The Coat of Arms issue 51.2

The Coat of Arms The Coat of Arms

Shock, Fear, Joy: Knights React To Trump Victory

by JACOB REICH & ASHER DARLING

On election night, freshman Harper Marek expected to stay up late to watch a tight battle for the presidency, but watching President-elect Donald Trump vastly outperform expectations in state after state, Marek decided to go to bed. “I think I was just mostly surprised that Trump won at all,” she said. “Everyone has their own bubble, and in mine, I just really expected Kamala to win.”

Senior Liam Krenz, a supporter of Vice President Kamala Harris, saw this bubble drive polarization along party lines. “When I was watching the election with some family friends, they referred to Trump voters as idiots, and that kind of pissed me off,” Krenz said. “I feel what we really need is to view the other side as people and then start bridging the gap between the two sides.”

he wrote in an email to The Coat of Arms. “I’ve found that other students are a lot more accepting.”

The senior was also “very happy” that Trump won. “I think his cabinet is very strong, [...] I strongly agree with Trump’s foreign policy [and] I think that our southern border is completely out of control,” he wrote.

Krenz, on the other hand, awaits the day Trump leaves office. “My hope is that we’ll get another four years of Trump, and then we’ll kind of be done with this more radical era in American politics,” he said.

Everyone has their own bubble, and in mine, I just really expected Kamala to win. “ “

Freshman Harper Marek

Indeed, one Trump-voting senior, who agreed to speak on the condition of anonymity, believes that Menlo is not a welcoming place for students with conservative views. “Teachers and administration members have lots of bias that they frequently express in conversation,”

Junior Lily Hinshaw wasn’t surprised by the result. “I thought [the election result] was kind of expected, and I think a big role that played into it is the economy and [...] people’s misconceptions about different [candidates’] policies [...] to fix that issue,” she said.

Polls conducted before the election indicated the outcome could go either way. During one pre-election seminar, Upper School Director John Schafer said that one could simply flip a coin to predict the winner.

After the election, Schafer sat down for an

In Memory: Mark Aquino

by THE EDITORIAL BOARD

The Coat of Arms would like to dedicate this edition to Mark Aquino, a beloved Upper School history teacher who tragically suffered a heart attack and passed away on Saturday, Dec. 7. Mr. Aquino joined the Menlo faculty last school year, teaching Ethnic Studies and Modern World History. Yet, as recent days have shown, Mr. Aquino touched the lives of so many in our community even in his short time at Menlo. It is not standard practice of The Coat of Arms to dedicate its editions. However, we do so now both in light of the recency and sudden nature of this tragedy and with the firm belief that Mr. Aquino embodied the most dearly-held values of the school.

He was universally known as kind, caring and compassionate. He was enthusiastic about his calling to teaching and about the subjects he taught, and he encouraged his students to think critically. He was spirited, known for his elaborate costumes on Halloween and spirit days. He was a true servant of our community as an advocate, as the club advisor for Asian Affinity Alliance, Video Game Club and Fishing Club and through his friendships with faculty and students alike.

Most of all, though, he was a lifelong learner. In college, Mr. Aquino discovered a career in teaching ethnic studies as a way to grapple with his identity and help others do the same. And upon starting his career, Mr. Aquino looked to fishing as a way to build appreciation for food and find himself after a difficult childhood. He taught himself by reading books and watching YouTube, and true to form, Mr. Aquino shared his newfound skills with family and friends.

Mr. Aquino was 38 and is survived by his wife, Nadia. We will publish a long-form tribute to him with community perspectives at a later date in order to fully honor his legacy.

Boys Cross Country Wins State Championship

by BIANCA PUTANEC

A Division V cross country team had never made it to Nike Cross Nationals (NXN), the unofficial team national championship of high school cross country. That was until the Menlo boys cross country team’s historic performance at the CIF state championship on Nov. 30.

Menlo won the Division V race with a time of 1:16:37, a record for Division V, and four

Teachers as Teens: Would You Be Friends With Mr. Schafer?

minutes faster than their closest competition. The team finished second among all divisions (divisions are created based on school size, not skill), just seven seconds behind Jesuit High School, punching both teams a ticket to NXN in Portland, Oregon on Dec. 7.

Senior Landon Pretre, who missed out on the state meet last season due to an injury, reflected

on his nerves before the meet. “Pre-race, I was pretty nervous,” Pretre said. “It was probably the most nervous I’ve been for a race in a while, just thinking about how this is potentially my last high school cross country race and my last shot to make NXN. It’s something that I’ve dreamed of doing all four years.”

Pretre led the team with a time of 14:38.8, second both

Pride’: Students Catch Fantasy Football Fever

overall and in Division V. Senior Will Hauser finished fourth, sophomore Henry Hauser eighth, senior Jared Saal eleventh and freshman Oliver Obelkson nineteenth.“Everyone executed at the state meet,” Saal, a captain on the team, said. “We really couldn’t have asked for more from any runner.”

Amber More

Seniors Will Hauser and Jared Saal run with sophomore Henry Hauser.

Photo courtesy of Steve Pretre

New Virtual Reality Headsets Brought to Classrooms

by MALIA CHEN

From installing new cameras in the parking lot to air conditioning in classrooms, Menlo has been constantly expanding technology on campus over the past few years. One new advancement that might catch a visitor’s eye is the sight of students wandering aimlessly on the quad with blocky, white virtual reality headsets over their eyes.

It’s been an ongoing passion project for Menlo’s Educational Technology Lead Dayna Frank, who has been working on bringing virtual reality into classrooms ever since she arrived at the school in 2022.

“I wanted to bring VR to the classrooms because it could be engaging, it could be fun, it could still be learning, and it’s new,” Frank said. “We’re lucky at Menlo to have the resources to buy it.”

The school initially bought seven Oculus Quest 2 headsets but has since invested in 15 of them. Eventually, Frank hopes to upgrade to Oculus Quest 3 headsets or even potentially procure Apple Vision Pro headsets.

Menlo currently holds subscriptions to various educational software packages, primarily focused on science content. One teacher who has started incorporating VR into her classroom is science teacher Tanya Buxton. Frank and Buxton are working with a company called 10K Science to develop VR content that Buxton can use in her curriculum for Advanced Topics in Biology.

Teachers from outside of the science

department have adopted this new technology as well, experimenting with virtual field trips, immersive simulations and more. History teacher Mathew Nelson has used VR in his In Gods We Trust history elective to take students to significant religious sites around the world.

I wanted to bring VR to the classrooms because it could be engaging, it could be fun, it could still be learning. “ “

Educational Technology Lead Dayna Frank

The world languages department has started using VR as well — Advanced Topics in Spanish: Expression and Exploration (AT Spanish) students recently did a virtual tour of Frida Kahlo’s Casa Azul in Mexico City. Additionally, the Modern World History team is currently exploring using VR for fighter plane simulations to bring the realities of World War I to life. And last

year, during MTerm, freshmen explored global agriculture and sustainability through VR, examining the impacts of genetically modified organisms and comparing farming practices worldwide. Looking forward, Frank plans to continue expanding VR use to more subjects, including math, which has been a difficult area to integrate technology into.

One of the major advantages of VR is the level of engagement it fosters.

“The students are excited because it’s something different,” Frank said. “The more immersive experience, I think, makes the learning really come alive.” She added that many students who have not previously used VR have also enjoyed learning how to use the headsets and controllers.

However, incorporating VR into lessons has not been without its challenges. As a pilot program, the technology requires both teacher willingness and adaptability.

“There’s been some hiccups as far as how to troubleshoot the actual headsets, how to use the actual software,” Frank said. “But the teachers who are willing to try have been so flexible and gracious, and they have seen good rewards with just student engagement.”

So far, feedback from students about VR has been overwhelmingly positive, according to Frank. Students have been very interested in participating and using the VR headsets in their classes.

Junior Katie Kossow used the VR

headsets in her AT Spanish class to look at Frida Kahlo’s Casa Azul. “I thought it was really engaging and cool to see the inside of the house but there were a few technical difficulties. It was upside down for a little which made me feel kind of nauseous,” Kossow said.

Frank plans to continue visiting department meetings and encouraging teachers to incorporate VR in creative ways. “My hope is to grow the program so that teachers know that we have this technology available and that we can see some kind of student growth,” Frank said. “Not only is it fun and engaging, but it’s actually enhancing the learning.”

Students Attend Annual Diversity Leadership Conference

by BIANCA PUTANEC

For the first time since 2019, Menlo brought both faculty and students to Denver, Colo. through Dec. 3-7, for two conferences held by the National Association of Independent Schools: the People of Color Conference and the Student Diversity Leadership Conference.

The programs have been running for 30 years, and in the early 2010s, a lottery system was included to ensure fairness in attendance for the limited spots. Until this year, Menlo hadn’t been selected to attend with students since 2019. Director of Student Belonging Carmen Borbón said that the drought of wins could be attributed to how many schools in the area apply. “Every year that we haven’t been called, SHP has been called,” Borbón said.

For the students that attended this year, they attended a five day program with learning and connecting

experiences which included staying in “family” groups — groups of diverse students in every aspect from different schools — to have daily discussions and having affinity group meetings. The program also recruited experts on the topics of diversity and inclusion to give unique lectures.

Borbón commends the program’s efficacy in reaching otherwise isolated students at predominantly white institutions (PWIs). “It makes kids feel like they have a community, where at their schools they don’t,” she said.

In the past, Borbón has seen students feel empowered by the conference and find new communities that helped their experience at Menlo. She pointed out an example of one alum who felt partially isolated, being one of the only Latina students in her grade, and was

thinking about transferring out of Menlo. However, her mindset transformed at the event. “[The conference] changed her perspective,” Borbón said. “I saw her gain more confidence and be able to speak up for herself at Menlo when facing adversity.”

I hope to walk away knowing how to better navigate incidents relating to diversity within my own community. “ “

For selected attendants, like junior Sulia Gayle, one of the reasons to sign up was being able to discuss and connect with people of color that attend other independent schools. “Coming from a PWI, I thought it would be a validating and empowering experience that would build community for me,” Gayle said.

In addition to discussing with others, Gayle also looked forward to gaining more skills and confidence to address diversity issues in her own life. “I hope to walk away knowing how to better navigate incidents relating to diversity [like racial microaggressions] within my own community,” she said.

Additionally, a representative of the conference, Dr. Rodney Glasgow, was the main speaker at Menlo’s first African American Student Retreat on Nov. 21. Through Borbón, Glasgow was hired to give a full school lesson on Menlo’s campus. He helped participants learn new ways to support each other within the school community and build skills and language to respond to any identitybased incidents. The day ended with a presentation to Than Healy and other administrators on the experience of Black students and faculty at Menlo.

A collection of Menlo faculty travels to St. Louis for the annual conference in 2023. Photo courtesy of Kevin Chan

Senior Caroline Herndon explores Frida Kahlo’s Casa Azul in VR during Spanish class. Staff photo: Amber More

Junior Sulia Gayle

Town Proposes High-Rise Housing on Menlo Parking Lots

by JACOB REICH

Atherton city leaders, desperate to meet state housing mandates, voted in October to rezone Menlo School’s two primary parking lots — along with multiple other sites throughout the city — to allow for the construction of multifamily housing.

The two multifamily overlay sites — areas that are being rezoned to support denser multifamily housing — on Menlo’s campus allow for 20 housing units per acre, significantly higher than the city’s current one-unit-peracre rule. Both are on parking lots — one in the southeast parking lot (the student lot alongside Valparaiso), and the other in the southwest parking lot (the teacher lot also next to Valparaiso, on the side of the Middle School).

A multifamily housing overlay does not guarantee the construction of apartment buildings or other dense housing; rather, it alters the zoning of areas to permit development if the landowner chooses to pursue it with their own funding.

Head of School Healy doesn’t believe that oncampus housing is a top priority for Menlo. “I have no current plans to build this,” he said. “I think just about the priorities of the school. If you asked me today, I would say financial aid, teacher and staff salaries and housing as a third element to that. [...] [The renovation of] Cartan [Field] is the only physical project that we still have left on our campus that we need to do.”

I have no current plans to build this. I think just about the priorities of the school.

Head of School Than Healy

According to Healy, constructing housing in the lots would be very expensive, and he is unsure if teachers would be interested in living there. “We’ll be asking [our employees about their interest] in a survey,” Healy said.

Three additional overlays were drawn over Menlo College’s campus, consisting of the O’Brien Lot (which is across from Cartan Field), an administrative building and the site of World War II barracks. According to Healy and Atherton’s Housing Element, Menlo College has shown interest in developing these areas but does not currently have the funds to do so. Another site is near the Oakwood Retirement Center at Sacred Heart. These overlays vary from allowing 20 to 40 units per acre.

These zoning changes are part of Atherton’s most recent housing element, a state-mandated plan based on the Regional Housing Needs Allocation (RHNA) program that helps address California’s housing crisis.

New housing elements are required every eight

Election

Continued from pg. 1

interview with The Coat of Arms. “It was a much more decisive and convincing victory than I was assuming,” he said.

Trump swept all seven swing states and made significant gains in Democratic strongholds in his victory over Vice President Kamala Harris. Trump also won the popular vote, a feat no Republican candidate had accomplished since George W. Bush in 2004, and Republicans won control of Congress.

Schafer agrees with Hinshaw that the economy played a large role in the outcome of the election. In a Nov. 7 postelection lunchtime debrief, Schafer said that many Americans have nostalgia for the Trump presidency and remember the economy as being better than it really was.

President Joe Biden was the Democratic nominee, running for his second term, until he announced his withdrawal from the election on July 21 and immediately endorsed his vice

years. Atherton’s old 202331 plan heavily relied on Accessory Dwelling Units (ADU) to build the 348 units; however, according to the city, the California Department of Housing and Community Development wanted multifamily housing to be added to the plan before they would approve it.

