Graduation 2024

GROWING UP SEPHORA

Story by Aleena Gilani, Elizabeth Hu & Lucy Walker

Cover by Serina Yan & Amanda Brantley

Review claims top journalism prizes, names new editors

Story by Lee Monistere & Dalia Sandberg

This year, The Review received the Pacemaker and Gold Crown awards for the first time in the same year.

Since 2014, The Review has won or been a finalist for the top prize from either the National Scholastic Press Association or the Columbia Scholastic Press Association, but it has never received both concurrently — until now. The awards recognize work published during the 2022-2023 school year.

“I’m really proud of the work we put in last year,” said junior design editor Amanda Brantley. “It felt great to be recognized.”

In November, 21 editors attended the JEA/ NSPA Fall Journalism Conference in Boston and came home with fourth place in print and eighth place online Best of Show in the small school division.

While the Pacemaker is for the print issue of the newspaper, the Gold Crown honors both print and online. “We work really hard to be accessible and deliver high-quality news,” assistant online editor-in-chief Lucy Walker said. “It’s nice that our efforts paid off.”

Writing winners for the TAJE Best in Texas Award included Lucy Walker and Elizabeth Hu (2nd), and Aien Du and Nia Shetty (4th).

In February, The Review received honors from the NSPA Fall Clips & Clicks. Amanda Brantley (2nd, Page Design), Aien Du and Aila Jiang (2nd, Feature Story), Katharine Yao (3rd, Feature Story) and Dalia Sandberg (4th, Opinion).

In the Private School Journalism Association portfolio contest, The Review won the Sweepstakes Award for the third straight year.

Individual winners include Lily Feather (Features Writer of the Year, 3rd Versatile Journalist), Amanda Brantley (Designer of the Year), Elizabeth Hu (News Writer of the Year), Aleena Gilani (2nd News Writer of the Year), and Katharine Yao (3rd Sports Writer of the Year).

The PSJA also honors non-seniors as Journalists of the Year, and The Review claimed each grade level’s top prize. Winners include Freshmen of the Year Genevieve Ederle and Bella Dodig (2nd), Sophomore of the Year Aila Jiang and Junior of the Year Elizabeth Hu.

The Review recently named its editors for 2024-2025. Print editors-in-chief are Amanda Brantley, Lily Feather, Aleena Gilani, Elizabeth Hu, Lucy Walker and Serina Yan. Editors-in-chief for The Review Online are rising juniors Eshna Das, Aien Du and Aila Jiang. Online section editors are Bella Dodig, Genevieve Ederle, Nia Shetty and Amina Khalil-Zegar.

Print deputy editors, who are responsible for assigning articles and training staff, are Lee Monistere, Dalia Sandberg and Katharine Yao.

Design editors are Jennifer Lin and Michelle Liu with Ella Hughes and Emily Yen as assistant design editors. Copy editors are Kate Johnson, Nathan Kim, Yutia Li and Riya Nimmagadda.

Multimedia editor is Katie Czelusta while Lex Langlais takes over as business/production manager and social media director.

Robotics team advances to State, recharges for next year

The night before FIRST Tech Challenge’s state competition, 15 members of the robotics team found themselves shoving two queen-sized beds into the bathroom of their hotel room to set up a last-minute practice field.

Throughout the night, the team took shifts working on adjustments to their robot. Some took naps on the practice field for a quick boost of energy, while others perfected their programming. Some made trips to the local Walmart, stocking their cars with cases of Red Bull and Gatorade to fuel them through the night.

Running on three hours of rest, the team rolled into the Cadence Bank Center in Belton, Texas, the next morning, ready to challenge 32 schools for the opportunity to advance to Worlds for the first time in St. John’s history.

Just five years ago, the team consisted of a few inexperienced members and two coaches, computer science teacher Matthew Bounds and engineering teacher Franco Posa.

“The teams have gotten much bigger, the designs have gotten more complex, and we’ve attracted more attention from the student body,” Bounds said.

quickly assess the potential advantages of selecting another team in order to bring them closer to victory.

“It was a lot of communication with other teams in order to see what their bots could do and how compatible they were with ours,”

senior Ryan Wu said. “It was also kind of new as none of us have ever been in that situation before.”

Over the past six months, the team has worked to perfect their robot’s programming.

The robot, known as Omen, is a squareshaped, black-and-red jumble of wires that took countless hours to build.

In February, their dedication paid off when the team placed first in their league and received a coveted invitation to compete at regionals.

“We were excited to show off our skill set on a larger stage,” Zhang said.

The team entered the regional competition with championship aspirations. Since the team was third after their league victories, they were able to form alliances that helped them earn a second-place finish and advancement to State.

In the end, there’s always something that goes wrong you can never plan for.

RYAN WU

At the kickoff event in September, the FTC Robotics Association revealed the new set of tasks for the year, referred to as a game by competitors. Each game consists of unique challenges for the robots to perform. This year, the game was called “Center Stage” and required teams to use both a driver-led and self-driving program to have their robots place pixels on a pegboard in mosaic designs.

Each member of the team took on a different role in creating the ultimate robot: drivers maneuvered the robot during competition, programmers ensured their coding allowed the device to perform tasks, and scouts evaluated the strengths and weaknesses of their competition.

“The game is pretty complex this year –everything is about doing your best during the actual competition,” freshman Elias Zhang said. “A major part of our preparation is consistency.”

The robot is not the only aspect of the game that affects a team’s performance – during the few days of competition, teams form calculated alliances with other robots to compete in a two-on-two format.

Alliances depend on the overall standings after the first day of competition, with higher-ranked teams joining forces with others near the bottom in an anticipated drafting ceremony. Each team’s scouts must

As they set to face off against the other 31 teams at FTC, the team knew that only the top 12 schools would advance to the World Championship, which features teams from six continents, competing at the George R. Brown Convention Center.

But when the team was assigned a low-ranking partner in the draft, they felt as if their hopes for advancement were dashed.

“We had bad luck with our partner because some of the robots weren’t as advanced as ours,” junior Warner Stahlbaum said. “But that’s just part of competition — we had to find a way to work past that.”

Despite a rocky start, the team worked their way to 20th by the end of the weekend but did not advance to Worlds.

“In the end, there’s always something that goes wrong that you can never plan for,” Wu said. “But overall, I was happy with what we did.”

Building off this year’s success, the team aims to form two competition squads next season, but their goal remains the same — advance to the World Championships.

“We do a good job of incorporating everyone on the team into the robot-building process — we’re constantly bouncing ideas off of each other,” Stahlbaum said. “We recruit people that want to be there and put them in roles that are going to give them the skills to be successful.”

WIRED UP SJS robotics team tweaks their robot’s code in between matches at State.

Photo courtesy of The Review

Story by Bella Dodig & Genevieve Ederle

Photo by Mia Hong

AND THEN THERE WERE THREE... Dr. Raulston’s advisory started out with students from every grade, but only seniors Vincent Reyes and Shreyes Balachandran remain.

Students use ISPs to explore passions beyond the classroom

Story by Aien Du

When junior Mateo Ramirez-Valentini hosted a family from Argentina in 2021, he met Del , an 8-year-old girl with di use intrinsic pontine glioma. Only 300 children worldwide contract this rare form of brain cancer each year.

As Ramirez-Valentini researched DIPG, he began to envision a way to encapsulate his research.

He rst heard about Independent Study Projects from art teacher Dan Havel, who suggested that Ramirez-Valentini pursue an Independent Study Project.

“The goal and mission of ISPs are to encourage student-driven projects, which the normal courses and activities at St. John’s do not give adequate scope,” said Dwight Raulston, director of ISP programs.

According to Raulston, St. John’s cannot accommodate individual courses for every student’s special interests, so ISPs attempt to remedy that by giving students the time and resources to explore.

“Successful ISPs are done by students who are interested in creating something in the midst of many competing demands on their time,” Havel said. “ISPs provide an outlet for student creativity here in ways one doesn’t otherwise see.”

Ever since taking Havel’s 3D art class, Ramirez-Valentini knew he wanted to undertake an ISP, but he did not know what to focus on. After he met Del , he decided to document her struggles.

“As I was working on my ISP, I kept struggling to create something I was satis ed with,” Ramirez-Valentini said. “I wanted to make it very, very good and do service to Del .” Ramirez-Valentini created a replica of the human brain out of ceramics and coils by molding an anatomically accurate model of DIPG. Del ’s

story was not only a catalyst for his project but also a motivator.

“I wanted to honor her with my project,” Ramirez-Valentini said, “so I had to get comfortable with the idea. I just ended up pouring my heart into it.”

Grady McMillin centered his ISP around his passion for lm and music. McMillin, a junior, had always enjoyed writing and recording songs, but he loved sharing it with his community even more. McMillin has also been interested in lmmaking and acting. To incorporate both, he decided to write, direct, and edit a short musical lm.

“When I have a vision, I really want to execute it,” McMillin said. “I am interested in what it could be, even if it isn’t the best – I just want to see it.”

The semi-autobiographical lm embodies the qualities that make McMillin who he is: an anxious high school boy who loves sharing his music. He plays the lead role while his closest friends play supporting parts. McMillin’s character reveals his thoughts through original compositions.

With no prior lm experience, working behind the camera was a learning process.

“I love the idea of telling a story visually,” McMillin said. “I did not know there were so

many cool ways to show people things.”

McMillin’s main motivation is discovering the possibility of what could be.

“I am very curious as to what I can create because not a lot of people have done a lm ISP speci cally focusing on music,” McMillin said.

Talulah Monthy, a junior, used her ISP to connect more with her Native American culture.

She had always been curious about her heritage, so when she learned the process of creating Native American jewelry she wanted to learn more. Monthy used the craft to bridge the gap between her and her culture.

