship. “It’s satisfying to me

she’s always been someone really reliable and present and loving,” she said. “[My partner and I] came to the decision that we would like to be more proactive and more helpful.”

Ballantyne has enjoyed spending time with her advocacy, and a favorite memory is of the junior retreat earlier in the 2023-24 school year. “I just felt like we were all really happy to be together again,” she said. “And it was just very clear to me [that] there is a really strong bond here between me and the students in my advocacy and also between them.”

Ballantyne will also miss the connections she has formed with students during class activities and who she has taught for multiple years. “[There are] so many students that I can think of that were really enthusiastic [doing in-class simulations],” she said. “It’s really special to get to build really strong bonds with students, [especially] when you’ve gotten to teach them so many times.”

to see that kids are so interested in those classes,” Allard said.

In addition to his work in the science department, Allard has served as the faculty advisor to the Asian Affinity Alliance. “It’s great that we are providing a space for [...] Asian-identifying kids, [...] and I think that’s so important for the students,” he said.

Allard is grateful for the friendships he has formed with his colleagues during his time at Menlo. “I’ve just met a lot of great teachers here,” Allard said. “I’ll stay in touch with them for sure.”

More Stories Online

Other faculty leaving Menlo include:

• Chief Finanical Officer Bill Silver

• Math teacher Adam Whisler

• Math teacher Tim Morris

To read their departing stories, scan the QR code above or go to menlocoa.org.

Lena Pressesky

by TATUM HERRIN

This spring, English teacher Lena Pressesky will complete her fifth and final year of teaching English at Menlo. Pressesky and her partner are ready to own property but are unable to do so near campus. She is looking for a job — possibly in educational technology — that would allow her to work remotely, giving her the flexibility she needs to find a home. Pressesky plans to return to the classroom once she puts her roots down.

Pressesky gained her first experience as an educator playing teacher with her younger sister and stuffed animals. “When I was a kid, [teaching] always was something I wanted to do. [...] It wasn’t until my mid-twenties that I started thinking more seriously about what might be a good career for me long-term,” she said.

Pressesky began teaching at Menlo the fall of 2019 after leaving her first official teaching position at MenloAtherton High School. “I wanted to see what else was out there, because M-A was all I knew at that point,” she said.

After her interview at Menlo, Pressesky knew she had found the right fit. “Menlo had a lot to offer in terms of not only being a great place to work, but just being able to kind of give me new growth as a teacher,” she said.

Initially, she taught English 1 and English 2 but transitioned to teaching English 2 and AP Literature in the fall of 2022. Pressesky has found unique benefits in all three positions. “I’ve really loved my experience, especially with the English 2 team, since I’ve been on that one for five years now,” she said.

However, teaching AP Literature has offered Pressesky more freedom. “At the same time, I was really ready to have a class that was, like, just my own and just be able to kind of make decisions about that,” she said.

The students’ spirit and curiosity are one of Pressesky’s favorite aspects of teaching at Menlo. “It changes your experience as a teacher, when the students, for the most part, really want to

be there,” Pressesky said.

Looking back on her time at Menlo, Pressesky has most enjoyed bringing fun into the classroom. “My favorite memories inherently involve creativity, movement, and a fair bit of weirdness,” she wrote in an email to The Coat of Arms. She fondly recalls watching her students’ innovative performances of “Macbeth” and reading their deleted scenes from “The Great Gatsby” and “The Scarlet Letter.”

As she concludes her last year teaching at Menlo, Pressesky hopes she will leave a mark on the school’s culture surrounding grades.

“I want my students to know that they are loved and respected regardless of the grades that they get,” she said. “When I think about my impact, I think just being another adult on campus [..] who’s combating that narrative of ‘you have to be perfect.’”

English teacher Lena Pressesky holds a muffin and coffee at Menlo Gives Day in 2019. Photo courtesy of Pete Zivkov on Menlo Flickr

Science teacher Marc Allard smiles in class. Photo courtesy of Pete Zivkov on Menlo Flickr

History teacher Katina Ballantyne helps a student during tutorial. Staff photo: Geoffrey Franc

Students React To Potential TikTok Ban

Alum Dylan Gold (‘23) posts just about every day to his TikTok, where he has garnered over 133,000 followers. Fitness posts constitute a majority of Gold’s content, including his most viral videos that have millions of views, and he monetizes this fame through brand deals with apparel and supplement companies.

Nearly 5 million American companies, many of them small businesses, use TikTok to promote their items, and around 100 million more engage with the platform for entertainment.

“I think [the ban] would be good because a lot of people are way too addicted. I spend too much time on [TikTok].

Junior James Wernikoff

“However, in March, the House of Representatives overwhelmingly passed the Protecting Americans from Foreign Adversary Controlled Applications Act. If passed in the Senate and signed by President Biden, this bill would ban TikTok in the U.S. unless its Chinese owner ByteDance divested from the company.

The U.S. government claims the personal information of American citizens that ByteDance has collected could end up in the hands of the

SEIA

Continued from pg. 1

said. “I mean, [the proposals] were really high quality, and I think [these projects] are such a great example of just the creative and innovative ideas that Menlo students have.”

In 2023, there were roughly 30 applications for the HAND grant, yet only three were able to be funded. “[Last year] I felt like there were so many great [HAND grant] applications, [but] we just didn’t have enough funding to give,” Petrash explained. “Part of the hope behind adding the SEIA was that we can now fund even more ideas.”

The HAND and SEIA grants are open to sophomores and juniors — working individually or in pairs. The application and grant

Chinese government.

A 2023 Pew Research poll revealed that 38% of American adults support a TikTok ban, while 27% oppose it, the rest being unsure. Despite the alleged security threat, most teenage users of TikTok oppose a ban. That survey found that teens — users and nonusers — who oppose a ban outnumber those who support it by 2.75 to one.

Gold is no exception. “I don’t think TikTok should be banned for a variety of reasons,” the first-year at Southern Methodist University wrote in correspondence with The Coat of Arms. Gold cited TikTok’s importance to small businesses and the communities TikTok has created around people who share common interests and lifestyles. “[TikTok] is a place where more than 170 million people in the U.S. go for information, support, and entertainment,” he wrote.

Sophomore Ava Wang posts videos on TikTok and says that it provides a way for teenagers to share what they’re doing in their lives. She also watches videos and finds the platform entertaining. Wang said she doesn’t want TikTok to be banned, but she would understand the decision if there were legitimate security reasons. “I don’t oppose it, but I need to also understand [...] why there would be a ban,” Wang said.

Junior James Wernikoff posted a viral TikTok video in 2023 that received over 2 million views, and after not posting for over 7 months, released a video in April 2024 that garnered 1.5 million views. “I don’t really care [about the ban] honestly; I think [the ban] would be good

process has three steps. First, statements of interests, tentative proposals, and intentions to apply for funding are due in mid January. Then, each student or pairing works with a faculty member, who serves as a mentor for the student’s final application, which is due in early March.

Finally, a committee made of Menlo teachers reviews the applications, making decisions on which applicants will receive grants. where to allot the funding. The introduction of the SEIA grant allowed the school to fund eight projects this year. Three grants were made through the HAND grant, while five were courtesy of the SEIA grant.

“I

was actually pretty excited that we were able to fund five [projects with the SEIA grant],” Petrash said. “That to me

because a lot of people are way too addicted,” Wernikoff said. “I spend too much time on [TikTok].”

This is not the first time that governments have tried to limit access to TikTok. Many countries, such as India, Nepal and Iran, have completely banned the app. Others — such as the United States, the United Kingdom, France and Australia — have prohibited the app from being installed on government devices.

felt like a really good number and was more than I actually would expect we would be able to.”

“

I had a lot of ideas, but this grant actually helped me put them into action, which is really great.

Junior Jacqueline Larsen

“

In total, two of the eight grants went to a pair of students working together, meaning that ten students will participate across the programs this summer.

Junior Jacqueline Larsen is one of the students who was awarded an SEIA grant. “The HAND grant interested me but it just seemed like a lot to go to a different country,” she said.

“So I thought the SEIA grant was perfect, because it wasn’t as extreme as the HAND grant but I also got the opportunity to do my own work with it and explore what I am really passionate about.”

Over the summer, Larsen plans to use her funding to work with a local nonprofit to help underprivileged students get the support they need. Larsen has been

tutoring for several years but feels that it can only help students to a certain extent and that they need guidance, motivation and a few essential skills to be successful in school. “I am going to teach them things like how to organize their time, how to self advocate or even just how to study for a test,” she said.

Grateful for the opportunity, Larsen is looking forward to making an impact and potentially expanding the curriculum she’s created to other nonprofits or schools. “I had a lot of ideas, but this grant actually helped me put them into action, which I think is really great,” Larsen said.

Junior HAND grant recipients

Navya Nandani and Rhea Nandal — both passionate about mental health issues — will be traveling to India in June to study farmer suicides. The project consists of

I think [these projects] are such a great example of just the creative and innovative ideas that Menlo students have.” “ “

Community Engagement Coordinator Ava Petrash

consulting government officials in Delhi and staying at a farm in North India “I think we’ll hopefully learn a lot and come away with a new perspective,” Nandani said. “It’s one thing to research an issue, but I think it’s a whole different thing to actually see it.”

Staff illustration: Amber More

April 26, 2024

Let ’s Put an End to Summer Homework Assignments

by AARON WIDJAJA

During spring finals week at Menlo, we students are pushed to our academic limits. We painstakingly review a copious amount of handwritten notes; we go to endless office hours to converse with teachers about complicated topics; we stay up all night to skim through large books and long articles. And then, after M-Term, just when we think it’s all over, when we finally feel like we deserve a long well-earned break, a horrible realization hits: we have summer homework. But summer homework isn’t just exhausting. It’s also completely useless. Why? Summer assignments have little academic merit because many teachers don’t give feedback on the work. Time used for summer homework should actually be time for fun, sightseeing and well-earned relaxation –– our time should not be sucked up by boring busywork. Furthermore, there are many other summer activities that are much more tempting than summer

assignments, meaning that students will likely not put their full effort or time into their summer homework. Why dole out a piece of homework that you know will not be truly absorbed by students?

Summer vacation is meant for students to have fun, explore the world and try new things. “ “

Additionally, for many students in the upper school, summer assignments given by teachers are usually not reviewed at the beginning of the school year. Ever since my freshman year, teachers have consistently not gone over the assigned summer material. Sometimes, the teacher provides you with long passages to go over and take notes on, but when the time comes to review the completed assignment, it’s as if they completely forget about this work. They instead move on to other new content that has nothing to do with the summer assignments.

Some may argue that the purpose of summer homework is to expose students to note-taking strategies and teach them how to read critically. I would like to counter that, as in my experience, I have learned

these skills through assignments built-in throughout the school year and don’t see the point of focusing on them even more during the summer. This type of repetition doesn’t help reinforce strong note-taking habits, but rather tires students out by repeating the same tedious thing over and over — especially at a time when they should be doing something enjoyable.

Additionally, many argue that summer homework is important for keeping students’ minds sharp and encouraging them to keep up their work ethic in order to be prepared for their next, more rigorous school year. However, most of us Menlo students already fill up our summers with internships, jobs, volunteer opportunities, standardized test preparation, travel programs or even college applications that require us to keep our brains switched on. Summer homework is just an added stressor on top of the many responsibilities we have even throughout the summer.

Summer vacation is meant for students to have fun, explore the world and try new things. Doing work while you’re on a trip or trying to spend more time outside is extremely exhausting and sucks up a lot of time. Specifically, summer is a time for students to recharge and foster personal growth and development. Thus, forcing us to do assignments not only detracts from our well-deserved rest but also hampers our ability to fully immerse ourselves in enriching experiences.

Encouraging exploration and curiosity outside the classroom can lead to valuable life lessons and skills that cannot be taught through traditional coursework. Hence, burdening students with unnecessary busywork during their summer break undermines the very essence of what this time should represent: freedom, adventure and self-discovery.

Time for summer homework should actually be time for fun, sightseeing and well-earned relaxation. “ “

Instead of being consumed by mundane busywork, students’ summer breaks should be dedicated to enjoyment, exploration and much-needed relaxation. Given the reality of student exhaustion and completing summer activities, it’s unrealistic to expect wholehearted dedication to these assignments. Therefore, let’s give students the summer break they deserve and stop assigning summer work.

Take Advantage of the Menlo Library’s Vast Resources

by RAFE WEIDEN

For most students, the Menlo library exists only as a place for reading, and last-minute panic printing during lunch right before English class –– nothing more. But this limited view of the library’s offerings neglects the plethora of invaluable resources the library offers when it comes to research aids, oneon-one help, interactive displays, book recommendations and more.

The Menlo library website is designed to support students in more ways than just finding a book.

One of the main ways that the Menlo Library can aid students is with research. As every Menlo student learns their freshman year and is reminded every year following, the librarians can point you to primary source books and help you cite your sources. While I believe that this can be a helpful tool and librarians are very eager to help you with it, most people don’t use a physical primary source unless explicitly demanded by their teacher. On perhaps a more realistic note, students can schedule face-to-face appointments with one of the librarians for specific research help, whether it be finding a topic, or citing sources, or really anything

they’re the experts.