Atherton had a town council meeting on Oct. 16, 2024, to discuss the latest version of the plan before its due date that night. The city is planning for 433 units to ensure it meets the sixth RHNA cycle between 2023 and 2031: 52 from pipeline projects, 208 from ADUs, 96 through multifamily housing overlays, 29 through underutilized parcels and 48 via Senate Bill 9 (SB 9) subdivisions.

Pipeline projects include new single-family houses and ADUs that have been constructed since 2022 or are currently under construction. The multifamily zoning overlays are six sites on private schools in the city. Underutilized parcels are empty plots of land. SB 9 is a 2021 law that allows homeowners to split their lots, and Atherton identified large lots that could be divided into two parcels.

The shift to permit multifamily housing in the primarily single-family zoned city would drastically change Atherton, which is home to just over 7,000 people and is the most expensive zip code in the nation, according to Forbes.

There are other single-family homes throughout the city that were rezoned to allow up to 10 units per acre, though these changes were not related to the city’s housing element.

During public comment on the Oct. 16 meeting, many residents objected to the new zoning overlays and the housing element in general. “We asked you to preserve our bucolic appearance, try to get buildings that look kind of like Atherton does today and try to preserve our values and our privacy,” Atherton resident Carol Flaherty said. “I don’t see where [the plan] keeps our town looking like we thought.”

Warren Jenson, another city resident, felt Athertonians weren’t being listened to. “There were several things mentioned very early on in the meeting. The first thing was: do the right thing. The second was: listen to your constituents. And I think you’re hearing loud and clear that this is not the right thing, nor is it [...] your constituents that want this done,” Jenson said.

This reaction is not new. According to The

president, Harris. Biden’s decision came after facing pressure from his party and advisors due to his historically low popularity, concerns about his age and a lackluster debate performance.

I think his cabinet is very strong, [...] I strongly agree with Trump’s foreign policy [and] I think that our southern border is completely out of control.

Anonymous senior

Schafer believes that, in addition to it being a “change election,” Trump performing well among Hispanic voters,

Palo Alto Daily Post, famous couples and Atherton residents Stephen and Ayesha Curry, along with Marc Andreessen and Laura Arrillaga-Andreessen, objected to earlier versions of the town’s housing plan. ArrillagaAndreessen’s late father, John Arrillaga, played a large part in building Silicon Valley and Menlo School.

We asked you to preserve our bucolic appearance, try to get buildings that look kind of like Atherton does today and try to preserve our values and our privacy. I don’t see where [the plan] keeps our town looking like we thought.

Atherton Resident Carol Flaherty

Healy, who lives on school-owned property in Atherton, has a different perspective. “We should have affordable housing in every town in California,” he said. “It’s not good [...] if people who are middle-class teachers and firemen and police can’t live where they work.”

and differing campaign strategies, President Joe Biden played a significant role in Harris’ defeat. “I think Biden is going to take a lot of criticism for not [stepping out of the race sooner],” Schafer said in an interview with the Coat of Arms. “His unpopularity is as key a factor as any in why she lost.”

Junior Sachin Sandhu, who is a part of Schafer’s Election 2024 elective, was not surprised by Trump’s victory. “But [we in the Election 2024 class] were expecting a lot more voter turnout, [and] that wasn’t really the case,” he said.

Sandhu, similar to Schafer, saw Biden’s late exit from the race as insurmountable for the incumbent vice president. “Harris only had 107 days to campaign,” Sandhu noted. “[She] had to both separate herself from Biden and make a name for herself; [...] I think that was too large of a task for Harris to be able to accomplish,” he said.

Senior Julia Capasso is nervous about the economy and the well-being of asylum-seekers under Trump. “I’m just worried about us going into a recession because of Trump’s tax cut policy,” she

said. “A lot of people aren’t going to be granted asylum, and there are a lot of people right now who need to be granted asylum that are slipping through the cracks because of how many people there are applying.”

This map, included in Atherton’s housing element, shows the city’s planned housing units and proposed zoning changes. Image courtesy of the Town of Atherton

Staff illustration: Amber More

Already at $62k, Menlo Tuition Set To Increase Again

by ANYA RAMANI

At $61,635 for the 2024-25 academic year, or roughly $350 per school day, Menlo’s tuition has exceeded the average cost for a private four-year university. According to Head of School Than Healy, tuition will increase for the 2025-26 school year. The current tuition is approximately a 6% increase from the 2023-24 school year. The increasing tuition has been driven by inflationary pressures as well as school priorities around teacher salaries, class sizes and an evolving academic and activities portfolio.

Menlo’s Board of Trustees, a 30-member board composed of parents, school employees and alumni, determines the school’s yearly tuition increase. Healy is on the committee tasked with reviewing the economic factors determining tuition.

According to Healy, the Board

like the economy, inflation, salary increases, the operating budget and financial aid.

It’s not only external factors that determine the tuition level, however; the Board considers Menlo’s expenses and net income from the past year in determining if, and by how much tuition, should increase. Around 75 to 80 percent of Menlo’s expenses are covered by student tuition, according to Healy. And according to ProPublica, the school lost $62,813 in the 2023-24 school year due to various expenses meant to be fully covered by tuition. Over the past few years, the school’s net income has fluctuated, ranging from a loss of approximately $1,500,500 to a surplus of $26,000,000.

Chief Financial Officer Shelly Gupta sees inflation as one of the largest factors

must recognize that our faculty and staff reside in an area with higher living costs. It’s important that we provide competitive compensation to support their financial well-being,” Gupta said.

Menlo compares its tuition against 20 peer schools with similar demographics and services in the Bay Area to ensure its level is fair. In setting the tuition, the Board of Trustees prioritizes competitive teacher salaries and low student-toteacher ratios. Currently, Menlo is the 13th most expensive private school in its cohort of 20 peer schools. “Our goal is to be middle range when it comes to [...] how expensive the school is,” Healy said. “[We also] want to be top of the range in terms of how we compensate our teachers because we believe that teachers are the most important part of the school in terms of your experience as a student.”

The tuition cost across schools is not always comparable, as even some private schools receive subsidies. “Schools that are part of [...] the Catholic Archdiocese are underwritten by the archdiocese, so [...] their expenses don’t need to be covered entirely by tuition [like Menlo],” Healy said.

Menlo’s average student-teacher ratio of 16:1, which requires more teachers on staff, also drives tuition costs. Healy believes that the smaller class sizes enhance the student experience, a unique characteristic amongst some other private schools.

Menlo also continuously evolves its curriculum and extracurricular offerings to meet new student interests and keep up with the times. The school introduced girls flag football in 2023, and offers different electives every year like Election 2024. Tuition allows the school to offer these unique experiences. “The tuition collected goes directly into providing a program at a high level of excellence,” Gupta said.

Along with extracurricular activities, the school hopes to prioritize pressing issues affecting students’ physical and mental health. “We also want to be responsive to what’s the need of the hour,” Gupta said. “So if mental health and wellness are what is needed, then we want to be able to have the funding to support that.”

I really hope when a family is considering Menlo they [are] not really considering the cost of it. “

Chief Financial Officer Shelly Gupta

Tuition also plays a role in offering financial assistance, with approximately 22 percent of Menlo families receiving some aid. Healy acknowledges that tuition increases may lead to additional families joining the financial aid programs and says that the Board accounts for this in setting the amount. “We increase financial aid at the same rate that we increase tuition,” Healy said, “This year the financial aid budget was about $8,000,000. We do a lot of fundraising work to make that happen.”

Gupta does not want finances to be a barrier to families seeking private education. “I really hope when a family is considering Menlo they look at the program fit for their student [and] whether the student will thrive in a place like Menlo, and [are] not really considering the cost of it because we will be there to support with financial aid if that is the need,” she said.

Mandarin and Spanish Classes Celebrate the New Year

by SIENNA LEW

As the December holiday season approaches and students rush to organize celebrations and gifts for their friends and families, Menlo teachers have also started thinking about how to best celebrate the holidays in their classes — as well as how to enable their students to participate in holiday celebrations from all different cultures. From New Year’s Eve lucky grapes to Lunar New Year dumpling making, the world language classes are in full swing as they plan their festivities.

Since coming to Menlo sixteen years ago, Mandarin teacher Mingjung Chen has always enjoyed the tradition of making dumplings with her students on the East Asian holiday of Lunar New Year. This year is no exception: Chen aims to hold the dumpling-making festivities on the exact date of this coming Lunar New Year — Jan. 29 — for the most authentic experience. She believes in the importance of commemorating the holiday exactly when it is, as that’s when the celebrations are the most special.

“Students will bring the fillings, and usually they will have their family make the dough,” Chen said. “A couple times we did it in the cafeteria or in the lobby at the gym, so it’s open to everyone.”

While typically this is an event for Upper School students, Chen hopes that this year she can incorporate the wider Menlo community and potentially collaborate with the Middle School’s Mandarin department as well. “It’s a family thing,” Chen said. “It’s supposed to be everybody together, and yes, it’s maybe a little chaotic, but that’s what a holiday [is about].”

In the past, Chen and the Mandarin team have celebrated other traditional Chinese and Taiwanese Lunar New Year customs. Originally, each Mandarin class would have their own role in celebrating the new year.

She would teach Mandarin 1 the traditional lion dance, Mandarin 2 would create lucky red decorations and the higher levels would decorate the school.

However, as the Mandarin curriculum and students have become increasingly busy during the holiday season, it has become harder to continue these practices. “[Preparations] used to be the week leading up to [the holidays,] but now it’s only a couple days prior,” Chen said.

Despite these challenges, Chen is still looking forward to this year’s festivities and values the customs she and her students are able to practice together. “I think [we] need to make [celebrating holidays] a tradition, because Mandarin students may not always have a

Chinese household or the [opportunity] to practice these things,” Chen said. “I wanted to make it an ongoing thing; it’s good luck to bring to the community.”

On a similar note, Spanish teacher Ivonne Rodríguez Rondon plans to celebrate the classic Gregorian New Year with the Spanish tradition of “las uvas de suerte” — or in English, the “grapes of luck,” as she has for two consecutive years. As the clock chimes 12 times, signaling midnight and the new year, the participant must eat one grape per second as it is believed to bring them luck in the year ahead. Rodríguez Rondon recreates this activity during class time, where she plays the Spanish New Year’s countdown and provides her students grapes to eat while watching it.

Aside from this tradition, Rodríguez Rondon wishes to infuse more holiday traditions into her classes, such as bringing in food from Spain, her native country, for her students to practice Spanish superstitions and feel fully involved in the culture. “I want to make the class feel like an integration of different traditions and cultures,” she said. “I’m hoping we can find some [student] volunteers that may want to share with us their own traditions, so hopefully it will feel a lot more interesting and enriching.”

To Rodríguez Rondon, living nearly 6,000 miles from where she grew up in the Canary Islands, these holiday celebrations with her classes carry meaning for her. Her hope is that her students will learn about and appreciate Spanish culture as well as language through its traditions. “It’s a way to connect with home, even though we’re in the distance,” she said. “It’s important for us to preserve these little traditions because they’re so small but so important for us.”

Staff illustration: Amber More

Staff illustration: Amber More

No Student Left Behind: Menlo Should Offer More On-Campus SATs

by ANYA RAMANI

On the first three-day weekend of the school year, instead of sleeping in or spending time with friends, I drove 250 miles to take the SAT. An 8 a.m. start time on Saturday meant that I had to drive down the night before, find lodging and wake up at 5 a.m. to drive another 30 miles to the test center. Even with all of my attempts at timeliness, I still arrived at Ernest Righetti High School in Santa Maria a little too late for comfort.

I’m not the only one who has had to travel long distances simply to take the SAT. With only 12 testing sites in the Bay Area (as of May 2024), some of my peers in the junior class have recounted stories of spending multiple days driving to different states or flying across the country for just a two hour and 14 minute test. What’s worse: some of those travel costs can be 10 times greater than the $68 registration fee.

The College Board has cited a lack of available test sites as an issue in access and has embarked on an initiative to add seats in regions with limited spots. Few schools have taken up the call. Menlo only offers an on-site SAT testing day for seniors in early October, and a second day for juniors in March, surprising for a school that is well-resourced and should be able to host tests for every SAT date.

Menlo should do its part in relieving the state-wide test site shortage that can negatively impact economically-

disadvantaged students. College admissions continue to be a high-stakes and stressful process, and it is even more so for families struggling to afford university tuition. With only 4 percent of four-year colleges being test blind, the vast majority do consider the SAT as part of the admissions process.

Many families can’t afford to take an SAT ‘vacation’ by flying or driving to less-crowded testing sites.

“ “

Simply put, the brief experiment where universities moved away from standardized test scores appears to be over. Students who are serious about attending a four-year university have to take the SAT, not just for admissions, but for financial scholarships. A single attempt at the SAT may not be enough to achieve a competitive score.

Many families can’t afford to take

an SAT “vacation” by flying or driving to less-crowded testing sites. Some public schools, like Lowell High School, address this need and appear to be a permanent SAT testing site. However, the logistics of hosting the SAT are challenging. It is often difficult to find test proctors as many public school teachers, already working overtime, cannot proctor the test on a Saturday, especially when they earn just $21 per hour for this job. SAT sites also need strong and reliable Wi-Fi to support the digital SAT, and not every location has the internet infrastructure in place to support a few thousand students going online.

In May 2024, the Wi-Fi at a large SAT testing site in downtown Oakland froze as 1,400 students prepared to take the exam. The result: stress, chaos and complaints from parents and students, who had to take a rescheduled SAT in San Francisco later. Menlo has the technology, space and personnel necessary to administer a successful SAT. By becoming a permanent testing site, Menlo would help to reduce this SAT inequity by also freeing up seats at other schools that cannot host a test for thousands of students.