“Being able to create and research the jewelry for my ISP was so beautiful and holds a lot of meaning,” Monthy said.

According to Raulston, there are over 20 ISP presentations this semester. Ramirez-Valentini presented his on May 1 during lunch, Monthy will present on May 13 at 3:45 in CC240 and McMillin will present on May 15 at 3:45 in the VST. Students spend numerous hours working on their projects and present their nal product to a panel of faculty selected by each student. ISPs are graded on a pass/fail basis and worth half a credit.

Students who want to undertake an ISP next year should contact Dr. Raulston for more information.

End of mixed advisories elicits mixed reactions

Story by Isabella Adachi & Daniel Pan

Photo by Evan Williams

Every year, Shreyes Balachandran and Vincent Reyes watched as members of their advisory left school. Now they are the only ones left — and when they graduate next week, there will be no trace of the mixed advisory program left.

Mixed advisories have been part of the School for at least 14 years. There have been as many as three mixed advisories, each consisting of students from every grade level, but the structure and function of advisories changed in 2017. Incoming ninth graders had the choice of entering one of the few existing mixed advisories or being grouped with other freshmen.

When the school schedule was redesigned, mixed advisories became impractical. Instead of meeting seven minutes each day with no planned activities, advisories were tailored speci cally for each grade level. This curriculum created an issue because faculty with mixed advisories had to decide how — or if — to utilize the curriculum for each grade level.

Dwight Raulston was the rst faculty member with a mixed advisory, and now he will be the last one.

Most students are unaware that the mixed advisory program exists, but those who do are intrigued.

“I wish they would have o ered us the op-

tion to be in a mixed advisory,” freshman Andy Trejo Escalona said. “I enjoy talking to upperclassmen and believe their recommendations would be helpful.”

Mixed advisories provide an opportunity for freshmen to ask upperclassmen questions without the awkwardness that can arise from the age gap. Raulston said mixed advisories were like having built-in older siblings.

For Balachandran, the experience “changed my outlook on high school.”

Raulston considers the dynamics of his many mixed advisories superior to same-grade groups. Over the years, his advisees have expanded their social circles and formed closer connections. While his advisees were not together as long as other advisories, there was also less drama.

“I was sorrowful yet not shocked to hear about the discontinuation of mixed advisories,” said Je rey Li, who was one of the nal seniors from Roxie Allen’s mixed advisory last year.

When they were freshmen, Balachandran and Reyes thought they would have the opportunity to one day lead their advisory, but it was not to be.

“I am not sure why they stopped mixed advisories, but they should establish them again,” Balanchandran said. “I miss the fun conversations we used to have when we had a full advisory.”

Photo by Katie Czelusta

STATE OF MIND

Mateo RamirezValentini paints a ceramic brain to illustrate the effect of diffuse intrinsic pontine glioma, a rare neurological disorder.

DANCE DANCE REVOLUTION Arizpe spent time performing with the Delia Stewart Dance Comapany in the 1980s.

Theater teacher was ‘full

of light’

Story by Lee Monistere & Dalia Sandberg

Alex Arizpe, a beloved Middle School theater teacher and Houston re ghter who infused joy into everything he did, passed away on March 13, his 71st birthday.

Whether street dancing, sur ng or biking, his contagious spirit and love of life inspired those around him to express themselves through art and movement.

Arizpe grew up in Houston with his parents, grandparents and cousins. He spent his childhood working in his father’s television shop and delivering produce for his grandfather’s business. Arizpe played football at Stephen F. Austin High School, where he was also a member of Future Farmers of America.

When he was on duty at Station 61, he worked 24-hour shifts for almost 25 years. During odays, he pursued creative projects.

“He was the sort of person who would go on adventures and take everybody with him on his journey,” said Victoria Arizpe, his wife of 32 years. “He pushed people past their normal boundaries and challenged them to grow.”

Dancing together was magical. It was kind of like we were one person.

VICTORIA ARIZPE

Alex Arizpe enjoyed exercising and spending time outdoors, sur ng in Galveston and camping. He frequently entered bike races including MS 150 and the Hotter Than Hell Hundred, and he ran the Houston Marathon four times.

Yet his true passion was dancing. Inspired by his mother’s love for music, he taught himself to dance by watching TV shows and musicals. Over time, he developed a unique style of movement and became a renowned street dancer. He won dance contests in a broad range of styles including disco, country, western and the jitterbug. In the early 80s, he founded The Love Train Dancers of Houston.

“If you were dancing with him, everybody was going to be looking at you,” Victoria said. His life changed when his dance company performed alongside the Delia Stewart Dance Company in the 1980s at the Houston Festival. One of Delia Stewart’s dancers was Victoria Taylor (’86).

joined and Victoria became dance partners.

able. According to theater director Jamie Stires Hardin,

“They had a secret language when they danced. They could barely cue each other and knew exactly what the other person was going to do. They had such a deep connection.”

They were married in 1992 and had two children, Austin and Alyssa.

“If you met him for 30 seconds you would know all the things he was passionate about,” Lower School art teacher Carla Wall said. “He would always talk about his kids, and he was super proud of them.”

Together, the Arizpes made their mark on the Houston dance world. They founded Uptown Street Dance Company in 1989 and performed at numerous high-pro le events around Houston.

Arizpe fostered a passion for dance, encouraging others to express themselves through movement and diverse styles of dance.

“He was like the Pied Piper — people just followed him around, and he got them interested in things that maybe they never would have seen themselves doing,” Victoria said.

Before working at St. John’s, Alex taught at the Houston Metropolitan Dance Company, Theater Under the Stars and Houston Ballet Academy.

Victoria, who graduated from St. John’s in 1986, came back to teach at her alma mater in 2010. For several years, Alex would assist his wife and demonstrate how to dance with a partner for the Upper School musical.

“He was one of the happiest souls I had ever seen in my life,” said Bill McDonald, Director of Fine Arts. “I never heard a negative word come out of his mouth.”

In 2013, Arizpe joined the Middle School Theater department, directing MS musicals and plays while teaching theater.

“Many students would talk about how he brought joy to his class,” Stires Hardin said.

prov exercise in sixth grade, students pretended to be sad. After class, Arizpe pulled Rodriguez aside and encouraged her to get involved in theater despite having never acted before. A year later, she was part of the tech crew for “Guys and Dolls.” She has since logged over 700 hours participating in Johnnycake. “That really is because of him.”

“He was a recracker,” Rodriguez said. “He was not afraid to tell people what he thought. But everything he said to you came from a place of love and of a desire to see someone grow and succeed — and he knew exactly how to convey that.”

With Arizpe’s support, Rodriguez became more con dent.

“He was one of the rst people to tell me to raise my voice,” Rodriguez said. “He encouraged me to fail and make mistakes and get back up. He was really instrumental in getting me out of my shell.”

Dayton Voorhees, a junior who has been a mainstay of Johnnycake productions and recently starred in “Something Rotten,” fondly recalls his seventh grade theater experience with Arizpe.

“He was so full of light,” Voorhees said. “He always wanted to make sure students were involved and having fun. He helped me realize there is a place for everybody in the performing arts.”

Rodriguez can trace the theater careers of all her peers back to Arizpe.

“I don’t think I’m alone in saying he’s the reason my life revolves around theater today. He played such a large role in mine and others’ lives at such an important age,” Rodriguez said.

When Alex joined Delia Stewart’s company, he

Victoria’s classical style complemented Alex’s more avant garde movements. They spent the together. The jitterbug was “Dancing together was magical,” Victoria said.

“They knew they would be celebrated for who they are and they would walk away feeling uplifted.”

mented Alex’s more avant garde rest of their lives dancing their favorite.

Through educational outreach programs, Arizpe also taught dance at underserved schools and Shriner’s Hospital for Children.

Everything he said to you came from a place of love and of a desire to see someone grow and succeed.

ALLY RODRIGUEZ

“Dancing together was one person besure of where he wanted to place just read the siglead but still have my own voice.”

“The man had more lives than anyone I have ever met,” McDonald said. “He had an amazing life with a lot of service to a lot of people.”

“It was kind of like we were one person because he was so sure of where he wanted to place me, and I could just read the signals. We really fed o each other’s energy well. I could follow his lead but still have my own

Katy Shafer (‘18) was involved in MS theater. Before appearing in the eighth grade play, she had only received small parts and thought she was not any good at theater. Arizpe directed the spring 2014 play, “Sleeping Beauty and the Beast,” and cast Shafer as a western-themed Good Witch of the West, which was the rst time Shafer played a substantial character in a show.

“I’m always going to be grateful that I met him. Without him, I would not be who I am today.”

Not only did Arizpe encourage students to participate in theater, but he also urged faculty to get involved.

Despite never having participated in theater before, Middle School Science teacher Michelle Chenmade a faculty cameo in the 2018 fall MS musical “Shrek Junior.”

“He was so supportive of me and made me really believe in myself,” she said. “He changed my perspective and made me con dent in myself.”

After graduating from NYU with a BFA in acting and a minor in math, Shafer is now a working actor in New York.

Whenever they danced, the chemistry was undeni-

As part of the requisite ne arts rotation in sixth and seventh grade, junior Ally Rodriguez was taught by Arizpe both years. During an im-

“Mr. Arizpe was so open and so inviting and so encouraging,” Chen said. “I imagine there are a lot of other people who had my experience where it was someone who was more of an observer or outsider and being brought in, being encouraged to be a part of something. It’s a special way to add to the community.”

JUST DANCE Alex Arizpe inspired passion for the performing arts in his students, including those he taught at the Houston Ballet Academy.