If you’re not feeling like talking to the librarians, but instead just want a place to study or read, there aren’t many places better than the Menlo library. Beyond the bountiful bunch of books shelved at the library, there are countless study spots including quiet rooms, which can be scheduled throughout the day with a quick email to head librarian Brittney Otero.

However, these physical resources don’t even scratch the surface of the support the library can provide. To delve deeper, you have to leave the physical library because the resources that the Menlo library provides don’t end on the second floor of Stent Hall.

The Menlo library website is designed to support students in more ways than just finding a book, but many students don’t even know that there is a website for the library. The website is replete with research aids, like general guides to researching and even tips for better Google searching. Students can also access research guides crafted by Otero in conjunction with their teachers for the specific classes and assignments they have.

If this isn’t enough, you can even schedule a meeting with Otero for help with a research project. “We’re basically a one-stop shop for everything,” Assistant Librarian Tracey Bobrowicz said.

Finally, and perhaps most important, the library website provides free access to websites like the New York Times. We all love the daily Wordle and Connections and the Mini Crossword, but if you just go through the library website, click on subscription databases and go

to the New York Times link, you can try some new games or go to any of the other 63 databases you can access via a free subscription through the Menlo library.

“Even if it has nothing to do with the library, if you’re lost, or confused or sad, whatever, you [can] come here and we will take care of you,” Bobrowicz said.

In the middle of our campus, we truly have access to a special resource, the library. So, I implore you, talk to one of our three lovely librarians and also check out the library website at the following QR code. You truly won’t regret it.

From left to right: Freshmen Annabel Zhao, Emily Li, Zoe Chuang and Kai Chung collaborate at the communal tables at the library. Staff photo: Sienna Lew

Staff illustration: Amber More

Give Old Clothes New Lives by Buying Secondhand

by ANDREA LI

When I first told my parents I wanted to go thrifting, I was met with revulsion. “Why would you want to wear a dead person’s clothing?” my mom asked.

Her statement, while extreme, reflected my initial qualms about thrifting. Before I understood the benefits of buying secondhand, I worried about the hygiene of wearing preowned clothing; who knew where these jeans had been before, or who had worn them?

“

Thrifting is an eco-conscious way to indulge in fashion while avoiding the associated harms of the industry.

“

I’ve since realized that washing machines exist for a reason and thrifting clothes in near-mint condition is not as difficult as it may seem. Moreover, the advantages of buying secondhand have since outweighed my doubts.

To start, new clothing typically comes at an extreme environmental cost. The fast fashion industry in particular exploits workers, pollutes oceans with plastic and perpetuates wasteful trend cycles, according to the UN Environment Program. Buying a newly made product makes the consumer at least partially culpable for this process of excess.

On the other hand, thrifting is an eco-conscious way to indulge in fashion while avoiding the associated harms of its industry. When consumers buy secondhand, they are simply putting a pre-made and pre-bought product back into use — often at a lower price as well.

Thrifting is also a way to find closet staples that can’t be replicated by fast fashion companies. Today, my wardrobe is defined by the countless clothes I’ve found from buying secondhand, with pieces ranging from hand-knitted cardigans to vintage leather jackets. Even beyond the fact that I simply prefer vintage styles, thrifting ensures that my

clothes are, for the most part, unique — an aspect that I find valuable in shaping my personal style.

“

When consumers buy secondhand, they are simply putting a pre-made and pre-bought product back into use — often at a lower price as well.

When I encourage others to thrift, I often hear complaints that there are no “good” thrift stores near them. Although “good” is subjective, I will admit that many thrift stores in the Bay Area are disorganized and overpriced. If you haven’t found a physical store near you that you like, know that e-commerce sites like Depop, Poshmark or eBay (my personal favorite) have made purchasing pre-owned items at affordable prices accessible to all Internet users. I advise

individuals inexperienced with thrifting to spend a few hours browsing these sites before forming their final opinions on thrifting. Because even if I may be wearing a dead person’s clothing, I have to admit: they had awfully good taste in fashion.

Advocacies Should Balance Group Bonding and Free Time

by MIKI KIMURA

There are about 13 advocacies per grade at Menlo, all of which give students a unique experience; no two groups structure their time together in the same way. Considering this, what is the best approach to running an advocacy? Ample time for homework? A space for reflection or casual chatting about the week? Competitions and games?

I’ve had two different advocates in my three years at Menlo’s upper school, and they had drastically different ways of structuring advocacy. My first advocate took a more hands-off approach. With little structure, I used my advocacy time every week as a fourth tutorial.

— I’ll make them compliment each other on their birthdays. “ “

Even just little check ins or sometimes — kind of

corny

Conversely, my current advocate prioritizes community building, resulting in weekly discussions that have helped me get to know the students in my advocacy better. I believe that a balance between the two styles makes for the best

advocacy structure.

A more detached advocate allows for arguably more freedom at the cost of a less-bonded community. Getting more time to do homework was incredibly helpful to me and I appreciated the chance to use advocacy time however I wanted.

On the other hand, a more hands-on advocate promotes a stronger advocacy bond but comes with less freedom. This year, my advocate uses strategies such as a question of the day for a full-group discussion, and also has a more diligent snack schedule, but is opposed to students using devices or completing assignments during the advocacy block. I find that in order to have a bonded and worthwhile advocacy, communication and routine are crucial; these types of advocacy groups promote support and inclusion, which are extremely important to a student’s growth, giving students a community to lean on.

Junior advocates Katina Ballantyne and Zachary Blickensderfer emphasized the ritual and routine aspects of advocacy as important. “It’s really fun to have rituals with a group,” Ballantyne said.

“Even just little check ins or sometimes — kind of corny — I’ll make them complement each other on their birthdays.

[...] We’ve done white elephant [gift exchanges] every year, and then you kind of start to build memories together,” Ballantyne said. Bonding activities like these can help new groups of students interact and learn new things about each other, and I believe that the point of advocacy is to get to know fellow students better and have an open space to talk.

“In my mind, the point of advocacy is to have a group of people on campus that [students] can actually be honest with, and in doing that ritual of coming together

every Friday, sitting down together, [you gain] almost a sacred space in which you are honest and you’re vulnerable and you listen to each other,” Blickensderfer said.

I find that in order to have a bonded and worthwhile advocacy, communication and routine are crucial. “

I agree with Ballantyne’s and Blickensderfer’s points; getting to know a small group of students is important for community building at Menlo. The members of your advocacy may not be your closest friends, but advocacy provides a space to get to know students in your grade, along with a chance to relax and destress.

Simultaneously, advocacies should occasionally include unstructured free time. I think that it would be beneficial to give students the option to have time to complete extra homework or do some last-minute studying for a test.

Every person’s advocacy experience is subjective, and there is no recipe for a perfect advocacy. However, incorporating values such as consistent connection, feedback and fun activities play a role in making advocacy more enjoyable, productive and meaningful to you.

Staff illustrations: Diya Karthik

Junior advocate and history teacher Katina Ballantyne

Junior advocate and English teacher Whitney Newton engages in a conversation with members of her advocacy. Staff photo: Karen Xin

The Power of the Playlist: Embrace the Benefits of Listening to Music

by SIENNA LEW

Picture this: it’s two minutes until lunch and you just completely bombed your math test. All you want to do is scamper outside and feel a load of stress come off your back (possibly after screaming into your hands in the privacy of the bathroom — no shame, I’ve definitely been there). But as soon as you step out of the classroom, your senses are flooded with the booming bass of Dua Lipa’s “Houdini” or sugary swing of “Sweet Home Alabama” by Lynyrd Skynyrd.

Of course, you groan; you were looking forward to some peace and quiet after the exam, not an ear assault. But as you grab your food, find your friends at the picnic table and allow the music to turn ambient, you actually begin to feel… a lot better? Huh, that’s nice. But what caused your mood change? The music did; it’s scientifically proven.

Research from Pfizer shows that listening to music amplifies blood flow to your limbic system, the part of your brain in charge of generating and controlling emotions. So, when the music turns on, the chaotic flurry of feelings in your mind begins to subside. What’s more: as your brain becomes familiar with a specific song, your body releases dopamine and endorphins — the happy chemicals — upon hearing the first few notes. That’s what makes music such an incredible mood booster.

This is just one example of the countless benefits of listening to music

that many people fail to acknowledge. Music acts as so much more than a source of entertainment and enjoyment. So this is why you should appreciate music’s many advantages, including

“Music can help you ground yourself and reset your energy so that you can put your best foot forward, all day, every day.

“

stress relief and improved concentration.

Our lives are extremely busy and fast-paced, especially in the pressure cooker that is Silicon Valley. It seems like everyone is competing to get the farthest, run the fastest or do the best in the game of life. I often find myself completely wrapped up in the ubiquitous sense of competition, and it can be hard to calm down while my mind races with worries. This is where music plays a tremendous role in helping reduce stress: it helps us take a moment to slow down.

According to the University of Nevada, songs with a tempo of at least

60 beats per minute allow the brain to synchronize with the pulse of the music. This synchronization causes alpha brainwaves, which indicate that one is in a state of wakeful rest and relaxation. Enjoying the lulling melody of an emotional ballad or dancing it out to your favorite EDM track can take your mind off of exhausting situations, and when you return, you will feel refreshed with a new burst of mental clarity. Music can help you ground yourself and reset your energy so that you can put your best foot forward, all day, every day.

What about focus?

Music activates both your left and right brains simultaneously, and this activation maximizes your learning and enhances your memory, according to Dr. Masha Goldkin of National University. Faster music genres can pull your attention into a groove, making you feel more concentrated and alert while you complete work. Also, it’s just more fun to have a familiar, encouraging tune in the background while you check off boxes from to-do lists.

To wrap up, it’s clear that music can be your best friend when it comes to getting through any situation. I encourage all readers to pop in their headphones and savor a soundtrack that can bring them peace and relaxation. The benefits are right there in front of you.

Mission Statement

Co-Editors-in-Chief..........Sonia Dholakia, Geoffrey Franc

Print Editor............................................Alyssa McAdams

Online Editor.................................................. Jacob Reich

News Editor................................................Asher Darling

Opinions Editor...............................................Sienna Lew

Arts & Lifestyle Editor..............................Caroline Clack

Sports Editor............................................Devon Schaefer

Spread Editor..............................................Amelie Giomi

Social Media & Marketing Director.........Eleanor Kinder

Assistant Social Media & Marketing Director.. Malia Chen

Creative Director........................................... Amber More

Head Copy Editor............................................Miki Kimura

Copy Editor...................................................Aaron Widjaja

Video Editor.............................................Julia Livingston

Assistant News Editor.................................Anya Ramani

Assistant Opinions Editor.............................Elaina Huang

Assistant Arts & Lifestyle Editor................Savannah Smith

Assistant Sports Editors..........Noah Levin, Bianca Putanec

Adviser...............................................Miles Bennett-Smith

Staff Writers..............Lizzie Freehill, Tatum Herrin, Riko

Karachiwala, Anya Khan, Andrea Li, Maren Mulloy, Cindy Olguin, Richa Patnam, Liam Thai, Rafe Weiden, Laila Young

We appreciate hearing your opinions, whether it’s through guest writing, letters to the editors in chief or comments on our website and Instagram @menlocoa. Please reach out to the editors at sonia.dholakia@menloschool.org and geoffrey.franc@menloschool.org

The Coat of Arms is an independent, student-led open forum for student expression. All decisions relating to the management and content of The Coat of Arms are fundamentally the responsibility of students. Coat of Arms reporters strive to acknowledge their internal biases and tell meaningful stories with empathy, fairness and journalistic integrity. The Coat of Arms staff is committed to building on the legacy of past staffs while setting the foundation for future members.

A comic series by guest illustrator Jonah Block

Staff illustration: Diya Karthik

Something To Chew On: What ’s the Best Gum Brand?

by ALYSSA McADAMS

The crinkle of a gum wrapper in a quiet Menlo classroom turns more heads than the latest gossip. The minute a shiny pack of gum makes its debut from someone’s bag, classmates swarm with outstretched hands and the same burning desire — “Can I have a piece?” Gum is so much more than simply a boredom buster. It offers a symphony of flavors from fresh mint to tangy fruit along with textures that are a sensory delight. An added plus: it’s a solution to bad breath from the garlicky pho you ate for lunch. However, not all gum is created equal; with every brand boasting a unique profile in flavor endurance, texture, packaging and ingredient quality, the choices can be overwhelming. Stick with me as I use these factors to find the gum brands worth the space in your backpack, as well as those that are better left gathering dust on the Walgreens shelf.

Extra ★★★★★

Extra’s gum always has been and always will be my go-to. The name is practically synonymous with cleanliness and clarity; Extra gum is nothing less than a titan in the realm of chewing gum. Each stick offers a surge of freshness and a sensory explosion for the palate. Extra’s mint flavors are crisp and exhilarating, chilling both the breath and the senses. The fruity ones, conversely, enliven the senses with sunny zest; Extra provides a spectrum of options to satisfy any craving. My personal recommendations have to be “Polar Ice” for the mint appreciators or “Pink Lemonade” for those who want something a bit sweeter.