College prep is a cornerstone of a Menlo education. Offering multiple on-site SATs should be an established practice to support college-bound students. While Menlo offers seniors an on-site SAT in October, juniors who are balancing a heavy course load and extracurricular activities must compete for one of the twelve public testing locations in the Bay Area for all other dates.

Menlo far exceeds the requirements to host an SAT as required by the College Board: our school has sufficient testing space and strong and reliable internet access. Menlo should not limit this opportunity to its students, but open it up to the wider community. Our school’s commitment to equity, belonging and inclusion should make higher education possible for all students who want to pursue it.

Small Schools Can Be Spirited: Let’s Step It Up

by SADIE EVANS

As a new student at Menlo this year, I was immediately struck by how different spirit assemblies are compared to my old school. The enthusiasm I saw in students on the first few days of classes made me feel really excited and welcomed by the entire community.

I saw this energy even more with the introduction of the house system at Menlo, students’ crazy Spirit Week outfits and how we all showed up at the Homecoming game. Student leaders who are a part of our student council or Sea of Gold also inspire our student body to be enthusiastic about school events.

So overall, our students do a great job of showing up to school with spirit. However, we can further that by showing up for our peers at the sports games or arts performances. Having many students show up, though, can be difficult because of the smaller size of our student body and time constraints. So how can we be just as spirited and supportive as other schools, especially when we are much smaller than them? Menlo’s size and rigor don’t mean that we can’t be just as spirited and encouraging as other schools — it just takes a more intentional approach.

One idea to boost school spirit is to make attending events more accessible or appealing to students. What makes the Homecoming game so fun and the game with the largest turnout is the pep rally beforehand, class floats and dances, the plethora of food for students and grade-wide matching t-shirts. The enthusiasm from these traditions can quickly spread to others, fostering a sense of pride and community. I think that other sports games and events could have implemented details just as fun. For example, more sports could have creative themes for their games that would inspire students’ costumes, as well as have themed food and decorations. Although having these at more games would take more organization and budgeting from parent groups or Student Council, it would be worth it to encourage more student involvement.

Another possibility to inspire people to attend games or performances more frequently is offering certain credits for attendance. For example, attending a certain amount of games could work towards your credits to the minimum students need for athletics. If students can earn

athletic credits by doing team stats, why shouldn’t game viewing count? Attending a performance or a sporting game could also gain points for your house as a reward, which would encourage many people to be present at those events.

Our smaller size actually gives us the chance to build a more personal and connected form of spirit.

These ‘rewards’ for attending Menlo events would perhaps act as incentives to go, but I firmly believe that students will stay at the events for the experience. There’s something special about cheering as loud as you can for your school team or a musical’s cast as they bow, and as a performer myself, I know firsthand how important it is to have a supportive audience. Having people in the seats or in the stands helps us to perform even better because that encouragement and upliftment are palpable.

This boost is not unique to any type of performer — whether you are an athlete on a field, a musician on stage or an actor onstage, the presence of an engaged, enthusiastic crowd makes all the difference. For athletes, the energy from fans pushes them to give their best efforts. Musicians feed off of the energy from an audience and use it to enhance their performances. This collective energy from a crowd can elevate a performance or a match beyond what an individual person could accomplish alone.

Ultimately, the key is making the most of the tight-knit community we already have here at Menlo. While it might be more challenging than at larger schools, our smaller size actually gives us the chance to build a more personal and connected form of spirit.

Staff illustration: Maya Stone

Seniors celebrate and cheer for Menlo at the 2024 Valpo Bowl. Staff photo: Noah Levin

How To Rival Santa in the Art of Holiday Gift Giving

As the holiday season approaches, we often find ourselves running around trying to find lastminute gifts for our loved ones. And though I appreciate the ease of the incessantly long holiday wish lists that many people (including myself!) cultivate each year, I find that my most successful gifts are always the ones the recipient never thought of asking for in the first place. But how can you come up with that golden-ticket kind of gift? I’ve compiled a list of my best tips to be a winning gift-giver this December (and always)! Spoiler alert: the big idea is that you should treat gift giving as a year-round activity. Of course, December holidays and friends’ birthdays only roll around once a year. But don’t let that stop you from always being considerate!

Tip #1: Listen

It sounds easy, but the best thing you can do to improve your gift-giving ability is to listen to your friends’ interests and opinions. Year round, I constantly find myself intrigued by what my friends’ current obsessions are, and by the time December stress comes around, it may be hard to have those authentic conversations when everyone is so overwhelmed. Thus, it’s always a good idea to pay attention to what your friends are into and what they mention they need before the holiday season hits. Your friend compliments your sweater? Buy them something from that brand. A family member mentions they lost an important item? Try and find an even better replacement.

Tip #2: Remember

Listening is great, but it is important to be able to remember what your amazing gift ideas were by the time a holiday is approaching! Here’s what I recommend: make a note on your phone titled “Gifts” and make subheadings for each of your loved ones. Whenever something pops up into your mind, write it down! You’ll end up with a great list of unique ideas, taking away the stress of the holiday season.

Tip #3: Save inspiration

Sometimes the best ideas don’t come from our own brains, but from the genius of others. If you come across a great Pinterest board or an amazingly-curated TikTok, save it (hopefully by adding it to your new note in your Notes app). While some gifts can be cliché, there are very unique ideas in the depths of the internet; for example, I once bought someone a scratch-off cookbook that I found on TikTok to make surprise recipes.

Tip #4: Write meaningful cards

Gifts can be tricky. But the best gifts don’t even have to be purchases. A great card is held on to for years and years, either posted on one’s bulletin board or kept in a shoebox in their closet. Either way, putting time and effort into the words you write to someone on a special occasion can mean a lot. If you want to go the extra mile, get a clever, high-quality card! My personal recommendation is a card from Paper Source at Town & Country in Palo Alto.

Hopefully these tips will help you avoid the flurry of frantic internet shopping this holiday season. Remember, when it comes to gift-giving, it’s not about buying the nicest or most expensive items for your friends and family. Paying attention and buying thoughtful gifts often means even more.

Menlo Clubs Need Freedom, Not Formality

by SIENNA LEW

Every Monday, I burst out of class at 11:55 a.m. sharp and rush to grab my lunch. Why the hurry, you might ask? Well, I’ve got a club to get to.

Menlo’s Board Game Club, which I co-lead, has garnered a grand total of six new members this year. And sometimes, only half of them show up for our weekly Monday meetings. I’m not mad about that, not at all — but when we’re prodded

to schedule our meetings on Club Hub, or worse yet, take attendance of who shows up, I can’t help but grimace.

The monitoring of activities on Club Hub puts a burden on club leaders like myself, who run lower-commitment, smaller clubs for students who stop by when they need some fun but aren’t obligated to attend regularly. Club Hub forces club members and leaders of this

status alike to do more than they feel is necessary to compete or compare with other clubs. As a result, the authentic club experience can be compromised.

When you think of a club, you think of community. Friends and classmates come together to share passions and ideas. But what happens when that community turns into something pressured? One thing that makes clubs, especially at Menlo, so special is their casual nature. By adding formalities such as taking club attendance or scheduling meetings even months in advance, it can feel constraining for leaders who feel like they must stick to their plans with no flexibility. If a club wants to function as just a casual group of people who partake in an activity they enjoy, it makes no sense that they are not given the freedom to run their clubs the way they want to.

Platforms like Club Hub do have their benefits, such as streamlining all club information. However, based on what I’ve seen, there isn’t a huge usage of Club Hub by club leaders, proving that clubs can function just as well when their casual nature is kept. Furthermore, while some may argue that the logistics of scheduling club meetings and taking attendance might help establish your club and give you a sense of officiality, many clubs — especially smaller ones with less commitment — may feel like this is too much to keep up with.

When clubs are forced to conform to these guidelines, it takes away from the organic function and intention of each club. What’s wrong with sending announcements and scheduling meetings through iMessage as long as the club welcomes new members? This top-

down control and constant monitoring is contrary to the natural identity Menlo clubs have had in the past. The fact that our club activities are now monitored more closely can be intimidating — forcing clubs to act up to a certain standard, when really, these clubs are often supposed to be a place for students to relax and unwind in a stressful school environment. Feeling the pressure of constant supervision promotes the fear of doing something wrong. Instead of focusing on enjoying their interests and building connections, club leaders may start to feel as if they are just meeting standards or avoiding penalties.

“ “

By adding formalities such as taking club attendance or scheduling meetings months in advance [...] it can feel constraining.

And while it might not seem that big of a deal, as the proud leader of two micro clubs, I can attest that an increase in club leader responsibilities, even if minimal, is not what we want. Let clubs be casual; it’s for the better.

Board Game Club with its two co-leaders and six new members. Photo courtesy of Douglas Kiang

Movies Are More Magical When Watched at the Theater

by MIKI KIMURA

You’re cozied up beneath a thick blanket nestled in on the couch. You have a cup of hot chocolate in hand and microwavable popcorn within an arm’s reach. Why should you give this up to go out and watch a movie at the theater?

The theater setting creates a different atmosphere than at home with its popcorn aroma and larger-thanlife screens.

The short answer? Watching a movie at home just doesn’t compare to watching one at the movie theater.

For one, microwavable popcorn is good, but little comes close to the salty, buttery popcorn at the movies. YouTube reviewer The Shopping Expert asked employees at Manhattan movie theaters about the secret to good popcorn. He left with Preferred Popcorn kernels, coconut oil and Flavacol, a fine seasoned salt, as the recipe for success. Of course, you can go out and buy the ingredients necessary for theater-worthy popcorn, but at that point, why not just go to the movies?

The immersive movie experience

at the theater is also a plus. Watching a movie on your streaming platform of choice — on a computer or even a TV screen — doesn’t measure up to the bigscreen experience at the movie theater. Surround sound and 3D glasses can also enhance the theater experience. I would recommend “Jurassic Park,” “Avatar,” “Moana” and “Frozen 2” in 3D.

And despite the seemingly endless advertisements before the movie begins, ads offer a chance to preview other releases that may pique your interest — unless you’re someone who avoids movie spoilers like the plague. The good news? If the numerous ads and movie trailers aren’t appealing, you can simply plan on arriving about 15 minutes after the start time. The in-theater experience is perfectly customizable!

Additionally, going to the movies can be a fun outing with family and friends. The excitement of physically going to a different place to watch a movie, with good company, can be a pleasant change from the mundanity of the couch potato lifestyle. The theater setting creates a different atmosphere than at home with its popcorn aroma and largerthan-life screens. It’s also an opportunity to

make memories together and enjoy pre or post-movie discussions. Who doesn’t love dissecting the villain’s tragic backstory or watching your dad explain the plot of the movie after your mom falls asleep mere minutes in?

While staying at home to watch a movie may appeal to the introvert in both you and me, going to the movie theater is an overall more enjoyable experience due to the immersive movie experience, social gathering and, of course, movie popcorn.

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.............................Sadie Evans, Rafe Weiden

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

Mission Statement

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.

Staff illustration: Claire Dickman

Think Twice About Going Downtown for Lunch Every Day

by SIENNA LEW

Undoubtedly, we’ve all heard of those typical school food stereotypes. It’s true that at some schools, students would consider the food inedible or artificial or unhealthy — sometimes even downright appalling. Hey, is that mold on your apple? And why is this hot dog kinda slimy?

However, here at Menlo, the lunch provided is absolutely not mediocre. We are fortunate to have so much variety and choice for our lunches every day: from hot entrees to fresh fruit, soup and salad. But what’s upsetting is that some students don’t take advantage of these privileges that the school offers. Instead, they choose to hop in their car and take a trip downtown for an expensive bagel, $8 Starbucks drink or a Subway sandwich (which we can replicate for free, right here at Menlo). Though the allure of outside food from your favorite restaurants can be tempting, here’s why you should stay at school to eat your lunch.

First, it will cost you less. While a few meals out here and there might not seem exorbitant in the short term, just two weeks of $15 meals will deprive you of $150. It adds up quickly — and once you get in the habit, it’s hard to turn back. Why be so hard on your wallet and go out of your way when there are plentiful food options included in your tuition at your very fingertips? The quality of school food is just as high, if not higher, than most food you could purchase at restaurants downtown

— and often without the copious amounts of fat and oil. While a tasty lunch at Chipotle or the like can be a treat for the taste buds, sustenance is ephemeral. Eating food from school provider FLIK and saving that money for future use is always wise.

Besides, FLIK knows what they’re doing — Menlo’s school lunch is designed to meet nutritional needs and guidelines and ensure that students receive a balanced meal. The many menu options we’re given, compared with so many other schools, are creative and provide a plethora of choice while not being too overwhelming. This lets you pick exactly what you want to eat without staring at endless menus.

Furthermore, in its salad and deli bars, Menlo allows students to build their own meals, ensuring they can eat whatever they want to eat and match their personal tastes. This can be much more satisfying than pre-made options at restaurants, where customization might even cost you even more. What, you’re telling me extra avocado isn’t free? What’s more, the Menlo cafeteria often incorporates popular flavors and cuisines from different cultures as well, making meals more exciting and appealing to our diverse student population.

Menlo lunch is also familiar. You know you can count on it to be good quality and nutritious, while those factors can be a gamble at other food places. Here, you don’t even have to think about what you’re

Let Seniors Cheat in Spirit Activities

by CAROLINE CLACK

Senior assassin, senior quad, senior sunrise, senior class Halloween costumes, senior ditch day and senior sports nights are all treasured Menlo traditions, meant to bring together senior classes in their final year of high school. But let me add one more unspoken and recently — but unjustly — deemed controversial one to the list: senior cheating in spirit activities.