Photo courtesy of Victoria Arizpe

Photo courtesy of Victoria Arizpe

MAVERICKS The Review

ASTRID IN AMERICA

Exchange student Astrid Schwarzgruber reflects on making friends, overcoming the language barrier and embracing Texas traditions

As Astrid Schwarzgruber boarded her plane from Boston to Houston in August, a woman walked up and complimented her outfit. The simple yet friendly gesture was one of the first culture shocks she experienced in the U.S.

“No one has ever done that where I’m from,” said the exchange student, who has resided in Austria most of her life. After her second year of high school in Vienna, she applied to an international student exchange program and was matched to St. John’s.

I love to see how [exchange students] make the switch — how they adapt to their circumstances and to our environment. Astrid has really embraced that.

ALINE MEANS

Around the same time, junior Jackie Chapman realized that she might get lonely with her sister Kacey (‘23) away at college the next year. So when Aline Means, chair of the world languages department, asked if anyone in the school community wanted to host a student, Chapman and her parents enthusiastically said yes.

On Instagram, Schwarzgruber and Chapman established an immediate rapport. “We had a three-hour conversation, and a couple days later, we had a four-hour conversation, and we went from there,” Chapman said.

Following Schwarzgruber’s arrival in August, Chapman helped her adjust to life in America.

Their first stop was H-E-B, where Schwarzgruber was astonished by the variety of cereals.

“We bought a ton of brands so she could try them, but I don’t think she liked how sugary they were,” Chapman said.

Although the language barrier did not pose much of a problem with communication, Schwarzgruber found analyzing literature and U.S. history more challenging.

“The first time I tried reading the history textbook, I literally typed in the whole paragraph and translated it to German,” Schwarzgruber

said. But she knew the tactic would be unsustainable.

After Schwarzgruber voiced her concerns, her history teacher, Eleanor Cannon, provided her with an easier-to-read textbook.

“She was really supportive because she understood that it’s not that easy for me,” Schwarzgruber said. “Teachers help a lot here.”

She also switched from AP English to Creative Writing.

Schwarzgruber chose less stressful classes including Physics I, Digi Apps and French II because “my main focus is to build relationships. I want to spend as much time with my friends and host family as possible, so that in the end I’ll feel like I used my little time properly.”

Schwarzgruber channeled her energy into new activities, since many of her hobbies, like gymnastics, are not available at SJS.

As the international student coordinator, Means checks in with Schwarzgruber monthly.

“She’s tried acting and soccer, which she had never done before,” Means said. “That’s what we’re looking for in an exchange student — one to come and try new things.”

The Chapman family contributed to Schwarzgruber’s desire to explore by taking her on family trips to New Orleans, Los Angeles and New York. While in NYC, the Chapmans let Astrid and Jackie have a “choose your own adventure” day, in which they visited many locations featured in “Gossip Girl.”

Aside from seeing popular tourist attractions like Disneyland, Schwarzgruber also got to experience the culinary options that the U.S. has to offer.

“There’s so much food,” Schwarzgruber said. “There’s a lot more takeout here, and there’s so many more options because Houston’s a food capital.”

Even while staying busy, Schwarzgruber could not fully avoid occasional homesickness. She decided not to call her parents too much during her first few weeks, only talking to them when needed, but she maintained frequent contact with her friends back home. They reminded Schwarzgruber that they were thinking about her.

“My friends are the best people ever; they helped me feel less homesick,” Schwarzgruber said. “They called me when they were together

and were like ‘it would be more fun with you.’”

The support of her friends eased the difficulties of her year away from home.

“I knew that when I was going to go back, it would be the same,” Schwarzgruber said.

Means has enjoyed watching Schwarzgruber navigate challenges. After coordinating eight exchange students over the last decade, Means has learned that success at home does not always translate to success abroad.

“I love to see how they make that switch — how they adapt to their circumstances and to our environment,” Means said. “Astrid has really embraced that.”

Jackie says she will miss the little moments with Astrid the most. They shared laughs watching all the Harry Potter movies over Thanksgiving break and played a game called Noticed in LA, whispering to each other when they saw someone dressed fashionably enough to catch the eye of a modeling agency.

Take a risk, even if it’s hard. You never know what you’ll miss out on if you don’t.

ASTRID SCHWARZGRUBER

“She reminds me to take a break and have fun,” Chapman said.

Schwarzgruber and Chapman intend to keep in touch through texting and social media.

Although Chapman does not use her Snapchat account frequently, it is Schwarzgruber’s main form of communication. Chapman will even set alarms to remind her to reply to Schwarzgruber’s snaps every day.

As she prepares to return to Austria for her final two years of high school, what Astrid has learned most about international travel — and herself — is that the memories outweigh the occasional challenges.

“Take a risk, even if it’s hard,” Schwarzgruber said. “You never know what you’ll miss out on if you don’t.”

LEFT: In grand Houston fashion, Astrid attends her first rodeo with junior Claire Field, left.

TOP RIGHT: Host sister Jackie Chapman made sure Astrid had the full Houston experience, including watching an Astros game.

BOTTOM RIGHT: At Disney’s Animal Kingdom in Orlando, Astrid holds a baby alligator — a species not native to Austria.

Photos courtesy of Claire Field (left) and Astrid Schwarzgruber (top and bottom right)

Story by Genevieve Ederle & Yutia Li Design by Amanda Brantley

MAVERICKS

Community bids farewell to 21 faculty, staff

LOWER SCHOOL

Madison Brecevich (4 years) Kindergarten

Katie Broderick (5 years) Class Three

Christine Keyes (1 year) Kindergarten

Lauren Kry (2 years) Class One

Lindsay Lefas (9 years) Reading Specialist

MIDDLE SCHOOL

Rosie Beniretto (46 years) History

Tamara Strawder (5 years) Mathematics

UPPER SCHOOL

Brian Beard (11 years) English

Ryan DePuit (7 years) Science

Jamie Kim (10 years) College Counseling

Jennifer Lee (9 years) Parents’ Desk

Ashley Le Grange (6 years) Counselor

Mary Mitchell (7 years) English

Tendai Mufuka (3 years) History & Fine Arts

Warren Rawson (11 years) English

ATHLETICS

Taylor Green (4 years) Boys’ Basketball

FINE ARTS

Bill McDonald (41 years) Director of Fine Arts

Penny Meitz (24 years) Orchestra

K-12

Akram Anoushehi (25 years) Director of Technology

Greg Swan (20 years) Chief Financial Officer

Fred Swead (28 years) Cafeteria Coordinator

Director of Technology logs o

Story by Annie Jones

Photo by Katie Czelusta

Soon after Akram Anoushehi became Director of Technology in August 2019, the pandemic hit.

She had worked various jobs in the technology department since 1999, but suddenly her department was the only connection between teachers and students. While working virtually themselves, they made video conferencing software work on di erent devices, secured devices for Lower School students, and installed ActivPanels in almost every classroom.

“And you didn’t see her sweat at all,” said John Esparza, Technology Support Coordinator.

Today, Anoushehi collaborates with other departments to meet their technology needs, manages a sizeable budget, and oversees the purchasing, deployment and upgrading of technology across all three divisions.

“Technology is integrated in all aspects of the school,” Anoushehi said. “One of the reasons I love what I do is because every day is di erent.”

Anoushehi has helped plan and implement the new network infrastructure, which resulted in a tenfold increase in internet service provider speed.

“There has been a lot of stu dayto-day that she pushes for you guys. She loves every student,” Esparza said. “You may not know her, but she knows y’all’s names, and she de nitely knows y’all’s faces.”

Esparza added that Anoushehi is a dedicated leader who notices every detail. She is an excellent troubleshooter, is honest without being overcritical, and she always carries a notepad while crisscrossing campus.

“If you see her walking from point A to point B, check out her stride. She’s faster than any student on campus — unless it’s on the track,” Esparza said.

Anouhshehi has created a team of genuine friends that is e cient and motivated, Esparza said.

“She has so many years of experience, but there’s no ego,” he said. “I’ve never worked with anybody like this.”

But Anoushehi’s career path was anything but certain. She grew up in Tehran, Iran, and she had just graduated high school when massive demonstrations against Mohammad Reza Shah began. She applied for an American visa as the government became increasingly unstable.

On January 16, 1979, the same day that the Shah ed the country, the U.S. embassy in Tehran closed — right after Anoushehi secured her visa. The embassy reopened and returned her passport in late February.

She ew to Houston alone to study computer science at Texas Southern University. Her entire family, including two sisters, remain in Iran to this day.

When revolutionaries took 53 Americans hostage at the U.S. embassy in Tehran in November 1979, the U.S. government froze Anoushehi’s bank

account and only permitted her to work 20 hours a week. She got a parttime job selling leotards and hosiery in a mall.

Anoushehi attended graduate school at the University of Houston, and once the hostages were freed, she received permission to work full-time. Her rst job out of college was as a technologist at Grady Middle School. A decade later, she became a Lower School technologist at St. John’s.

In retirement, Anoushehi intends to spend more time with her family and friends, including her two sons; travel to visit her cousins in Europe and her sisters in Iran; and volunteer — “I know she’s not going to stop working,” Esparza said. “She’ll nd something.” If there is one thing Esparza wants students to know about Anoushehi, it is this: her motivation to always do her best work, even in conditions as stressful as a pandemic, comes from her a ection for the students.

“This community is lovely. I feel blessed and lucky that I started working here,” Anoushehi said. “I would like to be remembered as someone who loves St. John’s and loves to help people.”

Swan Song: CFO retires after two decades

Story by Ella Piper Claffy

Of all the things Greg Swan never expected to do, performing in a musical is at the top of the list. And yet, there was the School’s Chief Financial O cer, appearing in the opening number of “The Music Man” in 2018. Since then, he’s danced in “Mamma Mia!” and appeared as the judge in this year’s production of “Something Rotten.”

and the Medical Center provided Swan with foundational knowledge about running a non-pro t.