The flavor, besides being delicious, is potent and enduring. It doesn’t just hint at freshness, but it boldly delivers it with a taste that will linger for quite a while, allowing for a robust chewing experience. I will say, it seems to me that mintier flavors last longer than fruity flavors for this brand, but all flavors offer a lasting taste that distinguishes Extra from its competitors.

Extra’s commitment to quality is further demonstrated by the texture of the gum. Similar to Trident, Extra gum strikes a delightful balance — neither too rugged nor overly yielding — creating an optimal chewing texture both smooth on the mouth and pleasantly pliable. The ingredients, too, blend the best of both worlds. Though there are artificial components, they are minimal and contribute to the prolonged flavor of the gum. Sugar substitutes like sorbitol and xylitol are used thoughtfully, catering to those mindful of their dental health.

In terms of packaging, Extra’s design is convenient and pragmatic. The packs have proven to be durable, as they’ve been crushed by the contents of my backpack many times and have come out unscathed. The gum is also easy to access, so a fresh burst of flavor is always within reach. Though the outside is wrapped in plastic, it is minimal and the rest of the packaging is comprised of paperboard and aluminum foil. The brand also commits itself to environmentalism in other ways, such as by advocating for human rights in the Thai fish supply chain. To reiterate, Extra’s gum should be your top choice. It’s a beacon of freshness and a paragon of lasting flavor, making every chew an experience to savor.

Trident ★★★★★

Trident’s tangy “Tropical Twist” gum was the flavor of my childhood, containing a taste that can transport me back to those halcyon days with just one chew. However, when I put my nostalgia aside, I realized that the brand doesn’t quite hit the mark for me. Though it’s quite famous in the gum world, I can’t help but feel that Trident is somewhat overrated.

The brand’s extensive flavor portfolio does offer refreshing tastes, and it seems to me that they stay fervent even after a long time spent chewing. However, Trident leans on a whole host of sugar substitutes and artificial flavors — maybe you like the sweetness such ingredients give the gum, but more health-conscious gum aficionados may want to avoid the brand.

Trident packs are wrapped in excessive plastic, which doesn’t quite align with today’s growing environmental awareness. However, there’s a certain charm to the sleek design of the packaging, with its slim profile and bold colors. Trident gum is recognizable, and the ease it takes to open a pack offers a satisfying, albeit small, convenience.

Simply ★★★★★

Simply’s gum is perhaps the polar opposite of Hubba Bubba — clean, modern and subtle in every way. The gum is stirring up conversation in the world of chewing gum, and it’s pretty clear to me why. Flavors are drawn straight from nature’s own pantry, incorporating real fruits and authentic spices — Simply's earthy notes are stripped of any ingredients you won't be able to pronounce, and are also vegan, kosher and non-GMO. I will say, the flavor may seem a tad odd or underwhelming to those who are accustomed to the traditional chewing gum, but I found that once I got over that initial shock, I fell in love with the taste’s simplicity.

Simply's gum is gentle on the teeth and pleasant in the mouth, yet never too malleable to the point that it disintegrates in the mouth. Its flaccidity offers a welcome reprieve for those who wish to avoid the sometimes rigorous workout provided by conventional gum. Additionally, the packaging deserves a nod for its green credentials; the brand has opted for recyclable uncoated paper rather than the usual plastic of other brands.

The only factor preventing Simply from earning a shiny 5 stars is the longevity of flavor. For $3-$4 a pack, depending on the flavor, one piece should last more than 15 minutes. However, I suppose that’s the tradeoff for ingredient purity due to the lack of synthetic preservatives or flavor enhancers, so I personally don’t mind double-dipping into the pack more often than I would with other gums.

The bottom line is, Simply is perfect for those who enjoy natural ingredients and want to treat Mother Earth right. If you're looking for a gum that packs a long-lasting flavor punch, however, this brand might take some getting used to. Nevertheless, I implore you to adjust your expectations and give Simply a try.

Juicy Fruit ★★★★★

Juicy Fruit’s ubiquitous yellow packaging has cemented its status as one of the most iconic gum brands on the market since 1893, but is it for the best? Though its fruity flavors have captured the hearts and taste buds of many gum enthusiasts, Juicy Fruit simply doesn’t do it for me.

The brand’s signature offering is the lush blend of tropical flavors; encased within each stick is a burst of strawberry, citrus, pineapple or its classic banana flavor. The taste is whimsical and summery, but it’s just too much for me. The powerful sweetness hits you right away due to the cocktail of artificial flavors and colors, yet the taste fizzles within a matter of minutes. After rebranding, many Juicy Fruit packs now read “Now Longer Lasting,” yet I found no difference in flavor longevity between those packs and the originals.

I do also have to give Trident props for its texture. Trident has found the sweet spot; their gum is firm, yet yielding enough to make chewing easy on the mouth. This perfect balance is consistent throughout the brand, no matter which flavor you choose. Overall, I’d say that Trident gum is a reliable option for when you need a familiar flavor pick-me-up, but I’m not sure it’d be the first brand I reach for on the grocery store shelf.

The texture of Juicy Fruit gum, similar to Simply, is quite soft, but I felt that it didn’t play in the gum’s favor. Such a strong flavor made me yearn for a firmer bite, and I found Juicy Fruit’s tender composition to be a touch too adhesive. Also, the combination of the fluorescent reds and yellows of the plastic-shrouded packaging did not impress me aesthetically.

In essence, Juicy Fruit’s rhapsodic flavor could be a useful option for when you need a quick, sweet pick-me-up, as its joyful essence remains undeniable. However, largely due to the brevity of flavor, I don’t recommend you choose Juicy Fruit above all other brands.

Hubba Bubba ★★★★★

I’m sure many of us, students and faculty alike, receive a blast from the past when we think of the bright pink, in-your-face Hubba Bubba Bubble Tape that ruled the elementary schools when we were younger. Hubba Bubba is all about the fun vibe — the packaging pops just as much as the bubble gum inside of it. Hubba Bubba is perfect for those who are still a child at heart, but I can see why it wouldn’t be for everyone.

Sure, the packaging makes it easy to whip out any amount of gum for those moments when you just need a piece, stat. However, it’s not winning any eco-friendly awards with all that plastic. If you’re trying to keep things clean, the ingredients may be another reason why Hubba Bubba is not for you; Hubba Bubba gum is ripe with sugar and corn syrup, plus a surplus of artificial colors and flavors. I found it to be comparable to a sugar rush in a tape roll.

Still, you can’t claim that Hubba Bubba is pretending to be something it’s not. It’s advertised as a classic bubble-gum flavor and texture that’s perfect for when you’re in the mood to kick it old-school, and the gum is just that. I have to say, the flavor sticks around longer than any of the other brands I tried out, and because it’s bubble gum, it’s quite easy on the jaw. So while it’s definitely not the poster child for clean living, Hubba Bubba is a classic for a reason.

Staff illustrations: Maya Stone

...of Joy

Miriam Magaña’s Office

by Sienna Lew

Wedged between the bathrooms and a math classroom on the B building’s second floor lies the office of a woman who — as is apparent from the moment one enters the room — is obsessed with houseplants. Leafy Monstera deliciosa, sprouting fiddle-leaf figs and vibrant orchids all serve to calm Director of Family Support Miriam Magaña and contribute to her goal of promoting self-care through the space.

“Plants are my self-care, and filling the space with plants makes me feel good [...] they are

the gift that keeps on giving,” Magaña said.

Magaña has set up her office to feel calm and welcoming for anyone who walks in. To accomplish this, she provides a variety of comforts such as a coffee and tea kettle, stuffed monkeys on couches, snacks and, of course, lots of plants. Adorning the back wall of Magaña’s office is the Self-Care Corner, with various beauty and self-care products.

“I feel like my space is often not the go-to space, it’s the in-between space for students to stay momentarily,” Magaña said. “I get a lot of students who try to check in with [the counselors] but if they’re in a session, [students] can always come here.”

Overall, Magaña sees her office as an extension of other places, including the counseling space, where she provides students snacks, solitude and a place for Self-Care Club meetings. Freshman Ammie Mills started Self-Care Club in her eighth grade year at Menlo Middle School and brought it to the Upper School this year.

“Plants are my self-care, and filling the space with plants makes me feel good [...] they are the gift that keeps on giving.”

Magaña’s job is multifaceted. Much of her work involves families who may not have access to all the support and resources they need.

“One part is ensuring that families have everything they need in order to feel engaged in a part of their child’s journey here at Menlo,” she said. “I’m really passionate about

the system level work [as well], where, for example, we establish strong translation and interpretation services to ensure all of our families can stay connected.”

To support families, Magaña feels that she has to really get to know their kids. She has connected with many students not just through her office, but through her other extracurriculars as well.

“The impact that we’re making in the lives of students [is] the force behind everything that I do.”

“I started Homework Club with [Middle School Learning Specialist Frankie] Machado [...] and that’s how I’ve gotten to know so many of the middle schoolers. Homework Club has been a really big hit, with a lot of high school students helping the middle school students,” she said.

Magaña has brought small cohorts of middle schoolers to tour her office, letting them know that she is always there in case they ever need snacks after school or a place to be.

Magaña is thrilled knowing that she has brought lots of joy to many Menlo families and students.

“I never want anyone to feel like they have to give us anything in return. Just seeing those relationships that we’re building and the impact that we’re making in the lives of students — it’s the force behind everything that I do,” Magaña said.

Students ducking into administrative assistant Courtney Tyler’s office often emerge with a plethora of different candies ranging from tart Lemonheads to crispy KitKats. All of these sweets come from Tyler’s candy jar atop her desk. According to Tyler, on one particular day, she counted a grand total of 54 sweet treatseeking students in her office.

The idea of a candy jar initially emerged in Tyler’s previous job supervising tour guides at the San Francisco Giants’ Oracle Park. “[The guides] would come up to my desk and check in with me, and at one point I just started having a candy jar with Red Vines [at my desk] and the response from them was really great,” Tyler said.

She noticed that the jar could connect her with others who came by; even if they weren’t there to see her exclusively, Tyler found that they would often take a piece of candy. “Even in between their tours, they would come down and get some Red Vines or something,” she said. “I found really quickly that it was a good touch point with people.”

Her current candy jar, unlike her jar with the Giants, has a long and meaningful history. One of Tyler’s favorite tour guides, Connie Tse, had been a teacher for 30 years and had her own candy jar in her classroom to motivate her students.

“[The jar] is a perfect way for me to interact with the students [...] it brings me so much joy.”

Eventually, as Tyler made her way to Menlo, Tse decided to give her that iconic jar previous Menlo students knew and loved to share the joy with a new generation. “[Tse] thought I needed a legit candy jar, and the one I have here is one that was gifted to me from her,” Tyler said.

However, the jar had actually belonged

to someone else before Tse. Tse had taught with a woman named Patty McNally at Ocean Shore School in Pacifica. McNally was the original owner of the candy jar and passed away from illness.

“It has really deep meaning to me, which I’m sure not many people probably know about,” Tyler said.

“[The jar] has really deep meaning to me, which I’m sure not many people probably know about. ”

Ever since Tyler assumed her current role three years ago, the jar has been a popular source of happiness for both Tyler and students.

“Almost immediately, I saw that it was bringing students into our space,” she explained. “[Upper School Assistant Director Adam] Gelb wasn’t there at the time, but even in his first few months here he noticed how unusual it is for so many students to come into the administrators’ office.”

Initially, it was just fellow colleagues and faculty that came to grab candy. As students caught wind, however, there was no stopping them.

“It’s a perfect way for me to interact with the students [...] it brings me so much joy,” she said. “When I hear students being like, ‘I just took the hardest math test,’ or ‘I just need some candy,’ it makes me feel good to know that, one, they have a space they can go to decompress or simply get some sugar for a pick-meup, and two, that I have been able to build relationships with students who now stop by frequently to come see me and say hi, whether they want candy or not. It really makes my day.”

Thanks to the candy jar, Tyler has made close connections with Menlo students and feels extremely fulfilled in her job. She will continue to replenish the jar with sour candy, the students’ favorite and 100 Grand, her personal treat of choice.

Courtney Tyler’s Candy Jar

Staff photo: Geoffrey Franc

Staff illustration: Amber More

Of the Off-Hours

by Amelie Giomi

Grounds Supervisor

Gustavo Arias & Services Planner Nikki Myers

While most Americans were celebrating New Year’s Eve or rolling off to bed as the clock struck midnight on Jan. 1, 2024, Maintenance and Grounds Supervisor Gustavo Arias was called in the middle of the night to fix a water heater that broke down in one of the Menlo-owned apartments. And when the school lost power during the January 2023 storms, Arias was the one who came to the school in the middle of the night to set up the backup generator.

Arias doesn’t abide by the typical 9 to 5 workday; instead, he must be ready to respond to calls at any time. “If you had an emergency at your home and you needed to call Roto-Rooter in the middle of the night, that’s kind of like Gustavo,” Operations Services Planner Nikki Myers said. “He would be the one that you would contact.”

Arias, who began working for Menlo in 2009, receives requests from Myers and delegates them to the appropriate facilities worker so that events are set and maintenance problems are taken care of daily. “We are trying to keep the campus clean and directing the guys to do all the setup,” Arias said in an interview in early April. “These last three weeks, I worked seven days a week because of the events. When we have big events, we need to have people for anything.”