In the past, senior cheating has been more frequent and more blatant than it is now because the administration has cracked down on seniors rigging spirit competitions. However, the extent to which seniors cheat is still considered unjust by students and faculty alike.

As I sit in the junior-designated section of the bleachers during spirit assemblies, I constantly hear the mumbled complaints from my grade and the younger grades to my left about how the seniors never play fair when it comes to participating in spirit competitions. Amid these complaints, I hear students arguing that there’s no point in participating at all if the seniors are guaranteed the win.

But guys, you need to remember — it’s not that serious. Spirit activities are meant to be celebrations of our school spirit, not Olympic-level competitions with high stakes. So before we nonseniors start ranting about how cheating compromises the integrity of Menlo students and teaches them bad habits, remember that at the end of the day, it’s harmless fun. It’s just not that deep.

After enduring the bottom of the

Menlo totem pole my freshman year, surviving the inevitable sophomore slump and withstanding the high-pressure environment of junior year, seniors deserve to simply have fun in their last year of high school.

I know that when I’m a senior, I will want the chance to carry on all senior traditions — and that includes winning spirit competitions and celebrating with my grade — before starting the freshman to senior cycle all over again when I head off to college. It’s something I’ve looked forward to since I saw the seniors celebrate their first spirit activity victory in my freshman year at Menlo, and I’ve been paying my dues to get there.

Now, I understand the frustration when watching the seniors race down to the court and start moshing after a spirit activity victory they only mildly deserved. But winning promotes spirit, excitement and bonding throughout the senior class, and a bonded senior class encourages other grades to do the same, which is good for Menlo as a whole.

Despite its possible ethical concerns, we can’t deny that senior cheating in spirit activities is a tradition at Menlo, and traditions bring schools together. So for the seniors and for all of us, it’s important that we keep an open mind when the strategic rule-bending occurs and be patient while we wait for our turn in the senior spotlight, something that will come eventually — no matter how far away it seems.

consuming: you can ensure that Menlo takes the right steps to accommodate different dietary needs and preferences without having to stress about it yourself.

Going downtown to eat constantly can also be wasteful. School lunch is deliberately made in bulk, which leads to overall less packaging or waste compared to individually packaged items from takeout or restaurants. Eating school lunch can also cut down on food waste — and while one student may not feel like eating at school will have a mindblowing impact, little actions can still make all the difference. Contributing to sustainability at school is something you should take part in, no matter what.

Of course, there’s no harm in treating yourself to lunch downtown once in a while, but moderation is what’s important here. While it may be fun to have an escapade with your friends and enjoy a meal outside of the school environment, doing so excessively is unwise.

Crossword: Holiday Cheers

by MIKI KIMURA

chicken ramen is completely customizable and full of toppings. Staff

photo: Sienna Lew

Seniors Landon Pretre and Kyle Mahaffey play a spirit game at an all-school pep rally.

Photo courtesy of Kevin Chan

Bolded clues are “Holiday Cheers” themed!

No Whitaker Lab Resource Is Out of Reach

Menlo’s Whitaker Lab is one of our most sacred locations. It’s more than just a workshop; it’s a hub of creativity and innovation. But though the resources are plentiful, the classes offered in the lab are limited. So how can students make use of this unique space without taking a specialized Whitaker class? Whether it’s through taking other science classes that base parts of their curriculum in the lab, diving into your own independent projects or joining a Whitakerbased club, there are various paths available that allow students to unlock the full potential of the Whitaker Lab.

The most common way to access the Whitaker Lab, as most know, is through taking the carefully-developed Whitaker classes. These classes blend skill-building with project work; Neuroscience teaches life science concepts through a visual approach, Mechanical and Electrical Engineering introduces underclassmen to circuitry and hands-on building in an entry-level manner, Sustainable Earth Engineering focuses on environmental problemsolving and, lastly, Applied Science Research enables students with a passion for the scientific process — and the necessary prerequisites — to access nearly all lab resources for building high-level projects.

But what many students may not realize is that several other Menlo science classes frequently utilize the lab’s resources, even if they aren’t based there. One such course, Experimental Archaeology, spends much of the second semester immersed in the lab as students recreate historical artifacts. Tasked with making replicas of ancient objects like swords or jewelry, students work with wood, sand and specialized tools

materials safely while keeping their classroom free of the inevitable mess that comes with hands-on construction.

The Biotechnology Research course, too, provides a unique opportunity for students to engage in hands-on lab research in the Whitaker Lab. The lab provides a variety of equipment and resources, especially for cell culturing; hoods, incubators and water baths that maintain cell culture media, a dark room for observing dyed calls and even a 3D printer that can print biological materials. In the second semester, when Biotech students carry out their own independent research, many find every resource they need in Whitaker without needing to resort to collaborations with external labs.

“All one needs to pursue a passion project is an idea.”

Another valuable way to engage with the Whitaker Lab is by joining one of its student-led clubs, Maker Club or Robotics Club. Maker Club is a space for students with an engineering design mindset to think about the world with a critical lens. The group builds different projects, such as solar chargers, that are both fun to make and useful for the community. Currently, the club is in the design phase of building drones, according to senior and Maker Club co-president Bryan Liu.

Robotics Club, similarly, is a place for students to practice building and working collaboratively and creatively, specifically with a focus on programming and

robotic design. The club usually comprises three to four teams each year that participate in competitions organized by VEX Robotics, according to co-president Marina Xanthopoulos. Students gain valuable experience in programming and a sense of competitiveness through entering their creations in competitions.

However, at the end of the day, students don’t need to be a member of a specific class or a club to be involved in the Whitaker Lab. With the right certifications, every resource is within reach, according to science teacher and Science Department Chair Jamie Formato. Every student becomes “general safety” certified for any hand tools that don’t require electricity through the freshmen seminar’s rotation in the Whitaker Lab. Any tool that uses a battery or plugs into a wall requires a separate certification, but all a student must do to become certified is sign up to take the in-person tool certification class with Whitaker Lab Supervisor Brian Ward. After taking the class and the Canvas quiz, they can use those tools whenever they like.

Every project completed in the lab is fueled by student creativity and initiative. All one needs to pursue a passion project is an idea. Formato encourages students to speak with Ward about what they’d like to make; he gladly offers guidance for helping students develop ideas and plan projects. The Whitaker Lab is truly open to anyone ready to explore, learn and create.

their pieces to life.

students to handle tools and

To see our video about the student clubs and their leaders that bring the Whitaker Lab to life, scan the QR code below.

by Elaina Huang

History of the Whitaker Lab

Science teacher James Dann first stumbled upon an empty basement storage at Menlo while searching for a costume during spirit week in 2008. At that moment, Dann realized the empty space could be utilized for engineering and science classes. In 2012, the underground basement became a place for students to receive a hands-on science education and to build new projects: the Whitaker Lab.

vision of converting the space into a lab.

Shortly after discovering the empty basement, Dann began to develop his

“That same weekend, I went home and started drawing out what the space would look like,” he said. Dann spent months bringing this vision to life in collaboration with former science teachers Joanie Banks-Hunt and Marc Allard.

Menlo’s former Head of School

Norm Colb fully supported their vision and raised money for the construction.

The new lab took about a year to build, and construction cost around $1.5

11/28/24 3 43 PM 51 2 Sp ead Whitake Histo y (VisBy: F ick )

million, excluding the $500,000 worth of lab equipment. In 2020, the east wing, an additional space, was added to the Whitaker Lab at a cost of $2 million.

Prior to the construction of the Whitaker Lab, Banks-Hunt joined Menlo in 2001 as a math teacher and advisor for the engineering club. By 2004, the club had gained so much popularity that she decided to teach three engineering classes instead of math to meet the high demand. The Whitaker Lab provided the perfect home for those classes.

Five years later in 2006, Dann joined Menlo to create and teach the Applied Science Research class. Though originally taught in a regular science classroom, ASR now resides in the Whitaker Lab. The course, which is unique because of its emphasis on hands-on learning, quickly became popular among seniors and remains popular to this day.

Many of the projects involved cutting and drilling materials, which before the opening of the lab had to be done in the hallways, sometimes disrupting the foreign language teachers. Dann believed that ASR and the engineering classes needed more space for experiential learning in all its forms: hands-on projects, construction and research.

As ASR enrollment continued to soar, Dann and Allard wanted to create a more introductory course for interested underclassmen. The two ended up

creating Mechanical and Electrical Engineering in 2014, which was the first of a few classes developed to be taught in Whitaker.

“My hope is that the lab will continue to excite kids.”

Former science teacher Marc Allard

“[The course] would be a stepping stone into ASR,” Allard said. “[Dann] would teach the electrical part, and I would teach the mechanical part.”

To make the Whitaker Lab even more accessible to Upper School students, Dann developed a few more classes alongside fellow science teacher Cristina Weaver. These courses ranged from Neuroscience in 2015, to most recently, Sustainable Earth Engineering in 2018. Science teacher James Formato also created an introductory course for freshmen in Whitaker in 2019.

The Whitaker Lab provides a variety of resources and equipment for Menlo students. According to Allard, some alumni say that the quality of Whitaker is even higher than their college lab.

“At the end of the day, my hope is that the lab will continue to excite kids about [taking Whitaker classes], whether it be engineering or design or the environment,” Allard said.

Former science teacher Marc Allard speaks at the 2012 opening of the Whitaker Lab. Photo courtesy of Bianca Nakayama on Menlo Flickr

Senior Biotech students Caroline Herndon and Michael Preys practice cell culturing for the first time in the Whitaker Lab. Photo courtesy of Sienna Swanson

Staff illustrations: Amber More

Whitaker Isn’t Cheap, but Cost-Consciousness Keeps Expenses in Check

by Geoffrey Franc

One of Whitaker’s most prominently displayed student projects is the monowheel under the wall of freshman seminar projects, a motorized vehicle where the driver sits inside the wheel. Except the monowheel in Whitaker is no longer electrically powered: its motor is gone.

The monowheel — like most other student projects in Whitaker — has been “cannibalized,” a rather blunt way of describing the lab’s ethic of re-using old materials. Science teacher James Dann explained that students break down their projects and put the parts back in bins for later use. “You need a motor? Oh, yeah, there’s one right there in the motor bin,” Dann said.

While Dann acknowledged that Whitaker classes can cost more to the school than the

average math or history class, he noted that “cannibalization” and other initiatives help keep costs down. Along these lines, Whitaker teachers ask students to make prototypes of their projects with cardboard instead of more expensive materials such as wood and acrylic. “We’re very cost-conscious,” Dann said.

“We want

to provide the same level of excellence in whatever we offer.

Other classes trump ASR’s cost, though. “The most expensive class [in Whitaker], to be honest, is [Biotechnology Research],” Dann said. “It just has certain needs that require a lot of expenses.” Gupta explained that the process for funding Whitaker classes is fundamentally the same as for any other school endeavor. “[Any] program has to be evaluated whether it serves the mission and the vision of the school. And if it does, can we afford it? And if yes, then we will do it,” Gupta said.

”

Chief Financial Officer Shelly Gupta

When explaining Whitaker’s funding when compared to other departments, Menlo Chief Financial Officer Shelly Gupta said that the school prefers doling out funds equitably rather than equally — funds are distributed on an as-needed basis. “We want to provide the same level of excellence in whatever we offer,” Gupta said.

To that end, not all classes in Whitaker cost the same amount. Some classes, like Sustainable Earth Engineering, are naturally oriented towards conserving resources — including money. According to Dann, annual spending in other Whitaker courses such as Neuroscience matches that of a typical science class, like Chemistry, at around $1,000 to $2,000.

Higher-budget courses include Whitaker’s flagship, Applied Science Research. The iconic second-quarter weather balloon launch alone costs about $3,000 — not including the many materials for the project that are reused each year. Additionally, ASR students have a budget of $200 for their second-semester projects, but according to Dann, most don’t use all of the money.

Dann noted that some projects that very well could enhance a student’s learning experience — such as an MRI experiment — are just not financially feasible given their astronomical costs. That said, Dann said the business office — which Gupta leads — allows some flexibility in project funding. “I’m not gonna say no to a cool project over a couple hundred bucks,” he said.

“I’m not gonna say no to a cool project over a couple hundred bucks.” Science teacher James Dann

Grateful for the school’s funding for Whitaker classes, Dann noted that its support and flexibility allow teachers to pursue their passions in class while simultaneously granting students access to a first-rate curriculum. “We want the students to be engaged and passionate,” he said.

A mother of two college-aged children who’s seen firsthand the importance of hands-on learning in STEM education, Gupta echoed Dann’s sentiments. “We’re living in Silicon Valley; it would be naive to underestimate the value of the lab,” Gupta said.

Staff illustrations: Amber More

The Whitaker Hall of Fame: Highlighting the Best Student Projects of All Time

by Amelie Giomi

Student projects line the walls of the Whitaker Lab, with creations ranging from a motorized laser-cut ferris wheel to an electronic version of the game Battleship hanging on the wall. Through its hands-on approach, Whitaker empowers students to experiment, innovate and create — and in the 12 years since the lab’s opening, students have tried their hands at some technically difficult, problem-solving and just plain funny projects.

set a new record, this time in the RPM category. For Leavenworth, the hall of fame adds a touch of friendly competition to the class. “It’s just like in sports when there’s a baseball hall of fame,” he said. “I thought it was a great motivator and a great sense of accomplishment.”

ASR students have the entire second semester to work on a project of their own design. “ASR students [...] generally do awesome things with all of that time,” science teacher Jamie Formato said.

Because Applied Science and Research is the longest-running class in Whitaker, it boasts the most projects. In the advanced Whitaker class, students build an electric motor from scratch during the first quarter. Students then launch a weather balloon during the second quarter and work on independent projects of their choice during the second semester. ASR teacher James Dann even created an “ASR Hall of Fame” to showcase students’ success in the electric motor project.