Over the past two decades, Swan has drastically changed the landscape of St. John’s. In 2012, he began the process of securing the funds to purchase the 13.4-acre Taub Property. Ultimately, the School borrowed $95 million, an undertaking that involved Swan negotiating on the phone with bankers just before midnight on Christmas Eve.

he brought in the School’s schematics for the proposed Lower and Middle School buildings and walked his students through the nancial checkpoints involved.

Embracing the new is characteristic of Swan’s 20-year tenure, in which he’s undertaken many unforeseen roles. Even the decision to work at St. John’s was out of left eld. He was coming o a ve-year stint as CFO of the Houston Medical Center. Although he had never worked in education, his experience at Ernst & Young

“It was a complicated transaction, an interesting transaction,” Swan said.

Bill McDonald knows how Swan works. The outgoing Director of Fine Arts has enjoyed working with Swan on stage and behind the scenes.

“He’s one of those rare people who says let’s see if we can do it, he doesn’t say no,” McDonald said. “But he is also very straightforward, and he knows how to tell the truth with respect and love and humor. He’s given me good news and bad news — but he’s never done it in a way that is unpleasant to hear.”

For the past 10 years, Swan has taught a senior economics elective. As a teacher, Swan incorporates his dayto-day operations into lectures. Once,

Senior Andrew Sorak, who took Swan’s class in the fall semester, was the liaison for the Investment Club when they sought nancial backing. After a few conversations, Swan set up a Fidelity accout for the club. In less than a year, the club has since seen signi cant growth on the money after investing it in companies like NVIDIA. And, since the School is a non-pro t, it’s all tax deductible.

“Any big project around here has his ngers on it, he approves every single nancial thing that happens at this school,” McDonald said. “This school owes him a huge debt of gratitude.”

Although Swan will stay on in an advisory capacity to oversee the upcoming construction projects, he’s looking forward to spending more time on the golf course and with his kids in Dallas. Looking back, he says his time at St. John’s has been time well spent.

“I tell people all the time, I have the best job in Houston.”

ON THE GRID

Over the past five years as Director of Technology, Anoushehi has led a tight-knit team.

MAN OF MANY HATS Swan has appeared in three SJS musicals. Photo by Charles Tsang

MAVERICKS

McDonald takes a bow

The ne arts building is rarely a quiet place, but in moments when there are no choir, band or orchestra rehearsals, the silence is often interrupted by the booming laughter of Bill McDonald.

The Director of Fine Arts has spent more than 40 years at St John’s encouraging positivity and creativity. He has led the program through many changes, overseeing the development of orchestra and band, facilitating the departmental move from the old Hoodwink theater to the VST in 2000 and hosting ISAS in 2014.

After 41 years of musicals, choral concerts, artists-in-residence and one-act plays, McDonald is retiring.

“It’s time for me to let go,” he said. “It’s time for me to let somebody come in with new ideas and a new vision — and that’s what I want.”

McDonald was born and raised in Florida. In 1977, he enrolled in Eckerd College in St. Petersburg, enticed by their strong theater program and a substantial scholarship. After graduating with a bachelor’s in theater tech and acting, McDonald moved to Houston with a few friends, including Nancy Mercado, the older sister of long-time running coach Richie Mercado.

“I just hopped in the car and came with her,” McDonald said. “I was just kicking around.”

A few years later, Mercado informed McDonald that the School was searching for a theater manager. McDonald was hired in the spring of 1983.

“I think I was the only person who interviewed for the job,” he joked.

McDonald’s rst task was to design and run tech on every show and performance. His directorial debut was “The Wiz,” a Broadway musical that reimagines “The Wizard of Oz.”

Nine years after he began at SJS, McDonald

moved into the Middle School to develop its theater program.

In 1999, then-Head of School John Allman o ered McDonald the position as the interim Director of Fine Arts.

“I didn’t want it full time,” McDonald said, “but John Allman quickly appealed to my vanity and o ered me money, so I took the job [in 2000].”

McDonald has also taken on projects in local community theater, directing more than 200 shows and taking part in continuing study opportunities.

McDonald’s favorite part of his job is seeing students nd their voice.

Sitting in his o ce in the VST, McDonald is feeling reminiscent as his retirement approaches.

“What a great way to make a living: to walk through this building and see and hear and sense all this music and color,” he said. “What I will miss the most are not those big items but instead just watching kids come out of their shells.”

McDonald also discussed the connection he feels with his colleagues.

“You are in the trenches with everybody, so you really have a deep bond with them,” he said.

In 2023, McDonald su ered cardiac arrest after delivering a Chapel talk to the Middle School. Faculty and parents rushed to his aid. He underwent a nine-hour quadruple bypass surgery followed by a lengthy rehabilitation.

In a February 2023 interview with the Review, he said that staying at home and prioritizing self-care was one of his biggest challenges.

McDonald returned to campus three months later with a renewed commitment to appreciating little moments of joy. One year later, he is going out on his own terms.

After ve decades at SJS, McDonald’s goal remains the same.

“I want to create a ne arts experience that is both process-and product-oriented. I try to make sure every child is known.”

Meitz leaves legacy of orchestral excellence

Story by Riya Nimmagadda

As the nal chord of Richard Meyer’s “Festival Rondo’’ rang out in the VST, more than 100 students in the orchestra program put their instruments down to bask in the standing ovation. Alone on a podium at the front of the stage, orchestra director Penny Meitz set down her baton for the last time.

Meitz, who has led the orchestral program for 18 years, is retiring after a career spanning six decades.

Growing up in Detroit, Meitz was interested in teaching, yet she was unsure whether it was the right path. In fourth grade, after having the option to play an instrument at school, Meitz picked up the violin, marking the beginning of a lifelong love of music.

In high school, Meitz’s private music teacher, Emily Austin, was one of the rst women in the Detroit Symphony. Austin’s teacher, Erica Marini, was one of few female concert violinists in New York City.

“I had this lineage of female teachers and mentors,” Meitz said. “It was really important to me because women just didn’t do stu like that back then.”

During Meitz’s junior year of high school, her mother ful lled a dream by enrolling at Michigan State University in East Lansing. As a high school

senior, while chaperoning an orchestra festival, Meitz made the decision to teach music after witnessing the joy it brought to middle school students. She attended the University of Michigan’s School of Music, Theater & Dance.

“My parents grew up during the Depression and didn’t have the circumstances to go to college,” Meitz said. “My mother and I were in college in di erent places at the same time – it was empowering.”

I got a job offer in Pasadena, came down here, and never looked back.

PENNY MEITZ

Graduating with a bachelor’s in music education, she began working at a public school in Kalamazoo, Michigan. At the time, ne arts programs were struggling for state funding, prompting Meitz to move to Texas.

“I got a job o er in Pasadena, came down here and never looked back,” she said.

After teaching at South Houston High School for ve years, Meitz earned a master’s in viola performance at Rice University, began playing for the Houston Ballet and became an adjunct professor at Sam Houston State University in Huntsville.

For the next few years, she worked as a part-time assistant director at Lanier Middle School and Lamar High School, then a full-time assistant at Memorial, Stratford and Dobie High School before becoming full-time director at Clements High School.

“Between all the schools, it was 31 years.” Meitz was working at Lamar High School when

she learned that the school next door had started an orchestra program. At the time, Lamar and St. John’s frequently collaborated and held music festivals that celebrated the achievements of their choirs and orchestras.

“Every other summer, the choirs would travel to Europe, and every year there was the Community Choral Instrumental Festival,” Meitz said.

“It was truly remarkable.”

In 2006, Meitz was hired as orchestra director, a “retirement job,” or so she thought. Every year since, Bill McDonald, Director of Fine Arts, has asked Meitz if she wanted to continue.

For 18 years “the answer was always yes,” until this spring.

Before her arrival, the orchestra program consisted of two Lower School orchestras that required students to already know how to read music and play instruments.

“My rst year, we started with 32 students from kindergarten through 12th grade. This year there are 102 students, sixth through 12th,” Meitz said.

During the pandemic, Meitz and Upper School band director Nick Thomas collaborated to create a symphony combining both orchestras.

“Being able to expand music at SJS from a string orchestra to a symphony was something we were proud of,” said Emily Huang (’23), who played for Meitz for seven years.

After retiring, Meitz plans on starting an orchestral program for adults who have not played since they were kids or never had the opportunity to learn. The idea was inspired by pre-pandemic volunteer work she did in Dublin, Ireland, for a summer program called Late Starter Orchestra.

“Everyone should know that Ms. Meitz truly cares about her students,” Huang said. “My experience at SJS would not have been complete without her.”

Story by Eshna Das with Lauren Baker

Photos by Katie Czelusta

Meitz arrived at SJS, the orchestra only had 32 students. Now it has 102.

TAKING IT EASY

Bill McDonald and Penny Meitz kick back in preparation for their impending retirements.

GRROOWING U

How Sephora and other beauty companies have turned

Aesthetic appeal is the main part of Emmy’s love for skincare; she enjoys sorting her products by brand in plastic trays, and she only buys from “preppy” brands including Glow Recipe, Sol de Janeiro, Laneige and Tower 28. Brand name is the main attraction.

The ingredients of in uencer Everleigh Labrant’s morning “smoothie” cost around $270. In the world of skincare, a smoothie is a mixture of products applied all at once. In the case of 10-year-old Labrant, it is a blend of high-end brands like Drunk Elephant and Sol de Janeiro.

Over the past year, Labrant has uploaded dozens of videos and amassed nearly four million subscribers. Her “get ready with me” content, in which Labrant shows o the pricey products she uses, has garnered millions of views — mostly from young girls eager to start a routine of their own.

When members of Generation Z (between 12 and 30 years old today) were growing up, their cosmetic experience typically involved rummaging through their mothers’ makeup drawers in search of the most colorful and sparkly palettes. The results were more cartoonish — and far less polished — than the current standards that demand a natural, perceptually low-e ort look.