For the 2024 auction, Arias organized a team to rent equipment, put down carpet in the gym and add the decor a week in advance. The team spent days cleaning up the auction after it ended.

Myers, who receives work orders from staff and parents and hands them off to Arias, also must adapt to different orders — from removing a dead animal on campus to reserving the CADC for a chess tournament — as they come in. “Everyone always thinks that their thing is the emergency,” she said. “So [I] just really try to make sure that [I] delegate appropriately or prioritize appropriately what needs to get done immediately and what can usually wait.”

“There’s probably a lot of things [students] don’t know that we do.”

Myers began working for Menlo seven months ago and was a hairstylist and gym manager prior. “My career path has been a little crazy,” she said.

Myers appreciates the respectful community at Menlo compared to her job at the gym. “Everyone has been very respectful and very thankful,” she said.

However, Myers notes that it’s easy for the contributions of the facilities team to go unnoticed. “Magically you come here tomorrow and the cafeteria is clean and it doesn’t look like the absolute mess that it was left in,” she said. “There’s probably a lot of things [students] don’t know that we do.”

Director of Child Care Center Lisa Williams

Tucked in the corner of the loop behind the middle school campus lies the Child Care Center, which consists of three classrooms, a small kitchen, 23 children and seven teachers. “As a team, we all work together just to create the best, most joyful environment that we can for the children,” Director of the Child Care Center Lisa Williams said.

Because it can be difficult for Menlo staff members to find infant care, the child care center allows staff to drop off their children at work and visit their children during the day if they desire. The center cares for infants all the way up to five years of age.

Williams is tasked with opening and closing the center, hiring teachers, communicating with parents and working with Joan Barada. Barada is the school nurse and administrator of the center.

Williams arrives at school at 6:45; the center opens at 7:30 a.m. and children trickle in depending on their parent’s work schedule. The day consists of a series of snacks, naps and activities ranging from storytelling to yoga before pick up at 4:30 p.m.

While Williams loves working with children, she notes that her role requires her to be respon-

sive. “Their needs always have to be supervised,” she said. “When the children pick up childhood illnesses, it is sad to see them feeling unwell.”

Williams forms close relationships with the children she takes care of. “Watching them grow from babies up to five and forming relationships with the families, that’s the real bonus to the job,” she said. “When they graduate when they’re 5, you’ve been with them for five years, so you miss them.”

“[The Child Care Center] is just a happy spot on campus [...] in the corner of a very special community.”

Originally from Ireland, Williams has worked for Menlo for 21 years. She has a degree in child development and nursery nursing as well as experience working as a nanny in Europe. “[The Child Care Center] is just a happy spot on campus [...] in the corner of a very special community,” she said.

Administrative Assistant Jose Toscano acts as an office manager in the facilities department that fills in whenever he is needed. “I wear a lot of hats. I can do a lot of stuff in our department, whether it’s driving the shuttle, or taking care of organizing work orders or helping out with events,” he said. “I am the most flexible in my department.”

Toscano has held the same position for 19 years. Before Menlo, Toscano worked for an accounting office in San Francisco and was an assistant for the robotics lab at Stanford University. Toscano appreciates his coworkers and the close-knit Menlo community. “I think Menlo tends to attract smart, bright people and I like having conversations with them about random things,” he said. “You learn a lot. I feel like I can call anybody or talk to anybody.”

Director of Security Mustapha Moutri goes to great lengths to oversee campus safety and security. Starting his day early, he monitors the loop before school starts with the help of any of the nine security officers. He works with the Student Life Office to organize safety drills and practices, oversee safety equipment on campus, monitor events, train teachers in CPR and lock and unlock buildings.

“We work at Menlo to make sure that all the community is protected.”

Moutri must ensure that the community is aware of the emergency procedures and protocols at Menlo. “We don’t know when an emergency would happen so we have to be prepared,” he said.

Moutri has worked for Menlo for 10 years and enjoys meeting students and teachers. “Just being on campus working with students and the teachers always makes me happy,” he said.

However, Moutri wishes that students would familiarize themselves with safety procedures and follow safety rules because they are ultimately in place to ensure their safety. “What I want the students [to know] is to make sure they follow the security team directions and instructions, especially in the parking lot,” he said. “We work at Menlo to make sure that all the community is protected and safe.”

Administrative Assistant Jose Toscano

Director of Security Mustapha Moutri

Of the Cafeteria

by Cindy Olguin

Director of Dining Services Thien Hoang

It’s commonplace to see the friendly face of the Director of FLIK Dining Services enthusiastically greeting students left and right and telling them about the extensive menu for the day. However, few know that Thien Hoang immigrated from Vietnam with his family when he was 2 years old.

Hoang’s parents arrived in San Diego, where they created one of San Diego’s first Vietnamese restaurants, and it wasn’t long before Hoang followed in their footsteps. When Hoang was just seven years old, he started washing dishes and waiting tables at his family’s restaurant.

Executive Chef Ken Sligar

Ken Sligar is the executive chef who oversees the food preparation and serving at Menlo. Sligar’s passion for the culinary arts began when he would watch his great-grandmother bring his family together with Thanksgiving dinner each year. After her passing, Sligar brought it upon himself to begin cooking Thanksgiving dinner every year to continue the tradition. His love for culinary art was affirmed when he began college and started to sell cakes to keep up with college expenses. “One of my customers asked me if I would do this and not get paid,” Sligar said. “And I said ‘probably,’ then [thought], ‘maybe that’s what you should do for a living.’” Soon afterward, he decided to attend culinary school.

One of Sligar’s specialties is accommodating students with allergen and dietary needs, providing them with tasty and safe alternatives. He also hopes to listen to student’s food preferences; one of Sligar’s responsibilities is to

After he graduated from high school, Hoang left his hometown of San Diego behind to attend the University of California, Santa Cruz and major in biochemistry, a science that tied back to his love for food. Because his parents wanted him to be a doctor, Hoang attended medical school at the University of California, San Francisco for one semester before dropping out.

Hoang left medical school behind, eager to explore another career path. “I didn’t really have the passion for [medicine], so then I went back into the restaurant business,” he said.

Hoang started his new career working for

structure the menu for the week and implement dishes that students enjoy. “Let me or Thien know things you would love to see,” Sligar said. “If you see something you’re not in the mood for, come to talk to me or Thien.”

“I love working with all the students, [...it] drives me here.”

Cooking isn’t a simple craft, especially in large quantities. Every Menlo chef must receive certification and follow strict practices, such as recording temperatures, to ensure constant cooking time. The kitchen staff must also overcome unforeseen circumstances, such as when appliances aren’t functioning.

Sligar expressed that cooking for Menlo feels like cooking for his family. “I love working with all the students,” he said. “That is probably the thing that drives me here.” He wishes that his food incites nothing but the best feelings in students and hopes lunchtime serves as a time for

Chefs Maria Cervantes and Sarai Cervantes

Alongside Hoang and Sligar is a devoted staff who works as a team to ensure that food is set out and ready for students, faculty and staff.

Maria Cervantes, who has been at Menlo for six years, is one of many chefs in the cafeteria. Cervantes, who grew up in Michoacan, Mexico, did not cook much growing up. She found her love for food later on in her life when she began working in food prep. Though Cervantes helps wherever she sees fit, she is mainly assigned to the deli. Cervantes preps the meat for sandwiches and ensures the deli and salad bar remain clean and stocked.

Sarai Cervantes, Maria’s daughter, is a new staff member at Menlo and, unlike much of the rest of the staff, this is her first food prep job. Although she felt

pressured and anxious about a new experience with time restraints, her co-workers and organizational structures have granted her great ease.

Sarai Cervantes also runs the Snack Shack after school. Every week, she preps the pastries and makes more throughout the week based on demand. In addition to preparing the Snack Shack, Sarai Cervantes helps with serving as well as food prep in the cafeteria.

Maria Cervantes said she has had a great experience at Menlo and appreciates the tight-knit community. She feels closely connected to the other cooks and noted that the kitchen team feels incomplete when another staff member is absent. “I love working here,” she said. “We’re like family.”

Spago Palo Alto, a high-end restaurant owned by three-time Michelin Star-winning chef Wolfgang Puck. Hoang was promoted to assistant general manager as a waiter and managed the restaurant’s catering for six years.

After its closing, Hoang worked as a senior general manager at Stanford Dining and eventually came to Menlo School through the company FLIK.

Hoang works every day, arriving at school at 6:00 a.m., with a smile and a heart that cares about students’ needs to make everyone’s lunch experience at Menlo as great as possible.

students not to think about classwork but rather enjoy some food and be with their friends.

...of Organization

by Elaina Huang

Registrar and Community Engagement Coordinator Ava

350 emails regarding course change requests flooded Registrar and Director of Community Engagement Ava Petrash’s inbox last year. It’s fortunate that Petrash enjoys being busy, as she is in charge of tasks ranging from creating each student’s course schedule to organizing the Freshman Seminar course. Before coming to Menlo, Petrash taught high school English and later worked as an assistant principal for 10 years.

The most time consuming task for Petrash is programming and organizing freshman and sophomore MTerm; in fact, the planning process for MTerm 2024 began in August of 2023. Petrash also teaches the Freshman Seminar Community Engagement rotation, is the faculty advisor for Knight Vision and manages community service at

Petrash

Menlo. “I hope I can help students see community engagement not as an assignment, but something that they really enjoy and find meaningful,” Petrash said.

Petrash has always been passionate about community engagement. “Service has always been part of my identity, moral code,” she said. She and her husband volunteer monthly at a food pantry. Petrash also serves as a courtappointed special advocate for a young individual in the foster care system. “It’s important to walk the walk,” she said.

Petrash took on the registrar position in 2022 after Julie Hammack, the previous registrar, retired. As a registrar, Petrash manages the introduction of new classes to the course catalog, which includes figuring out eligibility requirements. While course registration sign ups begin in January, this process doesn’t end until the first week of September.

Although it’s impossible to give every student their first choice in classes, Petrash does her best to ensure students are satisfied with their schedules. In addition, as a registrar, she is responsible for providing student transcripts each quarter. Petrash is efficient in responding to emails and loves spreadsheets, traits which align with her role. Not only does Petrash possess many organizational skills, but she encourages students to see community engagement as a way of life instead of a requirement.

...of Theater

by Julia Livingston

Performing Arts Technician Jeffrey Zahos

Lights, sound, action! The audiovisual system behind Menlo’s theater productions shapes the audience’s viewing experience. Mastering the perfect volume and timing enhances the audience’s ability to immerse themselves in the plot, the character’s emotions and the art behind it all. The man behind all this? Performing arts technician Jeffrey Zahos.

In collaboration with Upper School drama teacher Steven Minning, Zahos brings to life Minning’s creative vision for the play to enhance the audience’s experience in a particular manner. Zahos creates a complex sound system of speakers and other equipment to achieve those goals. “[The sound system is] all in service of a creative process and ultimately an audience experience,” Zahos said.

Zahos also increases dramatic effect through the manipulation of sound. When there is a mood shift or a character change, Zahos alters the sound to make the shift more noticeable and realistic. For example, in the Upper School’s most recent production, “Antigone,” Zahos designed an audiovisual system that mimicked the whir of an airplane traveling above each speaker.

Having previously worked as a sound engineer at universities for 16 years, Zahos is well experienced in his field. However, should any challenges arise, he is not left to confront them alone. “We [have] a lot of help from students,” Zahos said.

He works closely with many of the student tech crew members, guiding them in the complicated endeavor of lighting and sound engineering for a musical theater production. “[Zahos] is always working very hard to make sure everything runs smoothly,” sophomore Valeria Gurrola-Mariscal, who has been the light board operator in past productions, said.

Theater producer and set designer Andy Hayes also supports Zahos through his classes on technical theater called Page to Stage. The students learn how to install and manage the sound system in the Spieker Center.

“My favorite part of my job is definitely giving students the experience of joy and a sense of accomplishment when you work together as a team,” Zahos said. “On the night of the performance, there’s really a wonderful feeling when you see something you’ve worked so hard on for so long

come to life and make so many people really happy.”

Sports Information Director Pam McKenney

Sports Information Director Pam McKenney has loved sports for as long as she can remember. From a young age, McKenney competed in gymnastics, volleyball and basketball, and was an avid fan of professional and collegiate teams. “I grew up watching the San Francisco 49ers with my dad, the Atlanta Hawks and Stanford sports with friends,” McKenney said.

“I feel so grateful to continue working at a school that focuses on and develops all the best in sport. ”

After 19 years of working as a sports reporter and copy editor for The San Jose Mercury News, McKenney came to Menlo as a part-time sports information director. Her job is a unique cross between Menlo’s sports and communication departments, as she works for both. McKenney is responsible for writing daily game stories and taking photos for the Menlo website and social media. She also works closely with the athletics staff and coaches to gain information about upcoming sports events.

“I feel so grateful to continue working at a school that focuses on and develops all the best in sport: teamwork, pride, sportsmanship and realizing and reaching for personal

From the ornate gowns of Antigone to the trendy miniskirts of Mean Girls, every play’s costuming brings the characters to life and adds another dimension to the story.