The hall of fame consists of four project categories: RPM, starting torque (the rotational force available when the motor begins moving) running torque (the rotational force applied to an object in motion) and efficiency. Dann has a leaderboard for the electric motor project in ASR where he ranks students’ motors in each category. “I always say it’s not about the grade in ASR, it’s about the hall of fame,” he said.

This year, seniors Gabriel Gil and Aaron Lowe are currently leading in the starting torque and running torque categories and are in third place in the efficiency category. They are tied for having the most entries ever in the hall of fame in a single project and have set a new record in the torque category.

Seniors Lily Nye and Henry Leavenworth also

The most impressive student project created in ASR, according to Dann, is a model of a tiltrotor aircraft — an airplane whose vertical take-off resembles that of a helicopter but then rotates its wings and accelerates through the air like a traditional airplane. “I just couldn’t believe it,” Dann said. “It worked so perfectly to go straight up and then fly around and then land perfectly.” The creators, alum John McNelly (‘15) and John Barrett (‘15), named the plane Wall-E. Another notable ASR project is alum Jackson Wagner’s (‘15) sailboat — exceptional because it has no sail and is instead powered by a propeller spun by the wind. Wagner’s project, though created for ASR, was also related to sustainability and reducing fossil fuel use. His boat was mainly powered by wind, excluding the small electric motor needed to spin the cylinder. “Jackson did that project like 10 years ago, and I just read in the paper that they’re starting to add these rotating cylinders to shipping boats to reduce their fossil fuel use,” Dann said. “So that’s pretty cool. I should have told him to patent that idea.”

“I should have told him to patent that idea.”

Science teacher James Dann

To Dann, the funniest ASR project created was the Fish Tank, which combined robotics with behavioral science to allow a fish to “steer” its fishbowl to feed itself. Students connected a food dispenser to a lever hanging off the table and built a small electric vehicle as a platform for the bowl. They hoped that the fish in a fishbowl with laser trip wires for the steering would learn to steer their fishbowl and hit the lever, so the food would drop in the tank. “For them, they had a real problem, going on vacation, finding someone to feed their fish,” Dann said. “So their idea was that the fish would feed themselves.”

Unfortunately, the students did not successfully train the fish, and it kept swimming around randomly. “We couldn’t get the goldfish to freaking stop going in circles, but with their fingers, it did work, they could steer it,” Dann said.

According to Formato, senior Marina Xanthopoulos’s Mechanical and Electrical Engineering project is also one of the most comical. She created a three-foot-tall red-and-white striped lighthouse. The windows would light up if you successfully threw fish into them. “I wanted to make a funny

and unique game,” Xanthopoulos said. “I thought throwing fish would be funny, and it reminded me of my summers in Maine.”

Another popular course in the Whitaker Lab, Neuroscience, combines the tools of physics and engineering. Students make a model of the nervous system before creating projects of their own at the end of the year. One student made a movable hand that was actuated by the nervous system, 3D printing the hand.

Another student showed the pupil reflex when he altered the strength of a light sensor. “The really cool part was the way they used interleaved paper to create a pupil that could constrict or open up based on light levels,” Formato said. “It reminded me of how a camera lens changes aperture, and it was very carefully engineered.”

In Sustainable Earth Engineering, alum Itzel Salgado (‘24) programmed a microcontroller with a soil sensor. The soil sensor would tell the microcontroller when it was getting dry to trigger a valve in the irrigation system to open and let water flow.

“She rigged it up with a solar cell so it could be outside and powered by the sun,” Dann said. “But whenever the soil got dry, it would release water, and so plants only drank when they were thirsty, so you’re not wasting water.”

“Students are learning excellent craftsmanship and firsthand about the history of technology.

”

Science teacher Jamie Formato

Salgado also made a replica of the Mycenaean dagger for Experimental Archaeology. “I’ve been really excited to see the archaeology projects over the past few years come to fruition,” Formato said. “Students are learning excellent craftsmanship and firsthand about the history of technology.”

Alum Itzel Salgado (‘24) created a microcontroller with a soil sensor to trigger a valve in the irrigation system. Staff photo: Amelie Giomi

Senior Marina Xanthopoulos created a red-and-white striped lighthouse for ME/EE; its windows would light up if fish were thrown into them. Photo courtesy of Xanthopoulos

Alum Jackson Wagner (‘15) created a sailboat powered by wind for Applied Science Research. Staff photo: Amelie Giomi

December 13, 2024

Teacher, Physicist, Farmer: James Dann Does It All

by Elaina Huang

Despite teaching in the heart of Silicon Valley, Applied Science Research and engineering teacher James Dann makes a two-hour-long commute to his ranch in Vacaville every weekend. At the ranch, he can be found planting 100 olive trees or installing an inverter and solar cell array from scratch to make his farm more sustainable. A jack of all trades, Dann also waits tables to support his friend’s new restaurant and even publishes open-source materials for other teachers online. He is solutionoriented and lends a helping hand to others around him.

“Whenever he ends

up

retiring, that’s gonna be a really tough day for Menlo.”

Former

Dann has always been interested in how things work and what they’re made of, inspiring his interest in the field of physics. After receiving a Bachelor of Science in physics from the University of California, Santa Barbara and a doctorate in particle physics from the University of California, Santa Cruz, Dann spent four years working in the world’s largest particle physics lab, the European Organization for Nuclear Research (CERN), in Geneva, Switzerland. The space had no lab books, an untraditional style of learning that deviated from the traditional methods of memorization he grew up with and ultimately influenced his teaching style.

“I preferred to apply knowledge to situations, which is also why the department at Menlo is called Applied Science and Engineering,” Dann said.

Dann notes that CERN had an atmosphere of innovation, and scientists learned through open discussion and experimentation. Dann also worked with many Nobel Prize winners. He often presented his research findings at the famous ‘Thursday meetings’ at CERN in large auditoriums with hundreds of the

world’s top scientists.

Dann fondly recalls that everyone worked in one big room with a supply of building materials and a lot of whiteboard space, allowing for quick prototyping, which was part of his vision for the Whitaker Lab. Dann’s time in Geneva played an important role in shaping his career and legacy at Menlo. “CERN was the biggest inspiration for Whitaker,” Dann said.

After leaving CERN in 1998, Dann taught at Saint Ignatius High School and UCSC. Afterward, he also worked for a magnetic field measurement company. However, he eventually realized that his true passion lay in teaching when his wife suggested he seemed unhappy coming home every day from his industry research job.

Dann was considering positions at multiple independent and public high schools and finally began teaching at Menlo around 2006. According to Dann, at the time, few schools in the country had a project-based curriculum and a “learn by doing” philosophy. Many schools rejected Dann’s proposal for a hands-on class, regarding it as unconventional. Menlo was the only school excited about his vision for a more hands-on approach to learning by creating a new class for juniors and seniors, ASR. Dann recalls the encouragement he received from Norman Colb, Menlo’s head of school at the time of his interview, when he first proposed ASR. According to Dann, Colb told him, “I want that here.”

The Whitaker Lab was built in the summer of 2012. Currently, Dann teaches ASR and both semesters of Advanced Topics in Physics — Quantum Mechanics as well as Electromagnetism and Relativity — but has taught every class in Whitaker at one point or another. According to Dann, his job at Menlo is his dream job because he gets to work in Whitaker with talented colleagues while also helping students. Dann has developed several Whitaker classes, including the popular course Mechanical and Electrical

Engineering with former science teacher Marc Allard.

“I’m proud of the inclusive atmosphere we’ve developed in the Whitaker Lab, where everyone can do it and everybody has the same challenges. It’s a place where all the kids can take a shot at it,” Dann said.

Not only did Dann create the Whitaker Lab, but he also wrote the People’s Physics Book in collaboration with his dad. Dann felt strongly about the high costs of textbooks, as he paid for college on his own by working night shifts. He believed education should be free for all. After two years of hard work, he and his dad published the book in 2006. Alongside physics teacher Deb Jensen, Dann edited the PPB to make it appropriate for Menlo students and published the Menlo edition in 2008. The PPB is still an integral part of Menlo’s Physics 1 curriculum today.

In his spare time, Dann has an array of interests: he collects stamps from Italy, France and the United States, works on his ranch in Vacaville and most recently started working night shifts to help his friend start a new Italian restaurant, Pizzeria Cardamomo, in Redwood City. On his ranch, he loves to watch his olive trees grow throughout

the seasons and just be in nature.

“Most of the meals [I have on the farm] is the venison I’ve hunted, or the vegetables I’ve planted. [...] On farms, you have infinite opportunities to create your own paradise,” Dann said.

Last summer, Menlo seniors had the opportunity to participate in Climate Lab, a newly created MTerm class about sustainable agriculture featuring an overnight trip to Dann’s ranch. Many students felt their time on the ranch was an invaluable part of the MTerm course. “Dr. Dann is a super nice guy and made it an experience everyone could enjoy,” senior Jamie Forese said.

Students aren’t the only ones Dann has made an impact on. According to Allard, Dann has inspired teachers to help their students develop a passion for science and engineering through handson learning.

“He’s the one that was really inspiring me to try to aim higher [...] to really try to inspire kids,” Allard said. “Whenever he ends up retiring, that’s gonna be a really tough day for Menlo, because there’s some really big shoes to fill there.”

Non-Profits Make Use of Whitaker During the Summer

by Rafe Weiden

During the school year, the Whitaker Lab is a space of constant creativity and innovation. In recent years, however, it has also been used during the summers — but not only by Menlo students.

For the past three summers, Menlo has partnered with three non-profit organizations: StreetCode in East Palo Alto, the Boys and Girls Club of Redwood City and Peninsula Bridge. All three organizations expand the educational opportunities for kids from underprivileged backgrounds.

“We have such an amazing engineering education facility and [these organizations] have a need for space, so it was an obvious collaboration,” Science Department Chair Jamie Formato said.

It’s more than just the resources that draw outside groups to the Whitaker Lab — it’s the community. Menlo teachers and students help the children develop science and engineering projects in the lab. “Menlo students who have spent a good deal of time in Whitaker classes are often asked if they want to help out, and it’s a really good service opportunity for them,” Formato said.

To encourage participation, both students and teachers are incentivized to volunteer with the program. Students can earn community service hours, while teachers can receive additional pay.

Junior Bianca Voltmer is one of the Menlo students who helped teach kids from Peninsula Bridge and the

Boys and Girls Club in Whitaker this past summer.

“It was a fun opportunity to spend more time in the Whitaker Lab after taking Mechanical [and Electrical] Engineering last year, and I really enjoyed being able to give back to my community,” Voltmer said.

“The kids love the program.” Science teacher Jamie Formato

The programs have enabled young learners to dive into a variety of different engineering projects, from entry-level soldering with sixth and seventh graders from Peninsula Bridge to high school students from the Boys and Girls Club designing and building skateboards and electric fan-powered cars.

This year, inspired by the success of the summer programs, Menlo will expand its collaboration with these organizations to the school year. During winter break, for example, Menlo will partner with Peninsula Bridge to create a three-week science program in the Whitaker Lab for sixth and seventh graders.

“I think it’s a win-win-win situation. Teachers who don’t teach in Whitaker get exposed to a whole different style of teaching, Menlo kids can try their hand at teaching and the kids love the program,” Formato said. “It serves everybody really well.”

science teacher Marc Allard

Photo courtesy of James Formato

James Dann with a shovel in hand after doing work on his ranch in Vacaville. Photo courtesy of Dann

James Dann helps senior Kirin Debnath with his project in the Whitaker Lab. Photo courtesy of Dann

December 13, 2024

Boys WoPo Wins NorCals

Knights claim historic 12-6 victory over Clovis

by DEVON SCHAEFER

Menlo boys water polo won a NorCal championship for the first time in program history on Nov. 23. In a 12-6 game against Clovis High School, the Knights claimed the NorCal Division II title down the street at Sacred Heart Prep.

Before the team had even stepped near the Dunlevie Aquatics Center, boys water polo head coach Jack Bowen had prepared the team by visiting the Menlo gym to look at past banners, lined with the years the team has won league and Central Coast Section titles, and to recognize the absence of a NorCal banner.

However, by the end of the trip, a different mission had been set: to try their best in the championship game. “It’s not about getting a trophy or a banner. Your goal is to be your best,” Bowen said, recalling what he told the team. He told them, “If you play the way you have been playing lately and lose, you have still accomplished your goal.”

Not only did the team win, they won in a fashion they didn’t think they would against a strong opponent; the Clovis Cougars were semifinalists in the Central Section DI playoffs. “That’s one of the best games Menlo [boys] water polo has played in my 25 years,” Bowen said. Bowen usually does game predictions, and for this one, he thought the game would end 11-9. “I predicted a really close game. I watched three to six hours of game film.”

Junior goalkeeper Connor Burks, who had 13 saves for the Knights, echoed Bowen’s sentiment of how well the team played. “We played incredibly today. There wasn’t much time in the game where I was worried,” Burks said. Specifically, Burks believed the defense played phenomenally, which made his job much easier.

Freshman Hunter Coleman, who scored five goals in the game, attributed the team’s success to their chemistry in the pool. “[Clovis] is really physical, really aggressive, really quick,

but I think we played as a team, and we were all working our absolute hardest,” Coleman said.

Before facing Clovis in the finals, Menlo defeated Righetti High School 17-9 and Rocklin High School 11-10. “I wanted it for these guys. It’s such an awesome experience to fight through a tournament. [...] and to have an official NorCal win,” Bowen said.

For Coleman, he was very happy to have won the title alongside his older brother, senior Jackson Coleman. “It’s been a really special year. I’ve gotten to play with my brother and this was his last game and all the seniors’ [last game]. I wanted their careers to go out with a win,” Coleman said. “I knew today I had to give it my all and make sure that I didn’t let them down.”