There are so many product lines out there being advertised as doing this and doing that. They make a lot of promises, but they’re overpromising.

The smoothie method is recommended by Houston-based skincare brand Drunk Elephant, which was founded in 2012 by Ti any Masterson, whose husband Charles (’80) and daughter Mia (’22) are SJS graduates. In 2019, Japanese skincare giant Shiseido bought the company for $845 million.

SUNEEL CHILUKURI dermatologist

Generation Alpha (born after 2012) covets luxury beauty brands including Sol de Janeiro, Laneige, Glow Recipe, Rare Beauty, Dior and Charlotte Tilbury, which typically cost more than $5 an ounce.

The dozen Sephora stores around Houston, with their bright shelves stocked with Glow Recipe’s “Fruit Babies” and Drunk Elephant’s “itty bitty midi committee” acid kits, have become the new playgrounds for many preteens.

Sephora employees say that they have noticed shoppers as young as 7 years old swarming their stores. These gaggles of girls block other customers from using testers and generally create a ruckus. Though they are as hyper as other children their age, they shop like adults — and rich ones, at that.

“A lot of them are with their dads,” junior Talulah Monthy observed. “And their dad does not want to be there. At the Galleria two weeks ago, this girl had a full basket, and her dad — oh my God — he was so tired.”

Emmy, a Class Four student, was rst exposed to skincare culture on YouTube and by her older sister. Like many young viewers, she gets most of her in uencer content from YouTube Shorts, a catchall for other short-form video content from apps like TikTok and Instagram. She also likes to record, but not post, product hauls with her sisters and friends, and she sometimes participates in challenges with her sisters like swapping skincare routines for a day. While originally a fan of Drunk Elephant, Emmy has cut back on using their products after seeing some bad reviews on Shorts and hearing from friends that the ingredients may not be safe for her age group.

“I really wish that ‘clean girl’ makeup had been a trend back then because I would’ve looked a lot cuter,” Monthy said. “But no, it was the big wing eyeliner and aggressive nose contour. It was really rough.”

Skincare in uencers on social media promote products with hyperbolic claims like “it cleared my acne in two weeks” or “made my skin instantly dewy.” What most young consumers do not understand is that while the content may be directed towards them, the majority of these products are intended for older users.

“Their skin barrier in general is not quite as fully formed as an adult,” said Suneel Chilukuri, a dermatologist and SJS parent, who is conducting a pilot study for Drunk Elephant on the e ects of its products on younger users. “Because they don’t have chronic sun damage and exposure to UV light and blue light from phones and laptops, their skin is quite di erent from an adult’s.”

Another aspect preteens often fail to consider is that in uencers are paid to promote products, regardless of their e cacy. According to experts, the industry of in uencer marketing is now valued at over $20 billion. Estée Lauder spent three-quarters of its marketing budget on in uencers in 2019. Over 80% of marketers have a dedicated in uencer budget, which can range from $10,000 to $500,000.

As for Drunk Elephant, the most sought-after brand among Gen Alpha in uencers, its meteoric rise can partially be attributed to a 2023 TikTok of in uencer Sonya Styles searching for the company’s Bronzi Drops in the aisles of a Sephora store — and failing to nd them. In response, Drunk Elephant sent Styles a box of products, and her subsequent “unboxing” video ended up being the brand’s top-performing post of the month.

Chilukuri warns against taking the advice of in uencers, no matter their popularity.

“There are so many product lines out there being advertised as doing this and doing that. They make a lot of promises, but they’re overpromising,” Chilukuri said. “And that’s because an in uencer is being paid every time that you click on that link or you purchase something. This is really a nancial gain, not something from science.”

THE DRUNK ELEPHANT PHILOSOPHY

Drunk Elephant derives its name from the virgin marula oil found in their products. An old wives’ tale says that elephants eat the fruit of the marula tree to get intoxicated from the naturally high alcohol content.

The company prides itself on the absence of the “Suspicious 6” ingredients in their products: essential oils, alcohol, silicones, chemical sunscreens, fragrance and dyes and sodium lauryl sulfate. According to the company, at least one of these six irritating ingredients is found in most other skincare products.

Masterson’s stated goal is for her products to restore skin to its natural, balanced state, and most products are safe for children and pre-teens to use. However, they do not recommend that children under 12 use products with a high concentration of active ingredients because they target skin conditions that are not yet present in young skin.

While Drunk Elephant encourages pre-teens to establish a skincare routine early, they suggest starting slowly; a cleanser, moisturizer and sunscreen are enough.

A lot of are with their their dad does be there. At the weeks ago, this basket, and her God — he was

TALULAH SJS junior

Although Drunk Elephant does not necessarily market itself to younger children, their colorful packaging, clean ingredients and in uencer support still make them appealing to

pre-teens.

“The reason that I was willing to test Drunk Elephant products is because I agree with the philosophy they have,” Chilukuri said. “They said, ‘Let’s put something into the hands that the masses can understand and utilize, but is still safe for anybody — all skin types and all ages.’”

Story by Aleena Gilani, Elizabeth Hu, & Lucy Walker

Design by Amanda Brantley & Serina Yan

UP P S SEPHORA

turned tween insecurities into a billion-dollar industry

ic helped spur a trend of “kids getting older, younger.”

“During the pandemic, we had such a resurgence of self-care, and we were all on these ltered screens,” said Middle School Counselor Erin Shelton. “It spurred a movement of wondering, ‘How is my skin? How do I look?’”

According to Shelton, social media was never meant for the tween brain. The dangerous combination of insecurity and impulsivity, Shelton says, can lead to poor decisions online and long-term consequences they do not understand.

“What’s hard about this age in particular is that they’re so impressionable and impulsive because their brain’s going through so much development. Some of the things that you might think through, they’re not necessarily going to,” Shelton said. “It’s not their fault.”

Shelton has observed that, with the pressure from social media and a notoriously competitive academic environment, kids are more insecure and demonstrate increased anxiety than previous generations. The preteen brain is less adaptive and socially developed than that of a teenager or adult, and they generally have less understanding of the realities of beauty and body image.

of them their dads. And does not want to the Galleria two this girl had a full her dad — oh my was so tired.

MONTHY junior

“As a high schooler, you have a greater sense of yourself and what is possible for you,” Monthy said. “But as a middle schooler, literally anything could change. Your body’s changing. Your mind is de nitely changing. And so you have more of a sense of ‘that could be me.’”

Middle school also brings one of the most dreaded parts of puberty: acne. In uencers often target this insecurity, claiming that certain products made their blemishes disappear

in days. Yet Chilukuri says that overloading on products can actually clog pores.

The question remains: How do children without jobs get enough money for pricey skincare products? Some are given a credit card and go wild, but those with more scally conscientious parents have to get creative. Madeleine, for one, gets her Drunk Elephant x from a friend’s parent who runs a skincare business. Sephora gift cards have become common holiday and birthday presents.

This push towards a more mature, beauty-centric preteen phase raises concerns that the magic of childhood is disappearing.

“When I was 10, I was playing with dget spinners,” Elizabeth said, “but they’re all focused on skincare and makeup and going to Sephora and spending hundreds of dollars.”

people in high school, but it kind of mellows out. Middle school is ferocious.”

Monthy has also noticed a trend of being mindful that stemmed from the pandemic.

“Journaling, meditating, all of that stu is very inwardly focused, but that also creates a kind of façade. No in uencer is putting out what they actually are,” she said. “But this new generation will think that’s real because that’s what they’ve been exposed to.”

During the pandemic, we had such a resurgence of self-care, and we were all on these filtered screens. It spurred a movement of wondering, ‘How is my skin? How do I look?’

ERIN SHELTON MS counselor

As preteens latch on to trends and idolize in uencers, their interpersonal skills are at risk. Now more than ever, popularity is based on brand name rather than social behavior. A 2023 BBC study found that, social media accelerates these trends, especially in young circles.

“They’re not used to looking at somebody and talking face-to-face,” Shelton said. “I don’t want to overgeneralize that it’s every kid — it’s not — but those skills aren’t as innate as they used to be.”

A xation on brand names can sometimes mean that preteens, who have weaker critical-thinking and decision-making skills than adults, prioritize status over practicality. Kids often devise unnecessarily extensive skincare routines or ask for expensive products because they want to t in or look cooler.

While an increase in body positivity and other more inclusive attitudes in style are steps in the right direction, Monthy says these advancements can be a double-edged sword: “It’s like, your body is beautiful, but everyone still wants this speci c one that all of these in uencers have.” Judgment and peer pressure will still be a signi cant part of school life going forward, but Monthy predicts it will be a lot less direct.

Contemporary beauty trends can create a domino e ect: As more tweens copy the in uencers they see online, they go to school looking a certain way, and then their classmates start feeling the pressure to look like that as well.

Monthy says this movement “opens the door for a lot of self-judgment.” She is glad comparison culture was not as intense during her middle school years.

“If you see everyone in your school with perfect skin, perfect makeup, and a perfect body, then you’re like, ‘wow, this is real,’” Monthy said. “And you think you need to look like that, too.”

“It’s a cyclical pattern,” he said. “You’re trying to improve the acne appearance, but you’re worsening it because you’re not allowing the follicular openings to stay open.”

Highly e ective ad campaigns nevertheless convince preteens to follow the regimens of their favorite in uencers. Sophomore Elizabeth Patton says her 10-yearold sister Madeleine is on a group chat devoted entirely to sharing skincare videos that they make. Many of her sister’s friends wear full faces of makeup, but her parents only allow Madeleine to use general skincare products on school days. She can wear more on weekends.

When Elizabeth was in sixth grade, she and her friends “were already kind of matured.” Her sister, however, was still in rst grade, “learning all this stu from friends or on FaceTime.”