Menlo grandparent Meredithe Brown volunteers to design the costumes for all Menlo theater productions, working with Upper School drama teacher Steven Minning to execute his vision for each character. Menlo has a large repository of clothes in the basement of the Spieker Center that Brown often uses to craft the costumes. Otherwise, she hand-makes a portion of the costumes herself or rents specific pieces.

Designing costumes is a difficult endeavor and Brown’s costumes must satisfy multiple conditions. “The challenges, of course, are meeting Mr. Minning’s expectations, finding the right costume and then also, of course,

bests,” McKenney said.

In addition, she updates the Menlo community about the current lives of alumni in sports, which she learns of from the former student themself, their coach, her own research or their social media. “Connecting with alumni is one of the most fun and gratifying parts of my job,” McKenney said.

Despite the various tasks she must fulfill on a daily basis, McKenney strives to attend even more sports events. She finds it rewarding to see students grow as human beings and as athletes. “Equally rewarding is seeing them work together as a team,” McKenney said.

Because of McKenney, Menlo’s sports culture is as strong as ever. The next time you see a blurb online featuring the latest athletic event or a photo of last night’s game, know that McKenney is the one to thank.

keeping within the budget,” Brown said. “And [I] just get over those by keep trying: if it doesn’t work, then [I] try something else.”

Brown finds the hard work that comes with designing costumes rewarding. “When somebody puts on a costume and they’re just like, ‘Oh my gosh, this is fantastic,’ then of course that makes you feel good,” she said.

Brown began volunteering three years ago with Menlo when her grandchild, Chloe Banatao (’27), started attending Menlo in middle school. Brown learned to sew as a child and made her own clothes. After she had kids, she started making their clothing as well and even used to make her grandchildren’s Halloween costumes.

Even though Brown’s role is behind the scenes, she loves interacting with the performers. “It’s always, of course, fun to see your designs come on stage, and the kids are actually feeling like they’re part of them,” she said. “It becomes them and their character.”

Many of the students that Brown works for respect the work that she does for Menlo. “[Brown] is probably one of the most hardworking people that I’ve ever seen,” sophomore and theater performer Simone Lev said. “Bringing our shows to life and giving them the character and the authenticity that they have is something that people really respect our program for.”

Costume Designer Meredithe Brown

Staff illustration: Ella Skinner

Staff illustration and photo: Amber More and Elaina Huang

Staff illustration and photo: Amber More and Elaina Huang

Spring Sports Go for Gold

Girls Lacrosse Secures Third Place in WBAL

by BIANCA PUTANEC

With five league wins under their belt, the varsity girls lacrosse team is on its way to the CCS playoffs, currently sitting in third place in both the WBAL and CCS. With a new coach and strong returning core players, the Knights have pulled off a record of 9-4.

At the front of the team’s offense, sophomore Elia Choe has 53 goals out of 166 for the team this year along with 10 assists. Choe made first team all league last year and surpassed the 100-goal mark in the Knights’ game against Sequoia on April 5. Another sophomore has made strides in the team this year: Hannah Bernthal has controlled 36 draws so far this season.

On the defensive side, senior captain Kylie Jones leads the team in caused turnovers and ground balls. With 11 caused turnovers, 24 ground balls and 27 draw controls, Jones proves to be a pivotal player for the Knights’ defense.

Another captain of the team, junior Ellie Knoll, who has secured 34 draws, nine goals and four assists this year, said she values her team’s bond. “We have really grown closer as a team,” Knoll said. “Our roster hasn’t changed much since last year.”

Though she believes it was a challenge starting the season with a new coach, she believes the team has now adjusted to the change.

Head coach Parnika Patel came to Menlo after the departure of the former head coach Ryan Sage. Although this is her first season with Menlo, she is not new to coaching or playing lacrosse. Patel coached at Castilleja School for one season before getting her master’s degree at UCLA and played club lacrosse at California State University, Northridge.

When Patel first was offered the job, she was eager to join the school’s community. “I was familiar with Menlo and a lot of the student athletes from Menlo,” Patel said. “I was really excited for the opportunity.”

After sitting down with the players, she decided on the main goals for the season including defense.

Along with trying to improve practices with feedback from the athletes, she reviews film to prepare for games. “I really study [teams’] plays and the way their defense works,” Patel said.

According to Patel, her preparation manifests into results due to the dedication and hard work of the players. “I think they are pushing themselves and are testing the limits of what is possible for Menlo lacrosse,” she said.

Patel attests the growth stems from a strong bond between the players. “They have truly proven what they are capable of when they trust one another and themselves,” she said.

Knoll also celebrates her team’s progress and feels excited about the season so far. “Now that we are third [place], I am so proud of us and how far we have come,” Knoll said.

Boys Tennis Dominates League

by NOAH LEVIN

Throughout the 2024 season, the Menlo boys tennis team has continued their dominance, capturing a Bay Area Classic title and third place at the Palos Verdes Invitational, along with holding first place in the WBAL. Heading into the season, the team’s goal was clear: they aimed to win a state championship as a farewell gift to legendary 29-year head coach Bill Shine.

The boys have started their season 17-1, with their only loss being to SoCal powerhouse Torrey Pines High School in the semifinals of the Palos Verdes Invitational. The team is using this loss to further motivate them into a potential state final matchup. “It was a really tough loss for us because [Palos Verdes Invitational] is one of the biggest tournaments of the year and we all really wanted to win,” sophomore Yuanye Ma said. “But I think that moving forward, it just motivates us even more towards the state finals where we could play them again and beat them.”

The team lost six seniors, including star player Evan Burnett (‘24) who graduated early to play tennis for the University of Texas at Austin this spring. “It’s been a lot of work; we have a lot of underclassmen on the team,” senior Jackson Deutch said. “So part of the process as seniors and juniors is that we’ve had to develop a team culture and kind of introduce those players into the Menlo tennis team and program.”

A motivating factor for the team is taking home a state championship for Shine. “A big theme this year is playing for Bill because it’s his last year. So we’re trying to cherish every moment, take every practice seriously, do all the work that’s needed because we really respect him and we want to make sure that he goes out on top,” Deutch said.

by DEVON SCHAEFER

Track & Field Breaks Records Swimming Succeeds with Underclassman-Heavy Team

Junior Landon Pretre knew he’d broken the CCS 3200 meter record the moment he stepped over the finish line at Arcadia Invitational on April 6. “It was a crazy, crazy race, one of the fastest races in high school history,” Pretre said. In last place after the first mile, Pretre used a strong second mile to move up in a stacked field from around the country and ended up finishing in 15th place out of 37 runners.

Along with Pretre, the entire boys distance team has performed well this season. Junior Will Hauser joined Pretre in the top-10 of the CCS 1600 meter rankings, and formed a quartet with freshman brother Henry Hauser and junior Jared Saal to post the second fastest 4x800 meter relay time in the section. “The boys distance team has been really fast this season,” Pretre said. “Not just the top runners running well, but we have a lot of overall depth.”

As for the girls side, senior Summer Young cleared 5’8” in the high jump at St. Francis Invitational on March 16, eclipsing her school record of 5’5” set last year. “It literally just didn’t feel real. But it was really fun and I wouldn’t trade it for the world,” Young said.

Young teamed up with sophomore Sophie Housser and juniors Angelica Chou and Scarlett Bundy to win the 4x100 meter relay at WBAL 2 and with Chou and Bundy again as well as junior Veronica Taira to win the 4x400 meter relay the same meet. “At first, we couldn’t really do handoffs, but now that we’ve won our first attempt, we’ve seen a lot of improvement,” Housser said. Housser started track this year and has enjoyed her time so far. “I really like that I get to compete in different events and try new things each practice,” Housser said. “I get to see a lot of improvement, which is really nice.”

by DEVON SCHAEFER

With the Menlo swim team starting in the deep end after both the girls and boys finished last in CCS in 2023, the 2024 season has seen a change.

Senior captain Connor Grant believes the 2024 season is the strongest of the four years he has been a part of the swimming program. “Not just because we have a couple of seniors who are really fast, but also there’s, like, freshmen that are really good,” Grant said. Freshmen Kai Chung and Riko Karachiwala have already qualified for CCS individually.

So far, Grant has won all 10 races he has competed in and hopes to continue his winning streak throughout WBAL trials and finals. As for CCS, which Grant has already qualified for, he hopes to finish in the top five in each of his events.

Freshman Zoe Chuang, who has been swimming competitively since she was seven, has enjoyed the culture of the swim team. “It’s like a safe space because everyone’s really nice,” Chuang said. Chuang won the 100 breast stroke race at WBAL 3 and hopes to qualify for CCS individually during the WBAL trials or

finals. She already qualified for CCS in relays with fellow freshmen Karachiwala and Ellie Gil, junior Sofia Flierl and seniors Sage Huddleston and Kenya Cassidy. “We made CCS for relays and our goal is to do our best there,” Chuang said.

Grant is excited for the future of the program with the strength of the freshman class. “I hope they carry on a high standard of swimming.”

Staff photo: Devon Schaefer

Photo courtesy of Dai Yamada

Photo courtesy of Pam McKenney

Photo courtesy of Steve Pretre

Francis Santora’s Mental Game Program Pushes Athletes To Embrace Their Good Wolf and Fight Their Bad Wolf

by NOAH LEVIN

An athlete’s mental state plays a key role in sports, as the ability to remain composed is often a deciding factor in a match. This is why assistant golf coach Francis Santora established a mental game program that strives to strengthen Menlo athletes’ mental fortitude. The mental game program was added last year to the boys and girls golf teams and involved 45-minute sessions every week. This year, the program expanded to include Menlo’s tennis and boys soccer teams.

Senior soccer goalkeeper Ben Bishop attributes some of his team’s success to Santora’s program. “We were able to improve our mental fortitude and also strengthen our team cohesion,” Bishop said.

An analogy Santora uses is the idea of “good wolf” and “bad wolf.” “You always want to make sure you’re able to fight your bad wolf. Your bad wolf is this voice in your head telling you to do the wrong things, or telling you that you’re not good enough,” Bishop said. He explained that, on the flip side, athletes are encouraged to bring their “good wolf” out, meaning to have a growth mindset.

According to Bishop, this “good wolf, bad wolf” idea was critical for his team. Bouncing back after conceding a goal or missing a key shot is something Santora strives to teach players, and is something that his players have grown to appreciate. “I think [the mental game

program is] a great tool for the team in the future,”

Bishop said.

The soccer team was not the only program that was intrigued by the idea of mental game training and reached out to Santora.

Both boys and girls tennis teams have adopted the new training, and while tennis head coach Bill Shine said that he has yet to see a significant difference for the boys, he remarks that Santora’s teachings have helped the girls team monumentally.

“I don’t think it was a coincidence. We lost a lot of close matches at the beginning of the season with the girls. And by the end of the season, they were winning close matches against better teams,” Shine said. “I could see in the girls’ play that they

weren’t afraid of the moment.”

Similarly to Bishop, freshman tennis player Sophia Jia believes mental training will be useful moving forward.

“It’s going to help us a lot next year because we’re going to be using the information that [Santora] taught us [this year] and adding it into our game [from the start of the season],” Jia said. The boys tennis team has also attended the mental game sessions this spring. Junior Cooper Han believes the training could definitely help the team in CCS playoffs and beyond. “I think [the strategies] could play a big role, especially when the moment is big. For instance, if it’s an important point,” Han said.

According to Santora,

the ideas athletes learn in his sessions are universal and can apply to other aspects of students’ lives. “I’ve had student-athletes come to me and share stories about how they’ve used the concepts off the field, which brings a smile to my heart. That’s the good stuff right there,” Santora said.

We were able to improve our mental fortitude and also strengthen our team cohesion. “

Senior Ben Bishop

“

Looking ahead, Santora is excited to further advance the mental program. Though he is not certain whether more teams will utilize the program next year, he hopes to expand into the classroom. “I envision in the future the possibility of having it as an elective class for any student to take because as I said earlier, the concepts are transferable,” Santora said.

Tennis Coach Bill Shine Retires After Illustrious Career

by ASHER DARLING

As Bill Shine’s dedicated 29-year head coaching career at Menlo comes to an end, the varsity boys tennis team is still yet to lose a league match during his tenure. In fact, the last coach to defeat Menlo’s varsity boys team in a West Bay Athletic League match was none other than Shine while coaching at Pinewood School in 1994.

“He has such an amazing perspective on tennis, but also life.

Addison Ahlstrom (‘21)

Shine accepted the position to become the head coach for the boys and girls varsity tennis teams at Menlo in 1995 and has continued in that role since. Upon his arrival, Shine says that it took a few years to change the culture and attitude around the tennis program before the boys and girls teams really began to take off.

Shine has led the teams to a combined 28 CCS Championships and 23 NorCal titles. “We always just talk about getting better and better every day and then the championships will follow suit,” Shine said.

Reflecting on his years of coaching at Menlo, Shine’s most cherished memories are those involving his players. “It’s the relationships that I’ve developed over the years with all these kids that mean the most to me,” he said. “Unless you [coach], you just don’t understand how fulfilling it is to watch all these great kids come through here.”

Addison Ahlstrom (‘21) played number one singles for the girls varsity team under Shine at Menlo and is currently a part of the womens tennis team at Brown University. Ahlstrom says that Shine was one of the most influential people during her time at Menlo. “He has such an amazing perspective on tennis, but also life,” she said. “He was super inspirational for me.”