Coleman believes the team exceeded expectations from the beginning of the season, especially since half the team’s starters are freshmen, but has his eyes set higher for the future. “We’re going for DI champs.”

Girls Tennis Bows Out After Loss in NorCal Championship

by NOAH LEVIN

The Menlo girls tennis team continued a decades-long run of dominance in 2024, clinching first place in the West Bay Athletic League and second place in the Central Coast Section. It was good enough to earn them a spot in the NorCal tournament in new head coach Francis Sargeant’s first year taking over for former head coach Bill Shine after Shine’s retirement.

But their dreams of another State title run came up short after a heartbreaking 4-3 loss against Los Altos High School in the NorCal final on Dec. 4. The team lost to Los Altos 5-2 in the CCS finals on November 16. “We did a really good job. It was such a close match, and I was super proud of the girls after because they all believed they could win, even though we were underdogs, and we really gave ourselves such a good shot of winning,” Sargeant said.

Junior captain Elise Chen, who plays one singles, had a 3-6, 6-0, 6-4 victory in the NorCal finals after losing 1-6, 2-6 in the CCS finals. “I think the team’s success comes from everyone, especially at NorCal in the final match,” Chen said. “No person was quiet during the match, everyone made their voice heard even if they weren’t playing.”

At the beginning of the season, there were some worries about the transition of coaches, but they were quickly put to rest. “I was a little worried about transitioning from Coach Bill, who we had for so long, to Francis. But I think Francis did

Football Falls to Palma in CCS DII Semifinals

by ASHER DARLING

After losing to archrival Sacred Heart Prep in his first two seasons on Menlo’s varsity football team, senior wide receiver and linebacker Jamie Forese was determined to change the narrative. “[Beating SHP] is something I really cared about a lot,” he said.

Consider Forese’s dreams fulfilled, as varsity football finished off 2024 with an 8-4 record which included the team’s first win over SHP since 2021. “It was a super successful season,” Forese said.

The team moved up into the more competitive Peninsula Athletic League Bay Division this year, joining the likes of Wilcox High School, Los Gatos High School and MenloAtherton High School. The team finished in fourth place with a 2-3 record. Junior quarterback Jack Freehill noticed the elevated level of play. “We knew

it would be really tough [...], but I think that we showed that we can compete in higher leagues and compete with anyone,” he said. Freehill, who accounted for 35 total touchdowns on the season, was a First Team All-League Selection.

On Nov. 8, the team beat SHP in a close 20-17 battle to claim the Valparaiso Cup in the 22nd annual Valpo Bowl. Forese described the energy on the field as “electric.” “The environment that we had there was so awesome, [with] the whiteout [theme], with the baby powder and everything. There was so much energy there. It was such a fun game.”

Head coach Todd Smith describes the emotions of the game as “pure joy and elation for our guys.” “It was a great night for not just our football program, but for everyone in the Menlo community,” he said.

After the win over SHP, the team defeated Christopher High School 21-14 in the opening round of the CCS Division II playoffs. “I feel like we kind of found our identity at the end of the season, which really helped us go into the playoffs knowing what we have to do to win games at a high level,” Freehill said.

However, the team’s season ended on Nov. 23 when they

were edged out by Palma High School 24-23 in the semifinal, an unfortunate repeat of 2023 when the Knights were also narrowly defeated in the CCS DII semifinals. “Something we’ll lean on next year is that two years and five points have left us out of the big game,” Smith said. “What do we need to do to get [to the CCS championship], and how do we harness that hurt to where it can be positive?”

a great job, not only with the technical side and helping us improve our double skills, but also making sure we felt heard and bringing the team together,” senior captain Kate Hsia said. “He emphasizes spirit and camaraderie a lot, whether it’s in practice, just cheering on courts next to you or in matches.”

Sargeant attributed the team’s success to their work ethic. “The girls work hard day in and day out,” he said. “They got a little bit better every single day when they came out, and that culminated in the success we had later on in the season.”

The girls team — led by senior captain Veronica Taira in ninth place — placed seventh in the Division V race, the best finish for the team in the past five years. In 2021 and 2023, the girls team did not qualify for the state meet due to their struggles to fill a healthy varsity squad. For Taira, the top 10 finish was rewarding considering she fell at the Central Coast Section finals last year and did not qualify for the state meet individually as she hoped for. “It was a really great end to the season for me personally,” Taira said. “I know some of us didn’t perform as well as we wanted to, but I think it was a good culminating race for us.”

The boys team placed 15th in a wet and muddy race at NXN, out of the 22 best high school cross country teams in the nation. Pretre led the way for the Knights with a time of 16:22.0, good for 62nd place.

Freshman Adam Afar shoots the ball in the NorCal championship game. Photo courtesy of Blake Putanec

Junior Jack Freehill runs the ball in the Knight’s game against Palma High School on Nov. 23. Staff photo: Asher Darling

Freshman Celena Gao serves the ball in her singles match at the CCS finals. Photo courtesy of Pam McKenney

Tis the Season for Winter Sports

Girls Basketball

by DEVON SCHAEFER

The Menlo girls basketball team has a shot to win their fourth consecutive Central Coast Section Championship in the 2024-25 season. And should their success carry on from last season, chances are they’ll make history.

“Menlo girls basketball has established a reputation for itself in the postseason, especially in Division IV,” head coach Ryan Cooper said. For seniors Karen Xin and Ruiqi Liu, this win would mean a CCS title every season of their Menlo career.

Every year has its perks, but I think this year the overall energy of the team is really good.

Senior Karen Xin

With the loss of Summer Young (‘24) and Arthi Abyanker (‘24), the team lost some height under the basket. However, the team has found a new strength: outside shooting. “We are a lot more perimeter-based offensively,” Cooper

Girls Soccer

by ELEANOR KINDER

said. “We are a lot more aggressive from the three-point line in terms of shooting the three. Karen and Ruiqi obviously have proven that they can make shots but we are a lot deeper this year in terms of our ability to shoot the basketball.”

The depth of their roster comes with the addition of three freshmen: Anika Shah, Annika Lecybil and Lisi Mahe. The team started the season strong with five dominant wins which allowed everyone a chance to play. “League is definitely going to challenge us, but in the beginning I think it’s been good, especially for the freshmen, to get a feel of how the game is,” Xin said.

Xin believes the energy of this team is the best of her four years at Menlo. “I think every year brings a different kind of environment,” Xin said. “Every year has its perks, but I think this year the overall energy of the team is really good.”

Boys Basketball

by SAVANNAH SMITH

The varsity boys basketball team is gearing up for an exciting season with a larger roster, trips to Hawaii and Carmel as well as momentum after being narrowly defeated in the Central Coast Section Division IV championship and first round of NorCals last season.

Head coach Ben Batory and captain Tate Cohen agree that continuing the success from the end of the 2023-24 season is important for the team — hoping to win another CCS championship after the team’s title in 2022. “Last year, we closed the season really well. We were kind of inconsistent earlier in the year, but we finished on a high note,” Batory said. Cohen echoed

this sentiment. “We had a pretty successful year last year. We made it to the [CCS] title game; that was really big for us,” Cohen said. “We also grew together as a team. We bonded really well [...] and got a lot better throughout the year.”

One change the team has experienced this season is adapting to a larger roster. In order to maximize the competition with 18 players, Batory implemented three teams of six, organized by skill level: Gold, Blue and White. “I think it’s cool and interesting, it will hopefully bring a more competitive spirit to the team and more energy to practice,” Cohen said.

The team will also be traveling this season, with scheduled trips to Carmel and Hawaii. They are set to play at Punahou School, alma mater of Menlo Head of School Than Healy. Batory noted that these trips have value far beyond the games themselves.

“I think any athlete would say [...] that going on road trips, staying in hotels, long bus rides — that’s where the real camaraderie and, sort of, relationships are built,” Batory said.

Batory described the upcoming season as one that will showcase speed and precision. “We’re a smaller team [height-wise], but we’re a quicker team, and we’re a better shooting team, so we’re gonna run a press,” Batory said. “We’re gonna be really fun to watch and just play basketball at kind of a high pace.”

After losing 10 seniors from the previous year as well as senior starting striker Angelica Chou, the 2023-24 Menlo girls soccer season was a rebuilding year that ended with a third-place finish in the West Bay Athletic League and a firstround loss in the Central Coast Section Division IV playoffs.

With Chou fully recovered from her ACL tear and the nine current seniors stepping up to lead the team, head coach Ross Ireland has high hopes for the 2024-25 season. The team’s main goal is to win league and make it further in the CCS playoffs. “The overall depth of the team gives us great optimism to provide a successful season,” Ireland said. “[Last season,] there was a feeling that there was a little left out there and we had more to achieve.”

The team has a total of 23 players, including three freshmen. “Everyone knows that it’s going to be competitive to get playing time,” senior co-captain Audrey Hochstetler said.

One of the major goals of the team this season is more bonding between upperclassmen and underclassmen. The team is having more team lunches and encouraging different grades to mingle during practice.

Junior Julia Axelrod believes that as well as an emphasis on group bonding, the energy has changed this year from previous years. “Everyone is super driven and practices have been really intense,” Axelrod said.

Ireland agrees with Axelrod, going further to say that in the eight years he’s been coaching at Menlo, this year’s team has the best leadership and chemistry he’s seen on any team he’s coached at Menlo.

Boys Soccer

Even with the stinging semi-final defeat, the team reached a new level of success, according to assistant coach Sergio Rico. In addition to finishing first in the West Bay Athletic League. “We were seeded number two [in CCS] which was really good,” Rico said. “I think it had been a while since Menlo had been ranked so high.”

In Rico’s eyes, the team has high expectations for the new season — one goal being a finalist at the opening tournament, the Sunnyvale Cup. “[The team] has seen what we did last year, so the expectations have kinda been set,” Rico said. “We did the [Sunnyvale Cup] tournament last year, and it was a way to see where we are [compared to other teams].”

With 11 new players joining the 26-player squad, the team is filling the roles left by the 12 seniors who graduated. Along with the one freshman and players moving up from the JV team, two new players have taken a break from year-round club soccer to join the Menlo roster. Youth club leagues such as MLS Next have winter seasons that overlap with the school season. Because these club leagues are highly competitive, student-athletes can only play school soccer if they join their school on financial aid or specifically to play soccer. Other players, however, cannot play in the school soccer season unless they quit club soccer or sign a contract that constitutes the period of time they will be playing.

Junior Cameron Rafati, one of the two students, wanted to try out the contract solution because of the different experience he heard about compared to club soccer and the opportunity to meet students from every grade. “I wanted at least one year of the high school experience because all my friends were [talking about how] it was super fun,” Rafati said.

Menlo Alumni Walk-On to Division I Sports Teams

by NOAH LEVIN

Athletes who commit to play sports in college often capture attention with their commitment posts on Instagram and signing days, but there is also another kind of college athlete that demonstrates the determination required to succeed in collegiate sports: walk-on athletes. Several Menlo alumni have been able to walk onto Division I teams, facing unique challenges and triumphs.

Malia Chavinson (‘23), who plays water polo at Brown University, explained that the sport has always

been crucial in her life. “I’ve never known what it’s like not to be an athlete. I’ve been competing at a high level since I was really little,” Chavinson said. “I’ve never known a school day where I don’t go to two to three hours of practice and lift and film. So I think scheduling or my day-to-day life doesn’t look or feel much different from high school to college.”

Choosing to attend Brown University was no easy decision. Chavinson had offers to play water polo at other schools where she could play an integral part in their programs. Yet, she decided on Brown — where she received no athletic backing in admissions — due to its excellent academics. After deciding that Brown was where she wanted to further her academic journey, Chavinson was recruited as a walk-on to their water polo team in May of 2023.

A challenge for her was adapting to her role on the team. Given Brown’s position as a strong DI water polo team, getting playing time was initially difficult. “Being able to reframe my mindset from always having been confident in my ability to then adapting more of a growth mindset on overcoming obstacles or not meeting my expectations was hard at times,” Chavinson said.

Chavinson believes that her experience walking on to a collegiate sports team was a beneficial decision because it meant she chose a school she loved for both its academics and athletics. “You have to ask yourself, would you still be happy at that school if you broke your leg or the coach quit, and suddenly your program isn’t the same?” Chavinson said. “First and foremost, it’s finding a school that fits you, and then athletics should be the secondary concern.”

After breaking his ankle right before his senior season and not being able to play basketball, Will Eggemeier (‘23) had a much different journey to playing collegiate sports. Eggemeier walked on to Boston College’s varsity basketball team at the start of his sophomore year. “I took my freshman year to focus on academics and had a year off from basketball [on top of

my season off my senior year],” Eggemeier said. “I worked out this whole summer, intending to make the team.”

An especially difficult transition for Eggemeier was adjusting to the high level of collegiate basketball, especially after two years off from playing. “The pace of play is so much faster, and it’s so much more physical,” he said.

“ “

First and foremost, it’s finding a school that fits you, and then athletics should be the secondary concern.

Malia Chavinson (‘23)

Regardless of the challenge of adjusting to the pace of the game, Eggemeier’s time with the team has been something he has always dreamed of. “Seeing my jersey hanging with the number 21 and my last name on the back was surreal,” Eggemeier said. “That’s when it hit me that I’m playing college basketball at an ACC school, which is ridiculous especially considering where I was last year — not playing basketball at all.”

Eggemeier believes that all high school athletes should try to play at a collegiate level if they are passionate about their sport, regardless of whether or not they undergo the recruitment process. “My biggest thing is just go for it. You never know what’s going to happen. Send as many emails as it takes. Just go all out for it. The worst thing that could happen is they say no. [...] But I would say go for it because it’s an incredible experience.”