“Middle school is a really tough time — nding out your identity really starts in middle school, and that’s when people are mean,” Monthy said.

“There are still mean

retinol side effects

Increased sensitivity to sunlight

27% of girls 8 to 18 who have worn makeup rarely leave home without it

20% of girls 8 to 18 who have worn makeup feel self-conscious without it

Dry, irritated skin

Itching or burning mid 20s to early 30s recommended age to start using retinol

FINANCIAL BALANCING ACT

How a culture of wealth remains unaware of economic diversity

Story by Ella Piper Claffy

Some years ago, it was brought to Greg Swan’s attention that one of the cafeteria cashiers was giving students free food. Realizing that some students skipped lunch because they could not a ord it, the cashier waved them through checkout, sneaking them a meal free of charge.

“It came to me as, ‘We need to re this cashier,’” said Swan, the School’s Chief Financial O cer. “And it very quickly became, ‘No, we need to honor this cashier.’”

After learning of the students who could not a ord lunch, Swan revised the School’s Financial Aid program to include subsidized meals. Previously, there had been two variations of the program: one that included grants for families to cover the cost of tuition, and another, known as Financial Aid Plus, that also covered the cost of textbooks and additional expenses like sports-related travel.

The Business O ce uses nancial aid software to calculate what percent of tuition each family can pay, taking into account annual income and any assets. Over the 20 years that Swan has been in charge, he has noticed that his team has become less reliant on analytics and more on judgment.

Today, 16% of St. John’s students are on some form of nancial aid, ranging from fully subsidized tuition and meals to a few thousand dollars a year. This gure translates to roughly 250 students across all divisions, many of whom feel that economic diversity at St. John’s largely goes unacknowledged.

Swan says one of the tenets of nancial aid at St. John’s is that “it’s really nobody’s business” who receives assistance. While it is important for the School to o er those on nancial aid the option of anonymity, some students nd that the lack of awareness surrouding economic diversity fosters a culture of silence.

Ignoring economic diversity hinders the educational bene ts of an economically diverse learning environment. History teacher Eleanor Cannon says these bene ts are aligned with the St. John’s mission statement.

“If we’re educating leaders for Houston and the world, we need to break down the idea that if you have wealth it is only because you work really hard and deserve it. There are plenty of people who are working really hard at three jobs on minimum wage,” Cannon said. “And it’s not good for people to be in an echo chamber — you need to have your assumptions challenged. That’s just part of education.”

Cannon teaches History of the United States in which she emphasizes the origins of American education, focusing on the vision of 19th century

progressive educator Horace Mann, who promoted a system that would guarantee free education to all. Cannon teaches Mann’s philosophy that children of di erent backgrounds growing up together promotes empathy, noting how only in the past century have we viewed education as a way to climb the economic ladder.

“Mann would have loved DEI,” Cannon said. English teacher Brian Beard objects to the contemporary understanding of education as an avenue to higher earnings. Beard, who teaches a senior seminar that analyzes the spirit of capitalism, says that a striking e ect of the School’s attitude towards wealth is the way students approach certain professional paths. Over the years, he has seen many students who are interested in pursuing a career that isn’t “upper class” be discouraged from doing so by their family or community members.

A more diverse community in all senses of the word is conducive to us living out our mission.

BRIAN BEARD

“The phrase which I’ve heard more times than I can count is ROI — return on investment. But that’s only an economic way of looking at what an investment is,” Beard said. “If the best and the brightest are being aggressively shunted away, both by their peers and by their own families, from what their passions and their hearts are calling them towards, I think that is an enormous problem.”

The irony of the elite class wanting educated teachers, but not for their children to go into the eld of education, is clear to Beard.

“Teachers, as far as I know, don’t get into education to perpetuate generational wealth,” Beard said. “That’s not why I signed up for the job.”

Financial aid recipients can sometimes feel pressure to prove that they are a “good investment.” Marvin, an Upper School student receiving nancial aid (whose name has been changed), says he feels the need to show he has earned his spot at St. John’s by taking more advanced classes and leading as many clubs as he can t into his schedule.

“I truly recognize how much more the School o ers in terms of resources compared to anywhere else,” said Aila Jiang, a sophomore nancial aid recipient and a Review editor. “There’s other people who seem to take that completely for granted.”

Marvin also feels like, if he were to get in trouble, he would not have the same safety net a orded to students whose parents pay full tuition. These feelings can be isolating, and it would be bene cial to have a space to discuss the realities of being a low-income student.

Beard contrasts this lack of dialogue with the way that a nity groups reckon with and celebrate other forms of diversity.

“First-generation students, low-income students, even — given the great wealth of this community — middle-class students can feel stigmatized and excluded,” Beard said. “When an identity is secret, it metastasizes and sort of pressure cooks it. But when you’re allowed to talk about it, it releases the burden.”

Over the past decade, society has veered away from a colorblind approach to race, instead acknowledging how one’s racial background impacts their experience and viewpoints. Beard says it is revealing that on this campus economic di erences are still swept under the rug.

Cannon and Beard agree that perhaps the most pernicious e ect of ignoring economic diversity is perpetuating the idea that greater wealth is correlated with moral superiority. Beard has seen a few low-income students own their identity in order to add an important perspective to discussions. These moments, he says, have proven that openness and empathy can erase biases. However, Beard stresses that it is not the responsibility of low-income and middle-class students to educate their wealthier peers, nor will they always be met with empathy if they attempt to do so.

“A more diverse community in all senses of the word is conducive to us living out our mission,” Beard said. “When a student comes forward and shares their experience, you can just see the lightbulb go on for the class as a whole.”

SJS FINANCIAL AID BY THE NUMBERS 16% of students receive financial aid $4,350,000 financial aid budget

Illustration by Serina Yan

CULTURE

Fasting fosters community

Story by Amina Khalil-Zegar & Mikail Khan

BREAKING THE FAST

Starting March 10, senior Shamir Kashif woke up every day at 5:30 to consume a single banana and three bottles of water.

After Fajr, the morning prayer for Muslims, Kashif would get ready for school. As soon as he parked in Senior Lot, he would sometimes absentmindedly head to the MavCafe to get his usual chocolate chip muffin — before he remembered he was fasting.

Like many Muslim students, Kashif has found ways to get through the school day while fasting during Ramadan, the ninth month of the Islamic calendar when Muslims focus on community, prayer, reflection and Sawm, the Islamic Pillar of fasting from sunrise to sunset.

Even though fasting is a way to practice spirituality and grow closer to God, students say it can be difficult, especially for those in the United States. Muslims typically begin fasting between 7 and 10 years old, and while many Muslim countries modify their school schedules to accommodate students who are fasting, those in the U.S. have to persevere through long, hungry school days.

Some Muslim students say lunch poses the greatest difficulty for them, since most of their classmates are enjoying a meal while they must abstain from eating or drinking. Some seek refuge in food-free areas of the school.

brought,” Hasan said.

Ramadan also proves challenging for students when it comes to schoolwork. Muslim students often have difficulty finding the energy to study after late-night iftars. Homework assignments can also stack up when weekends are filled with numerous family dinners and trips to the mosque for prayer services.

“People should keep in mind that a student who has been great for eight months of the school year and is now a bit sleepy or participates less may not be slacking off but simply exhausted from fasting,” St. John’s parent Sania Rahim-Gilani said.

While Ramadan poses difficulties, those who participate recognize “there is not much the School can do to support fasting students, given that people are going to be eating no matter what,” Hasan said.

Eid al-Fitr, a celebration marking the end of Ramadan, puts this observation to the test. Eid consists of eating, attending prayer and spending time with one’s Muslim peers.

The biggest misconception for Ramadan is that fasting is forced upon us when it is truly about getting closer with family and God.

ELISHA

HASAN

“Being in the cafeteria with my friends can sometimes be difficult,” freshman Elisha Hasan said, “so when I do not feel like being around the food, I’ll hang out with people in the library.”

Once the school day ends, athletes still have to endure three more hours of extracurricular activities before the sunset meal, known as iftar.

During the month of Ramadan, freshman Ziyad Gilani rushed to track practice after school. Even though he found the endless sprints painful, he said they provided a welcome distraction. Gilani also appreciated how supportive his coaches were.

“My coaches are super good about letting me sit out of practice during difficult workouts, especially during hard cardio workouts where I do not have water,” Gilani said.

As a dancer, Elisha Hasan does extensive routines and stretches while fasting. During practice with her West U Dance Company, iftar often began during rehearsal. “Sometimes when I break my fast during dance, I set an alarm for iftar time and step out for a minute to have the dates and water that I

Because this year Eid fell on April 10, which was a school day, many students worried about completing makeup work instead of focusing on celebrating the holy day with family.

“It is important for schools to plan around important holidays,” Rahim-Gilani said. “You never want a child to have to choose between something they are looking forward to at school and celebrating Eid with their family and friends.”

Missing one school day usually means students must cram hours of schoolwork into late evening, when Eid festivities are over.

Abstaining from food and water is not the only restriction for Muslims during Ramadan. Many refrain from cursing and gossiping in order to create a clearer state of mind. Despite the challenges, students say Ramadan affords them time to reflect on their religion and achieve mindfulness.

“The biggest misconception for Ramadan is that fasting is forced upon us when it is truly about getting closer with family and God,” Hasan said. “It helps bring me and my Muslim friends closer together.”

Because Muslim students are a minority group at St. John’s, students consider Ramadan an opportunity to inform others.

“Going to school while fasting can be hard because there is a constant reminder of food,” Kashif said, “but you are offered the opportunity to teach people about Islam.”

A GUIDE TO RAMADAN TERMS

“Ramadan Kareem” “Happy Ramadan!”