Ahlstrom said she thinks that Shine’s leadership qualities have been a major factor towards his coaching success. “He really knew how to bring us together as a team and rally toward a common goal,” Ahlstrom said. “He always found a way to push us to be the best version of ourselves.”

Senior Arjun Saluja, who is in his second season on the boys varsity team, believes that the team culture that Shine promotes is an incredibly valuable part of the team. “I think it’s a perfect balance of discipline and wanting to win with fun and enjoyment,” Saluja explained. “We obviously have a big emphasis on success, but it’s also really growth-based as well.”

Saluja appreciates Shine’s dedication to each and every player on the team’s roster regardless of talent level. “He really

pays attention to the whole team and cares about all the players,” Saluja said. “I think that’s allowed every player to develop and enjoy playing on the team.”

The 2024-25 academic year marks the first year that the champions of Northern and Southern California will play against each other for a State Championship in tennis. “We definitely want to send [Shine] off with a state championship and we’ve been very explicit and clear that that is our goal,” Saluja said. “I think it would be poetic.” In the fall, the girls varsity team won NorCal, but fell in the State

Championship to SoCal winner Mater Dei High School.

Shine is forever grateful for his time coaching at Menlo. “I’ve never considered this a job,” he said. “It’s been really fun just learning from the kids every day; they keep me young. It’s just been a great ride.”

Although his plans for retirement including traveling to the Australian Open, Shine promises to stay involved with the program from the outside. “I tell the kids that I’m not moving, I’m just not coaching, and I’m going to be over here, I’m gonna be their biggest fan.”

Tennis head coach Bill Shine talks with senior Octave Moha after the Knights’ match against Pinewood School on April 19. Staff photo: Devon Schaefer

Staff illustration: Amber More

Freshmen Ava Allen and Chloe Lien Step up to the Plate

by CAROLINE CLACK

Though baseball has a long history at Menlo, softball, the female alternative to baseball, has not been offered since 2013. It is for this reason that few female

students have taken part in America’s favorite pastime at Menlo, regardless of the fact that the baseball team is open to players of any gender. However, this year, freshmen Ava Allen and Chloe Lien grabbed their mitts and put on their game faces for the junior varsity baseball team. The pair defies gender norms, proving themselves repeatedly on the field and paving the way for future female players to partake in male-dominated sports at Menlo.

For Lien, the decision to try out for Menlo baseball was simple. Lien has played baseball on various teams throughout her life and considers baseball to be her primary sport. “I’ve been playing baseball for so many years now […] so I think I’m pretty much used to being one of the only girls on my baseball team,” Lien said.

For Allen, the decision to play Menlo baseball stemmed from a desire to continue playing something similar to softball, a sport Allen participates in outside of school, despite Menlo’s lack of a softball program. Also, when making the decision to play, Allen believed that this could be one of the experiences that shapes her Menlo career and helps her in aspects of her life beyond Menlo and baseball, like learning how to be part of a team and making friends with the opposite sex.

Allen, who joined the team a couple of weeks late because of her participation in Menlo girls basketball, initially found that assimilating to a new team was difficult. According to Allen, she was joining a team where she was unfamiliar with the majority of the players after coming from the girls basketball team where she played with many of her closest friends.

However, both Lien and Allen said that they have experienced kindness and respect from the players and coaches on the team despite the unique circumstances. On and off the field, Lien believes that she has been included in everything, regardless of her gender.

Freshman Parker Smith feels that some members of the team were initially surprised by Lien and Allen’s involvement, but believes they have performed incredibly well so far this season. Smith also believes that having a multi-gendered team adds to the inclusive team dynamic they’ve built this season. “I think it’s great to have a mix of guys and girls on the team; it makes the team chemistry a lot more fun,” Smith said.

JV assistant coach Robert Lopez also believes that having Lien and Allen on

the team contributes to the cohesion of the team this season. “Everyone’s had a really good relationship, and it seems like they all get along,” Lopez said. Lopez has also observed that this team seems to be less “cliquey” than teams he’s coached or played on in the past.

“I think it’s great to have a mix of guys and girls on the team; it makes the team chemistry a lot more fun.

Freshman Parker Smith

Lopez believes that one of the obvious differences between Lien and Allen and the rest of the team is their smaller size. However, he feels that one of the unique aspects of baseball is that size doesn’t directly translate to skill, and Lien and Allen have been prime examples of this. “They both play really strong, really great baseball,” Lopez said.

Both Lien and Allen plan on participating in Menlo baseball every year at Menlo and hope to advance within the program. Their involvement in Menlo baseball opens the door for other female players both in baseball and other maledominated fields at Menlo.

Sophomore Dives into Niche Sport of Underwater Hockey

by AMELIE GIOMI

Sophomore William Beesley, an avid rower and golfer, has an affinity for trying out new sports. But unlike rowing or golf, underwater hockey isn’t exactly a household name for the average Menlo student. Give Beesley a three-pound puck, a snorkel, a padded glove, a 12-inch stick and a swimming pool with goals attached to the ends and watch him indulge in one of his favorite hobbies: underwater hockey.

I love how it combines a lot of different aspects of a lot of different sports.

Sophomore William Beesley

In underwater hockey, two teams of six face off with the aim of pushing the puck into the 9 foot goal at the opposite end of the pool. The game consists of two 15 minute halves with a five-minute break in between. Though many of us are quite unfamiliar with the game, it’s popular in Europe and recognized as a sport by the International Olympic Committee.

Beesley first discovered this unusual sport in the third grade after finding out that his friend’s parents were on the national underwater hockey team for both South Africa and the United States. He began to join in on clinics that they would host during the summer.

“Once my friend moved away, I kind of stopped playing underwater hockey for a while, and then I started again this year,” he said.

After his four-year hiatus from the sport, he now plays for the San Francisco Sea Lions Underwater Hockey Club. Beesley practices once or twice a week on the weekend and attends tournaments throughout the year that luckily do not interfere with his other two sports. “Underwater hockey — it’s not as much of, like, a time sink,” he said. “There’s just tournaments that are kind of peppered around.”

Because players must hold their breath for extended periods and then come up for air, Beesley does puck work underwater and swims laps while holding his breath to train. He also scrimmages with his team during practices.

“It’s really fun, but the thing is you have to stay underwater and you have to hold your breath,” he said. “So a lot of times you have to push yourself if you want to score or make a good possession and pass it off to a teammate.”

The underwater component of the sport presents another challenge: communicating with teammates. Since Beesley can’t talk to his teammates underwater, he has learned to trust his teammates when he goes up for air or down to get the puck. “Because there’s only six people [per team] in the pool at a time, when you go up you have to rely on the people who are down,” he said. “So it’s just really important to have a good

relationship with your teammates, and I think all my teammates are really great.”

Beesley

enjoys the

fast-

paced nature of the sport. To

form a team, you need 10 players: six are in the pool and the other four are rolling substitutes.

“You kind of sub out while the puck is still in play, so you just swim over to the sub box and the other person goes in while the point is still going,” he said. While underwater hockey presents itself as a variant of ice hockey, with the only obvious difference being that it takes place in a pool instead of an ice rink, it actually requires different equipment, breath control, swimming skills and the mastering of techniques to push and position the puck while it is underwater. “I just think it’s really fun, and I like how it kind of combines a lot of different aspects of different sports,” Beesley said. “There’s a lot of strategy involved, and you also kind of have to really rely on your teammates heavily, so I really like that aspect of the game.”

(Top) Freshman Chloe Lien takes batting practice. (Bottom) Freshman Ava Allen throws the ball to first base in the JV team’s game against San Mateo. Photos courtesy of Peter Tran

COMMITTED CORNER COMMITTED CORNER

Logan Wilson, Wellesley College

by LAILA YOUNG

In October of 2023, senior Logan Wilson committed to playing volleyball as a middle blocker at Wellesley College in Massachusetts.

Wilson has been playing volleyball for seven years; however, volleyball was not always her main sport. She swam competitively throughout elementary school and even attended the Junior Olympics and Far Western, two qualifying nationals, in fifth grade. “[In sixth grade], one of my [swim] teammates introduced me to volleyball and I went to tryouts,” Wilson said. “I think I got on the team because I was tall, even though I wasn’t good.”

Wilson fully committed to volleyball in eighth grade by quitting swimming and practicing beach volleyball during the summer. She began her Menlo volleyball career as a freshman on varsity and continued to play for the team for the rest of high school, engaging in off-season lift and outside club practice.

Wilson’s teammate and fellow senior Bella Chen believes Wilson has been an amazing asset to the Menlo volleyball team throughout high school. “Logan is such a great teammate and is so supportive,” Chen said. “She was born to be an outside [hitter] but forced to be a middle [blocker] since she loves hitting, which just shows her versatility and capability.”

Wilson knew she wanted to go to school on the East Coast and looked into eight different colleges as possibilities. Wilson began talking to the volleyball head coach of Wellesley in her junior year, and the coach took considerable interest in Wilson after a couple of months of watching her play. In September of 2023, Wilson was offered an official school visit to Wellesley and she was overcome by the friendliness of the team and how helpful and engaging the professors were.

Wilson was originally wary of the idea of going to a women’s college.

“[But] the more I learned about the school the more I just fell in love with it.”

Heading into college, Wilson hopes to help out her team by being a flexible player who can play any position if asked to. Despite Wellesley’s academically rigorous curriculum, she knows she will be a part of a supportive community that will help her thrive athletically and academically. And, Wilson said, playing volleyball allows her to have friends she can trust throughout college.

“I’m looking forward to having an amazing built-in group of friends that will support me throughout college and getting to play the sport I love at an amazing school for the next four years,” she said.

Summer Young, BYU

by MAREN MULLOY

Picture this: it’s your first day trying a new sport, and you’re just beginning to learn its ins and outs. Five weeks later, you achieve marks in that same sport that qualify you to be recruited as a Division I athlete. Sound far-fetched? Not for senior Summer Young. Mere weeks after joining the Menlo track team for the high jump in April of 2023, her original personal record (5’6”) met college standards. After less than a year of training, Young committed to Brigham Young University for the heptathlon in December.

Young’s late start to the sport meant her recruiting process progressed fast. Because of her high PR, she emailed and quickly got on the radars of several large track and field programs. “[My process joining track] was kind of overwhelming,” Young said. “I thought I was just going to [try it out as] a fun little new sport.”

At the 2023 Nike Outdoor Nationals, an esteemed competition for high school track and field competitors, she met BYU track assistant coach Tiffany Hogan. “She’s super enthusiastic and I could tell she saw my potential as an athlete. She is incredibly nice, but she also pushes her athletes a lot,” Young said. After learning more about the college, Young knew that she wanted to attend it regardless of

whether or not it was for sports.

“I really like the coaches and the team environment they have there,” Young said. “But I’m also really excited for school spirit.” She plans to attend the summer term beginning in late June to allow herself an opportunity to settle into college before track training begins.

Young said she believes her success at high jump came in part from her earlier career in gymnastics as well as her high school career in basketball. Former girls basketball head coach John Paye encouraged Young to try out track after being impressed at her ability to jump and touch the rim on a 10’ basketball hoop.

Young initially thought she would commit for high jump before being recruited for the heptathlon. The heptathlon is a seven-part track event, which includes hurdles, sprints, jumps and throws. Because that is not an aspect of high school track, BYU recruited her based on the potential they saw in her rather than watching her compete in the event.

Menlo high jump coach Keith Larson wasn’t surprised by BYU’s interest. “She’s just such a gifted athlete, and she’s super competitive,” he said. “She’s not satisfied with any mediocre stuff. She wants everything.”

Willis Johnson, University of Puget Sound

by BIANCA PUTANEC

This winter, senior Willis Johnson committed to play Division III football at the University of Puget Sound. Johnson is excited to show his capabilities on the field while enjoying the scenic campus and college environment.

Johnson’s football career began in fourth grade when he first played flag

football alongside his younger brothers and fell in love with the sport. Throughout middle school, he continued to play football with a tackle team while also participating in basketball.

Johnson credits his uncle with having the greatest impact on his passion for sports and perspective on life. When his uncle was in high school, he received around 30 Division I offers in football; however, due to personal complications, Johnson’s uncle did not attend university. Despite never playing in college, he still wanted to give Johnson his knowledge of the sport. Beginning in fifth grade, Johnson worked almost every day after school with his uncle to improve his skills. “My work ethic, grit and grind are all from him,” Johnson said.

In his junior year, Puget Sound reached out to Johnson after viewing gameplay and practice footage posted on social media by football assistant coach Mike Hill. Throughout the process, the college continued to be supportive not

only of Johnson but also his family. The financial package and the overall interest of the college led Johnson to make an easy decision.

In preparation to play collegiate football, Johnson wakes up at 5 a.m. every day to work with a personal football coach and participates in Menlo track during the spring. “I am making sure I stay in shape,” Johnson said. Part of the reason for this preparation is for the summer when his Puget Sound coaches will ask him to submit videos of his workouts and playbook runs.

Johnson said he will miss the connections he has formed with his teammates and coaches at Menlo. “I’ve grown so close to these brothers over the past four years, it’s going to be hard to leave them,” Johnson said.