‘Excitement and Pride’: Students Catch Fantasy Football Fever

by NOAH LEVIN

When the NFL season kicks off, Menlo students aren’t just cheering for their favorite teams — they’re also glued to their phones, paying close attention to their fantasy football points. Fantasy football has become more than just a game; it takes over the 18-week season and brings friends and classmates together. With draft strategies, trades, bragging rights and punishments on the line, fantasy football has woven itself into Menlo culture, where students are vying for the title of fantasy champion.

“When I think about fantasy football, I think about two words: excitement and pride,” sophomore Zander Deutch said. “You have to be excited to play every single Sunday [and] you have to have pride in your team and lead them to success.”

Being a part of a league is a big commitment,

— planning begins right after the end of the previous season. “Everyone’s thinking about next year when the fantasy season ends. Who to draft, rookies, big trades in the NFL, it’s super important to stay up to date,” Deutch said.

Another key pillar in fantasy football is punishments. Many are implemented each year, with each league deciding their own. “I think it’s important to decide on a punishment that has a good mixture of fun and encourages people to pay attention to the league,” senior Ben Salama, another league’s commissioner, said.

Other leagues at Menlo and around the country have already decided on their punishments, including the infamous “milk mile” (where the loser must drink a gallon of milk while running a mile), spending a full 24 hours at Waffle House or even trick-or-treating in the

to the North American Society for Sports Management, with women making up nearly 38 percent of participants.

Junior Keira Wong created a league with her friends this year, inspired by the recent movement. “I just thought it would be fun for my friends. I know many of the kids in our grade did it last year with rewards and punishments,” Wong said.

Her league does not involve a punishment this year, but there is a reward: highly sought-after Swedish candy. A significant factor in drafting and managing these teams is their classmates. “Not everyone in the league consistently watches football, so I know people get help from their siblings and classmates,” Wong said.

Salama and many other fantasy football regulars enjoy helping out those newer to the competition. “I think it’s great. I remember when it was drafting season

cool to have a league with both boys and girls.”

Staff illustration: Amber More

Will Eggemeier (’23) poses for media day at Boston College.

Photo courtesy of Eggemeier

COMMITTED CORNER COMMITTED CORNER

Landon Pretre, Wake Forest University

by RAFE WEIDEN

When senior Landon Pretre stepped across the finish line in the West Bay Athletic League cross country finals as a freshman, ahead of his brother, Justin Pretre (‘23) and the rest of the competition, he knew he would run in college. But he didn’t know where until May 2024, when he committed to run Division I cross country and track at Wake Forest University. He will join his sister Kyra Pretre (‘20) and brother Justin Pretre as a collegiate-level runner.

Pretre has been running since he was six years old and received most of his training from his mom, who ran DI cross country and track at Harvard University and is a club track coach. “I got into running really early but was never super serious about it. I played a bunch of different sports,” Pretre said.

During COVID-19 though, he honed his focus on running, and since then, Pretre’s biggest challenge has been avoiding and dealing with injuries. “Last season, I was out for a total of six months due to injuries, but with all the injuries I’ve had, I’ve learned how to deal with them, learned how to prevent them and learned how to get back from them,” he said.

It was while Pretre was injured that his running career took a significant and unexpected step forward. In April 2024, a major running watch company called Coros reached out to him to offer a name, image and likeness (NIL) partnership. Pretre emphatically agreed and has been sporting their watches ever since. “I wasn’t really expecting [the partnership offer]. It came out of nowhere, but obviously it’s been really cool,” he said.

And just the next month, he committed to run at Wake Forest. Pretre first got in contact with Wake Forest after running a historic race at the Arcadia

Invitational, a prestigious track meet, in April. His time, 8:48:11 in the 3200 meter race, broke the previous Central Coast Section record and prompted Wake Forest to reach out.

Pretre had always wanted to run at Stanford University, but upon his official visit to Wake Forest, he had a change of heart. “During my visit to Wake, I really clicked with the team, I agreed with the coaches’ philosophy, and the weather is pretty similar to the Bay Area,” he said. “Everything there just felt right and I committed a few days after my visit.”

Ruiqi Liu, University of Chicago

by AARON WIDJAJA

In August, senior Ruiqi Liu committed to the admissions process at the University of Chicago to continue her basketball career at the Division III level.

Liu started playing basketball at six or seven years old, but it wasn’t until the third or fourth grade that she began taking it seriously. “I started getting some practice in frequently throughout the week,” Liu said.

It was during the COVID-19 pandemic that Liu began to think about the recruitment process for college basketball. “If I’m putting in this much time and I’m not trying to make it big [by playing at the collegiate level], I feel like that time might be wasted,” Liu said.

During her sophomore year, Liu initiated contact with DI and DIII schools with strong academics, but UChicago was not in the picture at the time. In fact, she didn’t get into contact with the school until the summer before her senior year. “At a big summer tournament, they came to watch my [teammate] play [...], and

they saw me and they reached out,” Liu said.

Ultimately, out of the schools Liu received offers from, University of Chicago was the one she was drawn to the most. She cites their community and team culture as key aspects that make the university appealing.

Liu received an offer on Aug. 6 and decided to accept it the following day, which happened to be her birthday. A couple of weeks later, her friend and teammate senior Karen Xin also committed to UChicago, and the two announced their commitments on social media together. “[UChicago] will be a different environment, but I think it’s going to be a lot easier to transition because I have [Xin],” Liu said.

At UChicago, Liu is looking forward to spending more time playing the sport she loves. “While high school basketball is great, it’s a lot shorter, and we spend a lot less time together than in college basketball,” Liu said.

Eden Chuang, United States Military Academy

by DEVON SCHAEFER

Senior Eden Chuang’s swimming career started in the shallow end as a toddler in “Mommy and Me” swim classes; she has now doved into the deep end towards a future as a collegiate swimmer. In July of 2024, Chuang verbally committed to swim at the United States Military Academy.

Chuang’s recruiting process began slowly because her race times, which

she had to email to college coaches, were not up to the standards of most Division I programs. “I really struggled with improving my times sophomore year,” Chuang said. “I got some interest from coaches but it was just a really slow process for me.” Many coaches told her to reach out again to them when she had faster times.

Additionally, Chuang was not

completely focused on swimming during her freshman and sophomore years. In addition to swimming for Palo Alto Stanford Aquatics, she ran varsity cross country for Menlo. However, she ultimately decided to focus solely on swimming her junior year.

West Point wasn’t on Chuang’s initial list of schools, but their coach reached out to her in June after her sophomore year — the month Division I swim coaches are allowed to contact prospective athletes. She had a call with them and continued to communicate with them, as well as other colleges, throughout her junior year.

After Chuang’s winter meet, West Point invited her on a visit. She went on a visit in April, and they offered her a spot afterward.

However, she waited to commit for almost three months, because after attending West Point, graduates are required to serve in the United States Army for a minimum of five years plus an additional three years in the reserves. “I wanted to really make sure it was the right school for me because obviously, it’s a big

commitment,” Chuang said. “I’m not just committing for four years of my life but nine years.”

She went on a visit to UC San Diego in May to make sure she was okay with giving up the regular college experience. During that visit, Chuang realized how much she was drawn to West Point. “I couldn’t stop thinking about it. So I was like, ‘I know this is the right place. I’m gonna go,’” Chuang said.

One of the reasons Chuang was drawn to West Point was the opportunities it offers that other colleges don’t. “I feel like I can progress my career much more easily,” Chuang said. Additionally, Chuang believes the leadership experience she will gain from being part of the Army will translate well to the workplace.

Looking toward the future, Chuang is excited about the new environment — and challenges — that West Point will offer her. “I’m looking forward to meeting new people, making new friends and just having a new experience in general.”

Staff photo: Devon Schaefer

Photo courtesy of Eden Chuang

Photo courtesy of Landon Pretre

December 13, 2024

Semi: Two Months of Planning For Two Hours of Dancing

by CAROLINE CLACK

There are few things at Menlo that generate as much conversation, drama and excitement as the Menlo Semi-Formal Dance. With so many implied expectations and traditions, Semi can be a stressful time for students, but the dance can also be something fun to partake in and talk about.

In terms of formal dances, Menlo differs from other schools in the Bay Area by not having a formal homecoming dance. Junior Anne Escher believes that because of this, Semi-Formal becomes an unnecessarily big deal for Menlo students, especially underclassmen who usually do not attend prom. According to Escher, the timing of Semi-Formal also contributes to an overemphasis on the event, given that it falls within Menlo’s third quarter of academics and the winter season, a time when students are typically stressed and overwhelmed.

“

People want to document everthing and make it look aesthetic [...], which definitely takes away from the experience.

“

Junior Landon Lee believes that Semi is particularly emphasized at Menlo because it’s an opportunity for different grades to interact with each

other and bond. Although he finds Semi to be an overall positive experience, Lee also notes that some of the implicit expectations, like creating a poster or attending with a date, could also place unnecessary pressure on Menlo students.

Senior Julia Capasso agrees that there is an unspoken expectation to attend Semi with a date, find the perfect dress and create the most elaborate public Semi ask. “It’s definitely difficult figuring out who’s going with who and trying not to leave someone without a date,” Capasso said.

In a different way, Escher attributes some of the stress that comes from Semi to how documented the event is on social media, which she believes leads to pressure to create a memorable poster, have a date, and find the perfect dress. “People want to document everything and make it look aesthetic […], which definitely takes away from the experience,” Escher said.

However, Menlo’s Semi-Formal wasn’t always such a big deal.

According to Upper School Dance teacher and Menlo alum, Angela Curotto-Pierson (‘07), when she attended Menlo, Semi was not seen as a major event. The public Semi asks and pressure to attend with a date were nonexistent. Like Escher, CurottoPierson believes that these expectations come from an inherent need to post the event on social media.

created elaborate, public Semi-asks, such as singing original songs or posters personally tailored to the person being

was this giant issue, like a whole giant fight [about pre-parties and who would get invited] that lasted for a month,” Holland said.

According to alum and Upper School assistant volleyball coach Riley Holland (‘19), Semi was considerably more extreme throughout her time at Menlo. Semi asks would not be communicated privately first, and instead students

asked. “I feel like no one would think to text someone first [about attending the dance together],” Holland said. Additionally, Holland notes that the issue of inclusivity was questioned regarding Semi pre-parties. Menlo’s parent teams recently started planning grade-wide pre-parties, a tradition that was not established when Holland was a student. “I remember freshman year there

Despite the possibility of stressful expectations, Semi will continue to act as a school-bonding opportunity that incites conversation and excitement among students. The way to make the most of a Semi experience is to use the excitement to your advantage and focus on the positive aspects of Semi. “I think we [make Semi-Formal into a big deal] because we find it fun,” Capasso said.

Menlo Communities Bond Over Holiday Celebrations

by ELEANOR KINDER

There is no denying that the Menlo community embraces the holiday season. From ugly sweaters to throwing toilet paper during “The Twelve Days of Christmas,” holiday traditions are highly valued. Although Menlo as a school has many rituals, groups of

were freshmen when she saw gingerbread houses. At the time, she was looking for activities to help bond her new advocacy together more.

Because of this, Petrash decided to get three gingerbread houses and divide her advocacy into groups so they could compete with each other when building them. Her advocacy loved the activity so much that they wanted to do it again the next year, and thus gingerbread house building is something the advocacy is looking forward to this year and next.

Menlo students have also formed their own traditions for the season.

This holiday spirit is exemplified by Menlo advocacies: for example, Director of Community Engagement Ava Petrash’s junior advocacy constructs gingerbread houses as a group every holiday season. Petrash was walking through Trader Joe’s around Halloween when her students

“It’s a fun way to have them work with people in the advo who maybe they’re not as naturally close to,” Petrash said.

Junior and member of the Petrash advocacy Sophie Avila agrees that working with a smaller group to construct their houses helps with the group dynamic. “I definitely feel like it brings us together and has helped us bond a lot more,” Avila said.

The gingerbread house making takes place right before finals for the advocacy, so according to Avila, it’s a fun way to relax and destress before finals.

“Inevitably, it’s always really messy and chaotic but really fun,” Petrash said.

A common holiday tradition for different groups at Menlo is Secret Santa, where participants are randomly assigned another group member that they must get a gift for. Often using a wishlist and keeping within a budget, they pick out a gift for their person and give it to them.

Senior Audrey Hochstetler and her friend group have done a Secret Santa every year since they were freshmen. They use the website drawnames to assign gift givers and recipients, set their budget and make a wish list.

For her friend group, Secret Santa replaces traditional holiday giftgiving. “It’s just fun and kind of takes the stress off of getting stuff for everyone,” Hochstetler said.

Similar to Hochstetler and her friend group, the Menlo Mock

Trial team also does a Secret Santa. For them, it’s scheduled annually as a team bonding activity. “You’re randomly assigned a person on the team and then you have two weeks to figure out a gift for the person,” senior and mock trial attorney Cody Kletter said.

The gifts range from inside jokes to more thoughtful gifts. “Mock bonding and the Secret Santa is important because it’s during the time period where [old and new members] are coming together as a team,” fellow senior and mock trial attorney Rena Kim said.

Both Kim and Kletter agree that

Staff illustration: Amber More

Junior Anne Escher

Staff illustration: Amber More

From Bibs and Binkies to Caps and Gowns: Menlo Daycare Alums Reunite on Upper School Campus

by MALIA CHEN

The earliest years of childhood are filled with discovery, play, learning and more. For a select group of Menlo students, those formative years took place not in a typical childcare program, but at Menlo’s own daycare.

The Menlo School Child Care Center looks after the children of Menlo faculty and staff from infancy to five years old. While most Menlo students join the school in middle or high school, there are a few daycare alumni who have been part of the community from a very young age, getting a truly unique, early exposure to Menlo’s campus life.