Suhoor

A meal eaten before sunrise by those fasting

Iftar

The meal eaten at sundown to break fast

Eid al-fitr

The three-day celebration after Ramadan

Sawm

One of the Five Pillars of Islam, specifically fasting

Salah

One of the Five Pillars of Islam, which entails praying while facing Mecca

Zakat

One of the Five Pillars of Islam, which entails giving a percentage of one’s wealth to the poor

Tarawih

Special prayers said at night during Ramadan

“Ramadan Mubarak” “Congratulations on Ramadan”

Fajr

The morning prayer before sunrise, which marks the end of Suhoor

Maghrib

The evening prayer that marks the beginning of iftar

Lailatul Qadr

Night of Power, when the Quran was first revealed. Takes place during the last 10 days of Ramadan.

Quran

Holy text for Muslims “Allah” “God”

The Muslim Students Affinity Group celebrated Ramadan with community iftars, including one hosted by MSAG president Aleena Gilani, third from left.

Photo by Sania Rahim-Gilani

Mavs golf claims 7th straight SPC Championship

Senior Brielle Burns wins individual title by 2 strokes

Aafter knocking in a 40-foot birdie putt on the 15th hole, Brielle Burns con dently stood at the top of the SPC leaderboard, contributing to the Mavs’ 30-stroke lead at the end of the rst round.

The next day, the Mavs claimed their seventh consecutive SPC championship at the Golf Club of Houston, 34 strokes ahead of John Cooper.

Burns nished rst with senior Kenna Lee and her younger sister Kendace tying for third. Senior Audrey Liu nished ninth.

I’m really, really proud of this particular group of seniors that are graduating and moving on.

JACK SOLIMAN

On the rst day, Burns shot a 71 (-1), the lowest round of the entire tournament. Still, Burns was not satis ed.

“I felt that wasn’t the best I could do,” Burns said. “I had been playing really well previously, so I was thinking it’d be a smooth ride.”

Heading into the second round with such a large lead, the Mavs were no longer competing against their opponents, but themselves.

“There really wasn’t a reasonable fear of losing,” said head coach Jack Soliman. “In my head, there’s always a freak sort of event where something goes wrong with the rules, a girl gets disquali ed, or someone gets injured, but if we just played decently, we were going to win.”

Burns started the second day on a positive

note, but a string of bogeys and drought of birdies rattled her con dence. Still, Burns nished strong with a score of 77. She even shot par on the 18th hole, nicknamed “The Ball Washer,” which is recognized by PGA as one of the toughest holes on Tour.

For the nal round, Kendace (73) and Kenna Lee (75) took rst and fourth, respectively. Although John Cooper shot their lowest round in years (312 overall), the Mavs still beat them by four strokes on the second day.

I have been tight with every version of the team these past three years, but I love this one especially.

BRIELLE BURNS

Burns has been a part of the last four SPC-winning teams, but she appreciates the e ort and closeness of this year’s group.

“I have been tight with every version of the team these past three years, but I love this one especially,” Burns said. “This team was a really great one to nish out with.”

In order to secure an eighth consecutive title, the Mavs will have to overcome the loss of four of their best golfers, yet Soliman remains optimistic the Mavs will stay in contention for years to come.

“We’ve got a lot of work to do with our younger kids that are returning and the eighth graders coming up, but if we make signi cant progress this summer, I think we can de nitely make a competitive run next year,” Soliman said.

Burns and Kenna Lee will continue their gol ng careers at the University of Illinois and Brown University, respectively.

“I’m really, really proud of this particular group of seniors that are graduating and moving on,” Soliman said. “This is a special collection of girls that have bright futures ahead of them competitively at the collegiate or amateur level, so it’ll be a lot of fun for me to see how they progress.”

Story by Nathan Kim and Kenna Lee

LUCKY SEVENTH After finishing 34 strokes ahead of runner-up

John Cooper, Kendace Lee, Kenna Lee, Audrey Liu, Brielle Burns, Lily Veazey and Coach Jack Soliman display the SPC trophy.

Photo courtesy of Kenna Lee

Mavs take first SPC title since 1991

Led by UT commit Carson Luna, senior-heavy squad avenges loss against Episcopal

Story by Katharine Yao, Kate Johnson, Eshna Das and Ella Piper Claffy Design by Serina Yan

Last season, the Mavs were one out away from securing a 2-1 win over Episcopal in the SPC semi nals, when junior shortstop Carson Luna committed a rare error.

On a routine ground ball, Luna overthrew rst base in the seventh inning, allowing the tying run to score. One batter later, the Knights hit a line drive for a walk-o victory and ultimately another SPC Championship.

The returning seniors knew — and have known since sixth grade — that 2024 would be the Mavs’ best chance to win their rst title since 1991.

“We all felt like we could have done it last year, and we didn’t,” Luna said. “It’s been our goal the whole season.”

After starting pitchers Nolan Hughes and Walker Dellinger dispatched St. Mark’s and Houston Christian, respectively, the Mavs met their old nemesis again — this time in the nals with junior Maxime Gonzales on the mound.

In the 4th inning, with the Mavs trailing 1–0, Luna hit a towering home run to tie the game. After trading runs in the 6th, the game was tied 2–2.

In the 7th inning, Luna laced a double to right center, driving in two runs. Samuel Chase followed with a tworun triple, giving the Mavs a pair of important insurance runs for reliever Will Co man.

In the bottom of the inning, the Knights scored twice and were threatening to tie the game with two outs. Before the next at bat, Chase made the decision to shade 30 feet to the left from his usual position in center. The next batter hit what might have been a sure double to tie the score, but instead Chase ran down the y ball to end the game.

After 33 years, the drought was over. “When that moment of realization hit, it was incredible,” Chase said.

Maverick fans rushed the eld, and the team

dog-piled behind second base.

“Emotions were running so high,” catcher Zell Godbold said. “Seven years in the making — and we nally did it.”

Godbold says the years of losing to Episcopal were a necessary evil to get them to this point.

“I really hate losing, which is tough since it is inevitable,” Luna said. “But I nd it important to learn what went wrong and get better.”

Seven years in the making — and we finally did it.

ZELL GODBOLD

Now a senior, Luna has worked towards his goal of playing in the Major Leagues since he was 8.

“I wanted to play at as high of a level as I could,” Luna said. “Baseball is something I have always loved, and I love it now more than ever.”

Inspired by his brother Tyson Luna (‘21), a junior relief pitcher for the Amherst Mammoths, Luna became more invested in baseball. His teammates consider their co-captain one of the most diligent players.

“He is the type of kid who will not give up until somebody makes him,” Chase said.

Head coach Clint Everts says that Luna is a captain who leads by example.

“The guys gravitate towards him,” Everts said. “He has a very calming presence.”

Luna says that high pressure situations empower him to play better.

“I’ve learned to use it to my advantage,” he said. “Rather than backing down and folding, I want the opportunity in the big moment.”

Luna’s composed disposition allows him to

stay dependable, even in the toughest of situations.

“He’s one of the most consistent in elders I’ve ever coached,” Everts said.

During the regular season, Luna hit .304 with ve home runs and 57 runs batted in.

Luna has committed to play baseball next year at the University of Texas. His teammates, Chase (Washington and Lee), Dellinger (Amherst), Godbold (Wake Forest) and in elder Sam Humphries (Hamilton) will also play at the collegiate level.

Yet Luna may face a decision about whether to compete collegiately or play professionally.

Luna is currently the 63rd-ranked high school prospect by MLB Prospects Live. If his name is called in the early rounds of the MLB Amateaur Draft in mid-July, he will have a choice to make.

While Luna is not certain whether he will be drafted until a few days before the draft, he is excited for the opportunity to continue playing baseball and competing at a high level.

“In either case, it is a dream come true for me,” Luna said. “But the most important thing for me is to be myself, get better every day and play the way I’ve always played. I feel like I am in a win-win situation. The ultimate goal is to play in the Major Leagues, and there are many paths to get there.”

While Luna would not be the rst ballplayer from St. John’s to get drafted, he could become the rst to make it to the majors.

Everts, who was selected fth overall by the Montreal Expos in 2002, is excited that Luna may get the opportunity to play in the major leagues.

“Pro ball is very tough,” he said. “But everybody’s going to be really excited for him.”

PARTY LIKE IT’S 1991

Captains

Carson Luna and Samuel Chase show off the Mavs’ first SPC trophy in 33 years. Below left, Luna and Chase celebrate the final out against Epsicopal.

Photos courtesy of Carson Luna

SMELLS LIKE TEAM SPIRIT

The Mavs beat Epsicoapl in the SPC final, 6–4, to avenge their loss in the semifinal last year.

Photo courtesy of Zell Godbold

REVIEW

St. John's School

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Print Editors-in-Chief

Ella Piper Cla y and Annie Jones

Online Editors-in-Chief Dawson Chang and Aleena Gilani

Executive Design Editor Georgia Andrews

Assistant Online Editors-in-Chief

Emma Elizabeth Hu, Lucy Walker

Deputy Editors

2024

Nick’s slimy history, declassified

Opinion by Lee Monistere Illustration by Michelle Liu

Ispent my childhood watching Nickelodeon, waking up every morning at ve to watch “Zoey 101,” “iCarly” and “Victorious.” I nished my homework at school, so I could turn on Nick right when I got home.

For reasons that I did not realize at the time, I could only watch Nick if my parents were in the room – and they had a list of episodes that I was not allowed to see.

I was confused. If Nick was a channel with shows made “by kids for kids,” what could be so inappropriate?

The recent ve-part documentary, “Quiet on Set: The Dark Side of Kids’ TV” (streaming on Max) answered those questions.