Johnson has endured a history of injuries due to his aggressive playing style and position as a running back and outside linebacker. Throughout high school, he has missed games due to a torn labrum in

his shoulder, a medial collateral ligament sprain and broken bones, among other injuries. Despite these setbacks, Johnson has felt supported by football head coach Todd Smith. “Todd has been with me through everything,” Johnson said.

Smith believes that Johnson’s energy and enthusiasm positively impacted the Menlo football team every day. “I don’t think there has been a guy that has brought more energy to our practices. [...] Each practice he missed was felt,” he said.

He shared that Johnson has shown immense personal growth throughout his four years at Menlo. “He has grown into a great young man,” Smith said.

Johnson is motivated by his desire to be a positive role model for his younger brothers and use football as a way to teach them valuable life skills, such as perseverance and good judgment. “Everyone makes mistakes, but I hope they follow the good and ignore the bad,” he said.

File photo: CoA staff

Staff photo: Asher Darling

Photo courtesy of Pam McKenney

Arts & Lifestyle

World Class Musicians Perform on Campus Through Music@Menlo

by SAVANNAH SMITH

From late August to early June, the Menlo campus is alive with the vibrant presence of students and teachers alike. Contrary to belief, this vibrance doesn’t disappear come summer vacation. While some students enjoy summer music festivals like Outside Lands or Stagecoach, Menlo’s own internationally acclaimed chamber music festival and institute, Music@Menlo, lights up campus every summer.

Along with respected musical professionals performing throughout the festival, Music@Menlo brings together eleven selected students from around the world to begin their careers in the music industry. In addition, members of the Young Performers Program, a collection of students ages 8 to 18, are invited to live in the Menlo College dormitories while learning from professionals and performing for public audiences.

Started in 2002, Music@Menlo is in its 22nd year; its founders, cellist David

Finkel and pianist Wu Han, had the vision for the program in 2000. According to Music@Menlo executive director Edward Sweeney, “[Finkel and Han] were hoping to start a festival just focused on chamber music, one where the primary mission was educational.”

As stated by Sweeney, one aim of the program is to provide young musicians with the opportunity to learn what it is like to be a chamber musician. After searching the country for the perfect festival venue, Finkel and Han were drawn to Menlo, not only due to the charming environment, but also because they resonated with Menlo’s shared passion for musical education.

Sweeney noted that it was a visit Finkel and Han took to see a friend living on the Menlo campus (in the home that is now Head of School Than Healy’s) that made them fall in love with Stent Hall, where Music@Menlo currently holds performances. “They went and talked to Menlo’s Head of School [Norm Colb] the next day, and said, ‘How would you like to have a chamber music festival on campus?’” Sweeney said.

For the most part, Music@Menlo operates solely during the summer. However, Music@Menlo participants also visit some Menlo classes throughout the Winter Residency, an extension of the program that holds classes on topics ranging from creative arts electives to science classes. “We wanted to make sure that whenever we had an opportunity,

[...] we would impact Menlo students,” Sweeney said.

For the past decade, Music@Menlo has contributed to philosophy teacher Jack Bowen’s “Philosophy of Art” unit, which explores artistic value through defining the standards of art. “This [class content] all sets the stage for Music@ Menlo,” he said.

They’re not only world class musicians, but they have a deep understanding of the history of art. “

Philosophy

“Bowen voiced his admiration for the musicians’ ability to connect the dots between music and art history. “They’re not only world class musicians, but they have a deep understanding of the history of art,” he added.

This deep dive into art’s essence sparks intriguing discussions in Bowen’s class. For example: can a bird’s song be classified as music? Such questions not only provoke thought but also offer students a tangible connection to musical

eras such as modernism and the classical period. By hearing and feeling the music, students gain a profound insight into its historical and cultural significance.

Music@Menlo additionally visited art teacher Nina Ollikainen’s classes. “In February, art students [...] were treated to a wonderful interactive program of music presented by the very talented Music@Menlo quintet,” Ollikainen said.

While listening, sophomore Diya Karthik was assigned to draw how she saw and felt the progression of the music. “It was fascinating to observe the correlations between music and art and how variations in music affect the theme and color scheme of paintings,” Karthik said. Through these visits from Music@ Menlo, Menlo students have gained an altered perspective on the interconnection of music and other subjects in their class schedule.

This lasting impact mirrors the effect Music@Menlo has on its musicians — over 40 program alumni have gone on to organize their own music festivals or musical organizations. “We jokingly refer to it as the ‘Menlo effect.’ Students come here and sort of say, ‘Look, this is all it takes, is a musician who really wants to create something like this and a place to do it,’” Sweeney said. This “Menlo effect” shows the transformative power of Music@Menlo, not just within Menlo’s campus, but in the broader world of music.

Menlo Alum and Rapper Ben Lasky Soars to Hip-Hop Heights

by ALYSSA McADAMS

Menlo alum Ben Lasky (‘19) has always considered music his greatest passion. Though most now know him as the rapper and singer-songwriter Quadeca — whose music contains unique elements of experimental hip hop, R&B and pop — Lasky started out as a typical Menlo student with a passion for music, a piano and a camera.

Lasky began making music at a young age, but kept his work to himself — he didn’t tell many of his friends about his passion until he began to gain a following on social media for videos he would post of himself playing piano. His account took off after he posted a video of him performing an original rap for his middle school talent show in 2014, with the video surpassing 2 million views on YouTube. “Looking

back, I see [my music] was not as good as I thought,” Lasky said in an email to the Coat of Arms. “Since I started at a young age, I didn’t want people to know about my music until it started doing well with the audience I had obtained through YouTube.”

Lasky began to make YouTube videos that he would publish every week, and his focus stretched to video game commentary and other content. However, producing music remained his main focus. “I only shifted to video games and other styles of videos as it felt like people would accept me more if I did that,” Lasky said. “Music can be intimidating, especially once I start[ed] gaining an audience.”

Though he continues to make YouTube videos as a side hobby of

sorts, he began to exclusively make music to take his career to the next level. “Sometimes I do miss those [YouTube] days but truly I think now I’m doing what I was always meant to do,” he said. Lasky released his debut mixtape, “Work in Progress,” on Sept. 16, 2015, at the age of 14, which was self-released and garnered over 10 million streams on Spotify.

Lasky’s love for music shined throughout his time at Menlo. For one class, he made an original hip-hop rap titled “Under Construction,” which he filmed with his classmates around Menlo’s campus. “I’m pretty sure none of my fans have seen [it] before, and it’s pretty embarrassing, but it shows how my time in Menlo and my music career intertwined,” Lasky said.

He also completed a year-long IP Capstone project his senior year, which he called “Narrative Flow in Contemporary Songwriting.” He shared a literary analysis of his lyrics and presented on how literary devices, like extended metaphors or melodic refrains, can be employed in an album to create themes between songs.

Lasky’s musical career has not been without its challenges. One of his albums, “FMTY,” took over a year longer than expected to be released, which sparked commentary within his fan base. “It’s terrifying to release something because that is when it leaves your control, and for someone who struggles with OCD, making music can be a nightmare for that reason,” Lasky said. “To this day there are still hundreds of changes I would probably make, but I’m happy I didn't as I grew a lot from this release.”

Lasky recently finished his album “SCRAPYARD,” which includes creative

Ben Lasky ('19), a.k.a. Quadeca, performs while on tour for his 2022 studio album “I Didn’t Mean To Haunt You.” “My fans just have this great energy and in my recent show I felt it even more,” he said. Photo courtesy of Lasky. Photo courtesy of Lasky

pieces that didn’t fit with the themes of his prior albums and additional improvised tracks. “Overall, ‘SCRAPYARD’ is just playing around in the studio and creating songs very dear to my heart that I felt deserved to be listened to by others,” he said.

Lasky said that he is unsure what the future holds, but he is holding himself to creating a new album that is the best he is capable of. Hopefully, said Lasky, the future includes more touring, potentially in other continents like Europe on top of the United States. “The future is exciting, as I feel like I’m finally escaping the ‘YouTube rapper’ agenda and shifting into making actual art,” Lasky said. “I’m so excited to start this new era and […] I know it will be worth the wait.”

Music@Menlo performers visit Menlo classes. Photo courtesy of Nina Ollikainen

teacher Jack Bowen

Ben Lasky ('19) takes a free kick for Menlo boys soccer against Sacred Heart Prep in 2019. He was a tri-captain for the Knights. File photo: Bella Scola

Arts & Lifestyle

Students Brighten up Senior Home With Music

by AMELIE GIOMI

Menlo is home to a medley of talented musicians who perform in competitions and events at Menlo, but many may not know that there are also a few who use their talents to bring joy to communities outside of Menlo. One example of this initiative is a group of Menlo violinists, pianists and singers who gather at local senior centers around the Bay Area every few months to play their favorite tunes and build relationships with senior citizens.

Juniors Benjamin Park and Kate Hsia reached out to their peers with hopes of creating a music group that could perform in senior centers around the Bay. “I know that senior citizens probably really appreciate listening to music that they can’t otherwise go out and listen to,” Park said. “I thought it would be really cool for us to first give musicians at Menlo a platform to showcase their music and do a service for the senior citizens.”

Park and Hsia, along with juniors Clifford Palmer and Amanda Kim and

sophomore Lucas Wang, performed at the Terraces at Los Altos in the middle of March and have at least three to four other performances scheduled in the upcoming year. They will perform once before school ends, multiple times over the summer and once during September.

The group plans on performing in front of senior citizens at least once every three months on the weekend, with their next recital scheduled for May. Around 20 seniors attended their 45-minute performance in a common room converted into a makeshift stage at The Terraces at Los Altos. “We have people play multiple songs or people playing with each other, and then people playing solo, so it’s really fun,” Hsia said. “People were hearing the music and then more people came downstairs.” While the group primarily plays classical tunes, jazz and pop songs make occasional appearances.

Palmer, who plays the violin for the makeshift music group, enjoys interacting with the senior citizens after performing.

“So many people came up after our recital and were like, ‘Thank you so much, that was amazing. I love to hear young people playing instruments,’” he said. “It’s just really nice to be able to play for people who are so appreciative of it.”

The group has also served as an opportunity for the musicians to form bonds with each other. Palmer learned how to play the violin with Wang when they were kids, but the pair hadn’t played together in a few years. “It was nice to play with him again,” Palmer said.

“

It’s just really nice to be able to play for people who are so appreciative of it.

Junior Clifford Palmer

“

Hsia, who primarily plays the piano in competitions, appreciates the change of pace that comes with performing in front of the seniors. “There’s never really a way for me to share my music in more of a carefree environment,” she said. “I find it really rewarding at the end because all the seniors will come up to you and say ‘Oh, you played so well. We love this. We never get this,’ and it’s just very gratifying.”

Seeing the seniors react to their performances with joy-filled expressions strengthens their passion for music. “When I see people smiling in the audience, and just overall having a good time, that makes me feel pretty happy,” Wang said.

Senior Assassin 101: Alums Offer Advice for Surviving

As their high school careers come to a close, Menlo seniors suit up in flamingo floaties, arm themselves with Nerf guns and buckle up for the adrenalinefueled game previously known as senior assassin, renamed this year as “Last Knight Standing.” This tradition isn’t an average game of tag. It’s a last hoorah as seniors prepare to move on from Menlo and an intense display of strategy, persistence and a little absurdity for ultimate bragging rights.

“

[Senior assassin] was worth it. It was [one of the] top ten moments in my life.

Justin Pretre (‘23)

“This year, seniors receive their randomly chosen target through an app. They then must eliminate their target by shooting them with a Nerf gun and evading elimination themselves until only one is left standing. But it’s not as simple as it sounds. Success involves meticulous planning, a ridiculous amount of dedication and hiding behind a lot of vehicles. But beyond that, these strategies shared by members of the class of 2023 are the key to succeeding when you engage in this time-honored tradition.

Offensive Strategies

Eliminating targets is a crucial part of the game. To achieve this, Menlo alum Tabitha Corcoran (‘23), who was part of the last five remaining players last year, recommends memorizing your target’s schedule, both in terms of classes and outside of school commitments, especially as the game becomes more serious and there are fewer participants.

Menlo alum Justin Pretre (‘23), who stayed alive in the game for an incredible two weeks last year, also suggests knowing your target’s after school extracurriculars. To eliminate a target last year, who was a player on Menlo boys lacrosse, Pretre hid behind cars while he waited for his target to appear at the field. “I, like, popped out as they were walking to practice and I tagged him,” Pretre said.

Defensive Tactics

To avoid being eliminated, Corcoran emphasizes the importance of not trusting anyone — not even your closest friends. Senior assassin also involves the use of inflatable pool floaties that, when worn at certain times, can keep players immune to elimination. “I would always wear one,” Corcoran said.

Pretre also believes in the importance of wearing a pool floatie whenever possible, but more importantly, Pretre feels that taking advantage of safe spots, like inside of school buildings, is the most significant defensive strategy. Pretre also suggests parking in less obvious spots near or off campus. “The parking lot is, like, menacing. I remember trying to get everyone out in the parking lot,” he said.

It should be noted, however, that the Menlo parking lot is a safe spot this year. Finally, Pretre recommends telling family members not to let other players into your home, as only someone who lives at the house can grant other players access. For Corcoran and Pretre, senior assassin was a fun and competitive last challenge at Menlo and last chance to partake in something as a class before graduation. Both alums recommend taking this game seriously, solely for the thrill of it.