Sophomore Ilsa Hanson, the daughter of history teachers Charles Hanson and Katharine Hanson, attended the daycare from the time she was six months old to four years old. Even though she was very young at the time, Hanson still remembers her years at the daycare fondly, specifically because of the different activities they had. Some of the activities that took place during the day were arts and crafts, nap time, song singing and walks through campus. “I definitely remember all the arts and crafts we used to do, and we always had a lot of fun,” Hanson said.

Students who attended the Menlo daycare had the rare opportunity to observe Menlo Middle and Upper School students from the time they were very young. One specific memory that stands out to Hanson is eating lunch in the old cafeteria near Wunderlich Field and watching the older high school students interact. “We would get in a red [wagon] together and it was like a long trek over [to the cafeteria],” Hanson said. “I think it was honestly fun to be in that environment when you’re so little because at most daycares you’re just around other little kids, but it was cool to go to lunch and see all these like 17 and 18-year-olds, who, at that time, seemed really old.”

Junior Bella Jensen, the daughter of math teacher Danielle Jensen, who attended the daycare from around five months old to two years old, had a similar experience seeing older students around campus and looking up to them. To her, even Menlo’s youngest students, the sixth graders, were old and mature. “It’s crazy now that I’m at that age and I’m looking at the kids in the daycare now and thinking, ‘That was me at one point,’” Jensen said.

Junior Calvin Barad, the son of middle school Spanish teacher Katie Barad, who also attended the daycare, echoed this sentiment. “[The older students] seemed huge and massive, but now I’m looking back and the sixth graders don’t seem so massive,” Barad said.

Since they were so young at the time,

Selected Student Profile: Julie Stein

by AMBER MORE

The following responses have been pared and edited for clarity.

Q: What’s your favorite food?

A: 1,000% sushi. I like a spicy tuna roll with tempura crisps.

Q: Are you kosher?

A: Yeah. I’m not super religious or super strict about it, but I do try to keep kosher. So for me, I don’t eat pork, and I try to not eat meat and cheese together. I also can’t eat shellfish but I accidentally had crab once and I threw up, so I think I’m also allergic.

Q: What’s your dream job?

A: I really want to be a surgeon right now. Sometimes I want to be a brain surgeon, but currently, I want to be an orthopedic surgeon, and I want to live in New York. I think it’d be fun to work for a sports team, like basketball. I would want to be an orthopedic surgeon for the Knicks.

Q: Where does this motivation stem from?

A: My grandpa was a doctor and he passed away before I was born. But my mom always talks about him and he became an inspiration for me. And then when I was in third grade or younger, I used to play the brain surgery games

on Cool Math Games, and I found them super fun. I also really wanted a job with people because I’m a people person.

Q: What is something most people don’t know about you?

A: Honestly, I feel like I’m a pretty open person. If I want someone to know something about me, I’ll definitely tell them.

Q: What’s the color of your aura?

A: I don’t think I’m a particularly spiritual person but I really like green. Like true green, not a deep green. Like those Lululemon Hotty Hot Shorts.

Q: What’s your favorite show?

A: Gossip Girl.

Q: Favorite characters from Gossip Girl?

A: Oh my God, absolutely Chuck and Blair… classic. But Nate has my heart.

Q: What is on your bucket list?

A: I want to go to Tanzania and I want to see the Great Migration. And then I want to hike or backpack Mount Kilimanjaro.

Q: If you could become fluent in any language, which would it be?

A: I have a goal of being fluent in more than three languages. My dad’s fluent in Italian, Spanish, French (well enough), and English, and he always says the best way to learn about different countries and their cultures is through language. I want to learn Italian and then all of the Romance languages.

Q: Do you have any teachers that you’ve really looked up to?

the students who attended the daycare are not as close as they used to be; however, they still find it fun and comforting to see familiar faces around campus. “We didn’t know back then that we’d be classmates for so long,” Barad said.

“

I have been in the Menlo community since I was less than a year old and when I graduate I’m going to be 18 years old, so it’s just crazy that I’ve been a part of the community for my entire life.

“

For Jensen, her journey at Menlo from being in the daycare to being a high schooler feels surreal. “I have been in the Menlo community since I was less than a year old, and when I graduate I’m going to be 18 years old, so it’s just crazy that I’ve been a part of the community for my entire life,” Jensen said.

A: Every year my teacher relationships have guided my experience, but particularly Mr. Spence. I don’t know if he knows this, but he instilled a lot of confidence in me and my ability to do work and learn.

Q: Comfort movie?

A: “Cheaper by the Dozen 2.”

Q: Favorite qualities in a friend?

A: Loyalty and a good listener — when they value what I have to say.

Q: How do you hope people remember you?

A: A warm person, welcoming. Someone they can say “hi” to when passing by.

Julie Stein poses for her senior portrait. Photo courtesy of Stein

Junior Bella Jensen

Junior Bella Jensen poses for a photo with her brother at their Menlo daycare graduation.

Photo courtesy of Jensen

Arts & Lifestyle

Seasonal Depression Has Arrived: Here’s How to Manage It

by MIKI KIMURA

As the weather turns cloudier and colder, the days grow darker earlier and the sun shines its light on the quad less and less often, my motivation diminishes. In California, as much as we enjoy a Mediterranean climate, we aren’t exempt from the effects of seasonal depression and burnout.

[Holidays are] supposed to be this happy time and a lot of people don’t feel that way. “

Counselor Stefie Dominguez

For me, this reduction in motivation typically begins as the first quarter comes to an end and the newness of the school year has completely worn off. Finals and flu season approach and all I want to do is stay inside and binge-watch my favorite Netflix shows.

Upper School wellness counselor

Stefie Dominguez believes that daylight savings and the looming holiday season contribute to seasonal depression. “[The holidays are] supposed to be this happy time, and a lot of people don’t feel that way,” Dominguez said. “That can create a little bit of not feeling great about yourself.”

Menlo students are no strangers to this dip in motivation. Senior Noelle Lenden said she feels like December and January seem longer than their 31 respective days. Lenden agrees that seasonal depression is apparent in both others and herself around the holiday season. “Families are coming over and there’s a mix of celebration and sadness [...] and I have nothing to do and it’s cold,” she said.

“Early December is my opposition. She’s like the Catra to my She-Ra,” Lenden said, referring to the antihero and hero from Netflix TV show “She-Ra and the Princesses of Power.”

Junior Maxwell Johnson experiences similar seasonal depression but finds that his hits in late winter at the start of the second semester. “It’s the tiredness of being in certain classes after being locked

in first semester,” he said. “I just get kind of burnt out and get kind of bored in class.”

So is it possible to mitigate this lack of motivation?

Absolutely, according to wellness counselor Jake Fauver. Fauver suggested happy lamps — which mimic sunlight to enhance mood and energy. Additionally, using a timer and breaking tasks into smaller steps can make assignments seem less daunting. Students can also encourage themselves to finish work by setting rewards at the end of completed tasks. This involves being more intentional about what gives you joy as opposed to mindlessly scrolling through social media.

Additionally, by practicing self-care such as taking naps, going for a quick walk or run

Teachers as Teens: Would You be Friends

by SAVANNAH SMITH

Danielle Jensen

All teachers’ responses were pared and edited for clarity.

How would you describe your parents growing up?

Both my parents really valued education and came from working class families. My father grew up very poor. He grew up in a two bedroom house with seven kids. Because he was an amazing athlete, he got a scholarship to a high school that changed his life. So he was a role model that reminded me the importance of a good education. My parents always stressed that you can do anything, and I believed it.

How was your school experience different or similar from the experience of Menlo students?

I never really felt left out of activities because everyone kind of was doing their own thing. And there were a lot more places we all would go. So for example, there was a diner we would go to if we wanted to be with people our age. We had to actually go somewhere. It wasn’t like being on FaceTime or on a phone.

How did you stay motivated throughout high school?

I always had the mentality that I wanted to give my all to whatever I did so I would have no regrets. So I got involved as much as I could in high school, and took advantage of all the high school had to offer.

John Schafer

What was your life and hometown like when you were growing up?

I was born and raised in Washington, D.C. In the same way that students growing up in this community have an awareness of Silicon Valley and the startups and the tech world, in D.C. you just were automatically aware of the basics of politics.

How did you stay motivated throughout high school?

I think I have high expectations for myself. Where I got that from was on some level from my folks and on some level from the people I went to school with. Knowing stuff was cool. I mean, we had some classmates who knew a lot of stuff and that was impressive. I wanted to keep up with them; I wanted to write a good research paper, I wanted to be well informed in the conversations. Yeah, okay, I was a little bit of a smart aleck.

What did you do for fun?

I was a sports guy — I made sports videos. This was way before we had the technology to edit stuff on the computer, but with a VCR I would tape the sportscasters who ran particularly good highlights, kind of the equivalent of like ESPN. So I would take these sports highlights and splice them in such a way that I could make a pretty fun video reel of cool sports bloopers or great catches or great goals. I spent a lot of time on that.

or cooking a comfort meal, students can try to improve their moods. Holiday breaks from school are an especially great time to recharge. According to Lenden, hot chocolate and sitting by a fire get rid of her holiday blues.

Dominguez and Fauver emphasized that acknowledging that there is a pattern and being honest is the first step. “Whether it’s with your friends, just be honest about, ‘Hey, I’m kind of feeling crappy today,’ and allow your support systems to be there for you,” Dominguez said. “There’s a lot of power in feeling like you’re not alone in something.”

Dominguez wants the student body to know that there are resources at Menlo. “It’s completely normal to have a day where you’re feeling super overwhelmed,” Dominguez said. “It’s a great time to come up [to the counselors’ office] and just chat about it. [Also], talk to your friends, be there for each other.”

with Mr. Schafer?

Angela Curotto-Pierson

What was your life like growing up?

I was born and raised in San Carlos. I went to Menlo from grades six through 12. I felt like I was always doing something. I mean, I’ve been dancing since I was three and I did a lot of sports as well.

How was your school experience different or similar from the experience of Menlo students?

The Menlo Dance program was similar because it was inclusive, it was fun. It was a second home on campus. Menlo was also always rigorous, but it wasn’t crippling if that makes sense. Everyone was talking to everyone about the college process in a way that was healthy, not competitive.

What were you like in high school? What was your friend group like?

If you take the spirit Menlo saw at the house spirit assembly, imagine when I was a teenager it was the same thing. I was nominated for class clown senior year. I also enjoyed being the one volunteering for spirit activities. I liked having fun and putting myself out there. I actually tried basketball, but after freshman year my identity pretty much became “dancer.” I would always want to perform, and my senior year was the first time we performed at the halftime of Valpo Bowl.

Schafer poses on his family’s boat at age 18. Photo courtesy of Schafer Jensen poses with her senior year prom date at age 17. Photo courtesy of Jensen

Curotto-Pierson poses at her Menlo graduation in 2007. Photo courtesy of Curotto-Pierson

Staff illustration: Diya Karthik

Looking Ahead: Fashion Trend Predictions for 2025

by SONIA DHOLAKIA & ALYSSA McADAMS

Suede:

The Western revival in fashion will usher in a new era in 2025: suede fabric. According to the global shopping platform Lyst, searches for suede increased by 263% in the month of September. The Western revival also coincides with the comeback of “boho” fashion, also propelling suede into the eyes of the general public. If you aren’t convinced that suede is back, just look at sophomore Jacob Wang’s brown suede sweatpants and junior Savannah Smith's sleek suede jacket on the top right!

Big Sparkles and Charms:

If there’s one thing we learned from the nail design and jewelry trends of 2024, it’s that maximalism is in! Patterns and accessories have become bigger and bolder. It just makes sense that the trend of enlargement would expand to jewels and glitters that bedazzle our clothing. Don’t believe us? Just look at the 2024 Victoria’s Secret fashion show. In the photo on the top left, senior Sabrina Vohra sports a black mini skirt bedazzled with large sequins with charms layered over, holding a purse constructed from chunky beads in hand.

Glossy Velvet:

Obsessed doesn’t even begin to describe how we feel about glossy velvet. If you’ve been on Reformation’s website anytime in the past two months, you will be inundated with sleek, shiny velvet pieces. Some lessaffordable brands have also taken to the trend, including Prada and Saint Laurent. Glossy velvet will fit the increasing demand for being comfortable yet glamorous simultaneously. To the right, senior Sabrina Vohra stuns in a glossy velvet button-down, proving that everyone is in for the velvet era.

Patchwork:

You might be a bit weary of patchwork after the chaotic, frayed Urban Outfitters patchwork jeans that reigned popular in 2020, but this trend has been revamped for 2025. Patchwork we’ve seen recently is quilt-like, artfully, mismatched and has a streetwear edge that mixes patterns, textures and fabrics in unexpectedly bold ways. Designers like Marine Serre and Gabriela Hearst are leading the charge, using leftover fabrics to create collage-style clothing that blend luxury and sustainability. Inspired by 90s grunge and sustainable fashion, recent patchwork pieces simply capture an effortlessly cool, edgy vibe. Need proof? Check out junior Ethan Zhao’s fashionable patchwork joggers, paired nicely with junior Savannah Smith’s edgy patchwork bomber jacket in the photo to the left.

Tutus, Especially as Petticoats:

Balletcore is nothing we haven’t seen before, but we predict a bit of a twist: tutus as petticoats! Tutus can be used as voluminous layers that peek out from under mini skirts or slip dresses, adding just the right amount of playful flair to a casual look while creating a House of CB-esque silhouette. This delicate trend adds a layer of whimsical to everyday looks, as seen by junior Savannah Smith, right, rocking a babydoll dress with a peek of tulle underneath.

Photos by Evan Grant. Models: Savannah Smith, Sabrina Vohra, Ethan Zhao and Jacob Wang