The docu-series exposes the unsettling behind-the-scenes details surrounding showrunner Dan Schneider, the driving force behind Nick’s so-called Golden Age. Schneider fostered a culture of physical and emotional abuse on the sets. He belittled female writers, enabled pedophilic behavior and degraded child actors.

Lauren Baker, Mia Hong, Richard Liang, Lillian Poag

Managing Editor Lily Feather

Copy Editors Ellison Albright, Riya Nimmagadda, Katharine Yao

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Multimedia Editors Virginia Carolyn Crawford (social media), Katie Czelusta (photo), Kenna Lee (video)

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Eshna Das, Aien Du, Aila Jiang

Production Managers

Lee Monistere and Dalia Sandberg

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David Nathan, Shelley Stein ('88), Sam Abramson

Mission Statement

The Review strives to report on issues with integrity, recognize the assiduous e orts of all and serve as an engine of discourse within the St. John's community.

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We mail each issue of The Review, free of charge, to every Upper School household, with an additional 1,000 copies distributed on campus to our 697 students and 98 faculty.

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The Review provides a forum for student writing and opinion. The opinions and sta editorials contained herein do not necessarily re ect the opinions of the Head of School or the Board of Trustees of St. John's School. Sta editorials represent the opinion of the entire Editorial Board unless otherwise noted. Writers and photographers are credited with a byline. Corrections, when necessary, can be found on the editorial pages. Running an advertisement does not imply endorsement by the school.

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In 2016, Bynes used a Twitter account under the name Ashley Banks, claiming that Schnieder impregnated her when she was 13. In the years before the empowering #MeToo movement, her story was dismissed. Today, she refuses to discuss her time on Nick, which is understandable considering the public silenced her and refused to acknowledge her experiences at a time when she needed help the most.

Drake Bell appeared on “The Amanda Show” and starred in “Drake and Josh.” That’s when acting coach Brian Peck got suspiciously close, functioning as a surrogate parent by taking Bell to auditions and inviting him to stay over at his house. Peck took advantage of Bell for years, beginning when he was 15.

In 2003, Peck was charged with 11 horrifying counts of child abuse. After serving just 16 months in prison, he was released. One would assume that this would be the end of Peck’s career, yet Disney hired him in 2006 to work on “The Suite Life of Zack and Cody.” Meanwhile, Bell began drinking and taking drugs. He publicly shared stories of his abuse for the rst time in “Quiet on Set.”

time when they needed support. We judge these kids for their actions now, but we do not recognize the trauma that caused their behavior.

Child actors are put into a bizarre world where guardians abdicate their responsibilities and employers step into the parental role. These adults have a staggering amount of power over these children, both as authority gures and employers.

No one was safe.

After watching the documentary, I feel nothing but empathy for these kids. The actors on Nick sacri ced their childhood so we could enjoy ours.

Amanda Bynes, now 38, began appearing on Nick when she was 10, starring in “All That” and “The Amanda Show.”

Videos released on “Quiet on Set” show Schnieder uncomfortably close to Bynes when she was a child, including one in which they were in a hot tub together.

Reading checks miss the point of learning

Opinion by Yutia Li

Illustration by Jennifer Lin

Islouch at my desk, my eyelids drooping. I glance back and forth between the book in my hands and the clock on the wall, which reads 1:00 a.m. I know it’s too late for this — I read this chapter 14 hours ago during my free carrier — but I’m expecting a reading check next class. Every few minutes, I pause, noting dates and times and names of important people, or which characters said quote-worthy lines.

A voice in the back of my head asks, would they quiz you on this detail? Or this one?

I’m not the only student who reads assigned texts multiple times to drill speci c facts into my brain. Every wrong answer on a frustratingly nitpicky reading check makes me want to spend more time studying.

On the ipside, I’ve taken reading checks with questions simple enough that anyone who skimmed a SparkNotes summary could answer with ease. I understand that it’s nearly impossible to write a

Jennette McCurdy’s mother forced her into acting when she was 6. By the time she was 15, she was co-starring on Schneider’s hit show “iCarly” and later “Sam and Cat,” in which Schneider pitted McCurdy against future pop star Ariana Grande. Schnieder wrote uncomfortable scenes for Grande that referenced pornography, and he verbally degraded McCurdy throughout her time at Nick.

From a young age, these kids were put on pedestals. They coped and processed their trauma in front of the whole world, while people criticized them during a

Those who are responsible for making kids’ dreams come true all too often make their lives a nightmare.

I have a newfound respect for my parents, who ensured that they were protecting me from the vulgarities of Nick, unlike the child actors’ guardians who surrendered their parental responsibilities to pedophiles.

Child abuse is nothing new, but as the Nickelodeon story demonstrates, protecting child stars is an issue that still needs to be addressed today.

quiz that achieves a balance between being too narrow or too broad. The reading check system is inherently awed.

Yes, it’s important for students to do their homework, but teachers should nd more equitable ways to hold students accountable. For example, discussions and debates engage students more than answering multiple-choice questions, emphasizing big-picture recall instead of minute details. Discussions teach critical thinking skills, open our eyes to classmates’ perspectives and push us to stretch our intellectual boundaries — isn’t that what learning is all about?

Quick homework assignments are also a viable alternative to reading checks. As we read, teachers can ask us to make real-world connections or identify literary techniques such as imagery and gurative

language. We can share these ndings in class, holding us accountable for the reading, honing our writing skills and improving our oral communication abilities.

If reading checks must stay, then asking open-ended questions would more accurately re ect students’ e orts. Why does the author employ this tone when telling this story? What details in this chapter support this theme? How does the connotation of this passage di er from another account of the same event? Such questions encourage true analysis and comprehension.

Reading checks require students to do homework with short-term memorization in mind rather than long-term understanding. It’s about time we started employing more accurate evaluations for the bene t of student success and well-being.

Yutia Li

Lee Monistere

LETTER FROM THE EDITORS

Why do we learn? For the hell of it.

We would like to start by busting the myth that senior year is easy.

Anxious juniors and naïve freshmen alike have turned to us for hope of a second-semester respite, believing that we will assuage their fears of chronic burnout: after your college apps are in, you’ll be able to relax.

Unfortunately, this is not the case.

Senior year has been full of just as many all-nighters and tight deadlines as all the years preceding it, if not more. We are hardly the only seniors who consider this year the hardest.

We impart this information not to dash your collective hopes of a proverbial light at the end of the tunnel, rather to alert you of the inevitable. But luckily, if nothing else, St. John’s has taught us how to handle practically unmanageable amounts of work. So why is it that those skills seemed to deteriorate around January of senior year?

It’s not just exhaustion, which we’ve admirably overcome in previous years. It’s the creeping sense of post-college application apathy that leaves us feeling like any school work done after the regular decision deadline is super uous.

Our teachers all know that it becomes exponentially more di cult to extrinsically motivate us as the months drag on, and senioritis has been made slightly more infectious this year with almost two extra weeks tacked on to spring semester. Many classes ran out of material in late April, but many more are still going strong, with plenty of tests administered over the last week. It is hard to see the point of all this work amid these inconsistencies and the communal knowledge that our college acceptances are ( ngers crossed) a done deal.

So why are we still here?

We hate to say it, but it just might be the intrinsic value of education.

Seniors on the Review — not to toot our own horns — have remained doggedly committed to creating the best nal issue we can, although we know that the paper and website are safe in the hands of the new editors.

The rst time we passed through the doors of Q201, o ering our time if not our expertise, we did so because we had the sense that the newspaper would give us a reason to stay. That reason was not an extra bullet point on our résumé — it was the feeling we get when we interview someone we otherwise might never have met or investigate a story about the School that reframes our perspective.

And we have kept showing up, even after we received our college acceptances, not just because we literally have to but because we feel the deep and inherent joy of learning. Sure, that feeling fades a bit when we’re burnt out or overwhelmed with busywork, but it will never go away. It reminds us why we are here: not in order to get into college, but to grow into the types of people who will take advantage of the opportunities it o ers.

Thank you to everyone in this community who has helped us to do so — the teachers who gave

their all through unprecedented circumstances, the sta who created a safe and healthy environment for our education, and our peers who pushed us to be the best versions of ourselves. We can’t wait to receive next year’s issues of the paper in the mail next year. We will read them and learn from them and relish doing so.

Peace out,

Ella Piper Cla y

Annie Jones

Photo by Serina Yan

SO LONG, AND THANKS FOR ALL THE FISH No, Ella Piper, we’re not doing that. That reference is way too esoteric. Wait, no, Annie, it’s really funny. We’re doing it.

60 seconds SOPHIA HUNG

Doppelganger Uniqua from The Backyardigans

Underrated Candy in College Counseling

Life goal Be a hamster Codename Sopapa

Fav onomatopoeia Oof Peak When I got my braces off

Reality show you’d be in Squid Game

by Review Staff

Comfort movie Boss Baby 1 album for all time Lover Motto YOLO Fav sidekick Olaf

Most regrettable trend Tide Pod challenge

Fav holiday My birthday

Autobiography title Bruh Moments Best way to prepare eggs Raw Fav study spot Frankel

Niche obsession Capybaras

HENRY CHIAO

Scariest animal Squirrels

Codename Street Magic

Peak 6th grade cross country

Dream job Underwater welder

Doppelganger Ryder from Paw Patrol

1 drink for all time Decaf coffee Fav sidekick Woodstock Fav sweatshirt Wrestling

Catchphrase Hypothetically speaking

Fav study spot Pondicheri

Autobiography title It’s Chiao or Never Weird food combo Coffee & Takis

Class you’d teach The History of Hats

Taylor Swi

Comfort show Ninjago

Best way to prepare eggs Hard boiled

Most regrettable trend Stanley Cups

by Katie Czelusta

Photos

THE

THE FORBIDDEN FOREST

THE BLACK LAKE

DIAGON ALLEY

Magic Mavericks by the Numbers