“[Senior assassin] was worth it. It was [one of the] top ten moments in my life,” Pretre said.

by ELEANOR KINDER

Diya Karthik is a multi-talented artist who infuses studio art, Indian classical dance, songwriting, poetry and piano into her life. With a passion for expressing societal issues through her art, Karthik’s presence enriches Menlo’s artistic community.

Karthik’s artistic journey began when she would write poetry alongside her mother during her childhood. “Poetry and these other passions I have were definitely a way to distract myself from how hard the pandemic was,” Karthik said. Today, she channels her emotions into her poetry and uses it as a tool for introspection.

The Indian classical dance that Karthik focuses on is called Bharatanatyam, a style that expresses Indian cultural and spiritual themes. “It’s a lot about footwork and the different ways you use gestures of your face and hands to either go with the beat or convey a meaning about Indian heritage or culture,” Karthik said.

Karthik’s mother began dancing from an early age, which inspired Karthik to do the same. Though the sport is an intense commitment, Karthik has learned to embrace it and fully let herself go when she dances. Next year, she will perform her Arangetram, a long solo performance that lasts two to three hours. All the choreography and music are from the dancer, and they can only perform it after 10 years of dance.

“Once you do the Arangatram, you basically get a diploma and a graduation from dance and an opportunity to dance with the academy around the world,” Karthik said.

Additionally, Karthik’s artistic talent extends to the piano, which she has been mastering since the age of nine. Though she was originally drawn to classical music, Karthik soon realized that playing piano and songwriting go hand in hand. “I’d create melodies and music on the piano and then put my lyrics over it,” Karthik said.

In terms of studio art, Karthik is currently experimenting with various mediums for her AP Art portfolio. One notable piece is a collage depicting frequently returned store-bought items, including electronic devices, Christmas decorations and baby products. Another piece of hers involves layering paints over a printed photo, showcasing her innovative approach to mixed media. “I like how when I do dance or do art I kind of lose myself in my passion,” Karthik said. “It honestly just gives me a break from the mundane and tedious work of everyday life.”

Staff illustration: Claire Dickman

by CAROLINE CLACK

Junior Clifford Palmer and sophomore Lucas Wang perform at the Terraces at Los Altos. Photo courtesy of Jen Hsia

Photo courtesy of Diya Karthik

Arts & Lifestyle

Sun, Sand and Cinema: Summer Movies Preview

by RICHA PATNAM

The 2023 Hollywood writing strikes brought film production to a standstill, and studios are in the midst of recovery. According to Grover Street Analytics, 2024 films have been off to a slow start, with few movies earning over $100 million. As summer approaches, however, new movies anticipate their turn in the spotlight; specifically, “Inside Out 2,” “Despicable Me 4” and “It Ends With Us” will be released in an attempt to help Hollywood recover. So, what do these new films promise to offer?

Disney and Pixar’s “Inside Out 2,” will be

released in theaters on June 14. This sequel explores the mind of Riley Andersen, like the first “Inside Out” movie did –– only this time, Riley is a teenager. Riley’s newest emotion, Anxiety, forces her mental headquarters to undergo reconstruction to make space. Returning characters like Joy, Sadness, Fear, Anger and Disgust must navigate difficult situations as a result of Anxiety’s appearance. The audience will discover, however, that Anxiety is not the only emotion added to Riley’s headquarters, and the movie promises to be a heartwarming coming-of-age addition to the beloved original.

Many teenagers have reported enthusiasm that the timeline of the two movies’ release dates means they could in a sense ‘grow up’ with the protagonist Riley. “I am excited for “Inside Out 2,” junior Mary Mahe said. “The first movie was really good and now I am excited because they’re adding new emotions and now she’s a teenager like us, so it’ll be interesting.”

Though producers shared that at first “Inside Out 2” was intended to be a movie for children between 5 and 9, it garnered the attention of countless teenagers thrilled to witness Riley navigating her teenage years just like them.

Another long-awaited blockbuster, “Despicable Me 4,” premiers on July 3. “Despicable Me 4” introduces a new character to the family: Gru’s son, Gru Jr., who is intent on making life miserable for his dad. Their peaceful life takes a turn for the worse when the infamous criminal mastermind Maxime Le Mal escapes from prison, vengeful against Gru. “I’m most excited

Selected Student Profile: Salma Siddiqui

by AMBER MORE & GEOFFREY FRANC

Q: What languages can you speak?

I’m fluent in English, conversational in Mandarin (from immersion preschool and high school) and Hebrew (from elementary and middle school). I can also read and write Arabic (from Sunday school) and Urdu, but can’t speak either. Since I can understand Urdu, I can also understand Hindi.

Q: Since you have grapheme-color synesthesia [involuntary association of letters and words with colors], can you explain what color your name is?

‘Salma’ is pink, teal and pale yellow in diagonal pinstripes.

Q: Does the visual change by the language?

Actually yes! The colors are different in Mandarin because my Mandarin name sounds different: ‘颂慧’ (Song Hui) which is pink and like burnt orange. And it’s a lot more blunt. In Arabic, the colors are the same — still pink, teal and yellow — but now it’s like marbled. But in Hebrew, my name ‘שלוה’ (Shalva), because of the sounds, is pink, yellow and then palegreen instead of teal.

Q: What’s your favorite trend?

I’m not a trendy person… just kidding! I really love the bows on everything. It reminds me of my first horse show when I was 10 where I wore these really big pink bows in my hair.

Q: If you could have any animal as a pet, what would it—

A hedgehog! But they’re illegal in California.

Q: Did you look that up?

I did look it up. Because they’re legal in Oregon and people smuggle them through the borders. I once met this guy on Castro who was playing his guitar and sitting next to him was a hedgehog. And I was like, “How do you have a hedgehog? They are illegal in California!” He goes, “I have a buddy… he drives a minivan… I can give you the info….” And then my parents said no.

Q: Would you rather serve on the Supreme Court today or have helped write the Constitution?

Helped write the constitution. Having a woman of color involved in writing our founding document would have been amazing and could have altered the course of history in many ways.

Q: What’s your favorite sport?

Formula 1 and equestrian. One thing I really like about riding is that it’s one of the very few sports that’s super femaledominated now even though originally it was all male. I’m hoping Formula 1 will get there someday.

Q: If your life was a movie, who would you want to narrate it?

I think Zendaya would do a good job. Also, though, Taylor Swift: I want to hear what she thinks. I would give her full creative liberties, and it would be a musical and she would write songs which I could sing.

Q: What’s a motto you live by?

“If not now, then when?” I find it applies when you’re scared to do something. I find that it helps to remember that you only get one life — but not “YOLO,” which I think is not a good way to live your life. It’s like “do it for the plot.”

for ‘Despicable Me 4’ because it will give me nostalgia and remind me of my childhood,” sophomore Victoria Harding Bradley said.

Another highly anticipated summer release is “It Ends with Us,” which premiers on June 21. The movie’s inspiration, the novel “It Ends with Us” by Colleen Hoover, took the world by storm in June of 2016, selling over 1 million copies by the end of 2019. Hoover’s vulnerable writing style and unique way of approaching delicate truths about domestic abuse and toxic relationships make it a thrilling read.

The film adaptation follows Lily Bloom, played by Blake Lively, who, despite facing hardships growing up in a violent home, still persists in her pursuit of a better life. From her humble start in a small town in Maine, she achieves milestones, including moving to Boston and starting her own business. There, she meets neurosurgeon Ryle Kincaid who sparks a whirlwind of emotions in Lily, as his complex personality and non-committal attitude clashes with Lily’s growing affection. Amidst the turmoil, Lily’s first love, Atlas Corrigan, resurfaces and threatens the relationship she’s found with Ryle.

Freshman Sajni Gaitonde looks forward to the release of this novel-inspired film. “I am really excited for ‘It Ends with Us’ because the book was so good. It left me in tears and I love romance movies,” Gaitonde said.

Whether these movies evoke nostalgia, curiosity, heartbreak or thrill, all three are fun summer watches to view with friends, family or extensive amounts of movie candy and popcorn.

Q: How would you distinguish the three?

I would say “If not now, then when?” is Gen X, YOLO is millennial and “do it for the plot” is Gen Z.

Q: Do you identify as Gen Z?

I’m firmly Gen Z. I am very antimillennial culture. But I would say that I am both Gen Z and Gen X. My quarantine hobby was crocheting.

Q: Farmers markets or museums?

Farmers markets because free samples.

Q: Speaking of food, what are you allergic to?

Like, avocados, cherries, artichokes, tree nuts, apples, and nightshade (so tomatoes, eggplants). Some of these are very minor — like I’ll still eat avocados because I like guacamole but it makes my tongue itchy.

Q: Do you have any superstitions?

I always listen to the same song before a mock trial round. It’s “Jealous” by Nick Jonas. It puts me back to freshman year when some of the seniors would play the song before a round. The song has just played at important moments in my life… and I don’t particularly like it.

Senior Salma Siddiqui goes in search of food samples at the Tsukiji fish market in Tokyo. Photo courtesy of Siddiqui

Staff illustration: Andrea Li

Arts & Lifestyle

by GEOFFREY FRANC & SONIA DHOLAKIA

As summer fast approaches, debates rage in the halls of Menlo and across the town about the best ice cream in Menlo Park and Palo Alto. We’ve attempted to find the answer: armed with good friends, empty stomachs and a true dedication to food journalism, we set off to seven local ice cream parlors. Overall, we found Salt & Straw and Baskin Robbins to be favorites, with Gelato Classico not far behind. As for the others, just keep reading

Below are the worst and (two) best parlours we visited, but for reviews of the rest of the spots, visit menlocoa.org

Geoffrey: Going into this review, I had never been to Cold Stone, but based on others’ rave reviews, I expected solid ice cream. Cold Stone did not meet those expectations. Setting aside the dreary atmosphere, their chocolate ice cream was more like Swiss Miss mixed into frozen yogurt: it had some flavor but not enough, and it was really soft. I was also constantly encountering chunks of ice, more so than at any other establishment, so it was a bit like eating cold stones. It says a lot that I’d rather have the vegan dark chocolate “ice cream” at The Penny than Cold Stone’s chocolate. Cold Stone was so artificial that junior guest star Alyssa McAdams’ mouth was stained by her fluorescent green Lucky Charms special edition ice cream. It was nice to have one topping included, but even this doesn’t justify the $6.69 price tag. I will not be back.

Sonia: Unfortunately, Cold Stone did not have the flavor I was planning on eating throughout this journey: cookies & cream. Being resourceful, I got vanilla ice cream with Oreos mixed in. However, I suspect this resulted in the ice cream being more yogurt-y. I felt as if I was eating vanilla frozen yogurt with the occasional bite of Oreo, as opposed to ice cream with a consistent cookie flavor.

Geoffrey: Baskin Robbins is timeless: it’s arguably the American ice cream chain. And its classic chocolate ice cream does not fail this legacy. It’s rich in flavor without tasting like straight cocoa powder, and it’s the perfect texture, being easy to dig into without being too soft, unlike frozen yogurt. Though they often run out of my favorite topping (crushed Oreos), I still savor every plain bite of their chocolate ice cream (not to mention their “Chocolate Fudge” or “Chocolate Mousse Royale”).

Baskin Robbins’ chocolate is one of only three chocolate ice creams reviewed here that I will seek out again, and considering its $4.78 price tag for a single

scoop is cheaper than kids scoops at those other establishments, its value for money is unparalleled.

Sonia: While the Cold Stone store was dark with flickering lights above, Baskin Robbins was light, airy and overall more inviting. Same goes for the ice cream. After a disappointing experience at Cold Stone, the Baskin Robbins’ cookies & cream was necessary to revive my spirit. An all around great ice cream – soft without being too creamy, nice and sweet and every bite tasted like an Oreo cookie. I agree with Geoffrey: given the other ice cream price tags we faced throughout our experience, Baskin Robbins wins on value.

Geoffrey: Say what you will about serving oddities like “Pear & Blue Cheese” ice cream, but I will die on a hill to say that Salt & Straw’s “Chocolate Gooey Brownie” is one of the best chocolate ice creams in the world, and certainly the best of these seven establishments. The chocolate flavor is rich, and the bits of fluffy brownies mixed in melt in your mouth like no other ice cream. This creation is truly immaculate. To all the ice cream elitists that hate on Salt & Straw, respectfully reconsider your life choices.

Sonia: I walked into Salt & Straw expecting it to be a winner. I was not disappointed. The ice cream is so sweet, but nothing like The Penny’s overpowering vanilla sweet cream. My “Salted, Malted, Chocolate Chip Cookie Dough” (they did not have any Oreo) was the perfect consistency, and even though I walked into the storefront not all that hungry, my cup was empty within minutes. I even took to trying the flavors of our special guests — junior guest star Devon Schaefer’s “Cinnamon Snickerdoodle” was an unexpected favorite. In sum, Salt & Straw’s ice cream just works.

Geoffrey: To quote the acclaimed junior Ben Levin, Salt & Straw serves “absolutely brilliant ice cream.”

Photo courtesy of Saniya Ahmed

Staff illustrations: Amber More