Sophia Mielke '25 < Back Punishment, redemption, and hope Sophia Mielke '25 Last Monday night, Mercersburg Academy hosted poet and activist Ian Manuel as the speaker for the 2023-24 Jacobs Residency Lecture. As a teen, Manuel attempted a robbery with some of his friends. During the altercation, he accidentally shot a woman. For the offense, Manuel was sentenced to life. Manuel’s story was one of many included in last summer’s community read, Just Mercy by Bryan Stevenson, founder of the Equal Justice Initiative. Manuel’s court-appointed lawyer told him to plead guilty and accept a 15-year sentence. Manuel pled guilty, but instead of 15 years, he was sentenced to life in prison without parole for attempted murder and attempted armed robbery. He was only 13 at the time. Manuel spent most of his sentence in solitary confinement. However, in 2010, the Equal Justice Initiative won a ruling from the Florida Court of Appeals, which terminated the practice of the sentencing of life in prison without parole to juvenile offenders. The State appealed to the U.S. Supreme Court, but the Court denied the State’s request for review. As a result, Manuel’s life-in-prison sentence was vacated and he was re-sentenced, which led to his eventual release in 2016. Since that time, he published a memoir titled My Time Will Come , which elaborates on his journey as an imprisoned juvenile and highlights his determination during this time. The lecture was not the standard hour-long talk. Instead, Ian Manuel was interviewed on stage by Kaiya Hoffman ’25. “I wasn’t really sure what to expect going into it. It was more of a conversation, which was nice,” Hoffman said. She collaborated with school minister, Rev. Will Whitmore, to create questions to ask Manuel. A form was also sent out a week prior for students to add their questions. “I loved it,” says Hoffman about the evening’s structure. “I think most of them [students] thought it was really interesting. And I think most of them were overall pretty engaged.” When asked which he prefers—a keynote speech or a chat—Manuel says, “I can do both; I prefer the fireside chat because it’s like doing a Q&A for the whole session. It stimulates the audience in a way that it helps you become comfortable enough to ask questions.” Manuel likes to connect to his audience and ensure that they are engaged in his story. He was open in answering questions and explained his experiences and resulting life philosophies. Because he spent most of his early adulthood in solitary confinement, Manuel turned to poetry to find himself. Manuel agreed to perform two pieces of original poetry. He enjoys educating people about his experience and loves it when they ask questions. Caroline Hobbes, an aspiring writer, had the privilege of enjoying dinner with Manuel along with other students and faculty. She said, “I was amazed by his poetry. My jaw was dropped during both of his poems. He faced such adversity through his life especially in his developmental years and he is still so in touch with his emotions. His story was truly inspiring and his creativity was breathtaking”. Overall the lecture was well received by the faculty and students. It gave the school an inside view of life for a teenager charged as an adult. Students were given the opportunity to purchase Manuel’s book, converse with him in another Q&A, and participate in a poetry workshop the following morning. Previous Next

< Back Phone Policy or Policing Angela Tang ‘28 As Mercersburg Academy enters the 2026-2027 school year, students are encountering an abrupt change in their school day: restricted cell phone use. The updated policy stems from the growing presence of phones during the academic day when students are walking to and from class or eating in the dining hall. Head of School Quentin McDowell stated, “we are certainly not the first to put limits on cell phone usage. All of our peer institutions that are ahead of us report that their student bodies have come to prefer their new environment with fewer phones.” In addition to phone pockets in classrooms, phone use has been restricted inside all academic spaces and during class transition periods during the academic day from 8:40am to 3:30pm. Phones are also no longer permitted in the dining hall Monday through Saturday, breakfast through dinner. During the school day they are allowed only in the Simon Student Center, dormitories, and off campus. Associate Head of School Jeremy LaCasse said, “the phone policy is an attempt to limit the amount of distraction that students face from what has scientifically been demonstrated [to be] totally unhelpful.” Jennifer Smith, Dean of Academic Affairs, emphasized the addictive nature of social media and short-form content. She said, “the more we see people on their phones, the more we hear them say they have too much work and don’t have any free time.” History faculty Erin Caretti echoed this statement, speaking about how students already face high academic pressure, combined with rising anxiety and depression rates among teens, creates a “pressure cooker.” The phone policy provides a possibility for “healthier distractions, like goofing around with your friends.” However, this change does not come without its challenges. For students, it can be hard to navigate daily schedules without Google Calendar or Veracross. With five minutes between classes, for some students, like Nuri Lee ’30, time becomes problematic: “I need to put my phone in my bag, then I don’t have enough time to know where to move next.” Another skeptical student, Siwen Wan ’30, said, “[I’ve] heard a lot of complaints so far, and it’s only been two weeks of school... I don’t think [the phone policy] will be there for long.” Liz Young ’27, whose phone was confiscated, criticized the policy: “sometimes you just don’t want to talk to the people next to you, especially because most of us live with each other, so we’re constantly around everyone. It’s nice to take a break.” Recognizing the frustration voiced by students, Smith said, “I understand why students might not like it and I hope students can see there are benefits for them.” Regarding the policy’s long-term implementation, she added, “I think it will keep evolving. We’ll see what works and what doesn’t.” Ultimately, the new policy represents a work in progress that will inevitably shift as the school year continues. As students adapt to the phone-restricted campus, we are left to balance the convenience of phones against interpersonal connection. Previous Next

For the last several years, the Mercersburg News has named a Person of the Year to highlight an individual’s (or sometimes group’s) outstanding work, inspiring spirit, and exemplary accomplishments... < Back Person of the year For the last several years, the Mercersburg News has named a Person of the Year to highlight an individual’s (or sometimes group’s) outstanding work, inspiring spirit, and exemplary accomplishments within the Mercersburg Academy community. Like so many other aspects of school life, this practice was interrupted by the COVID-19 pandemic. The News is glad to be able to revive this tradition, this time at the start rather than the end of the year. For the 2021-2022 academic year, the News has chosen to recognize Dr. Laura Nickerson. Nickerson serves as the Director of the Rutherford Health and Wellness Center . Her most notable accomplishment is leading the school through the ongoing COVID-19 pandemic. “Dr. Nickerson's handling of the COVID-19 pandemic has been nothing short of remarkable. It is hard to imagine how we would have navigated the last couple of years without her and her amazing staff,” says Head of School Quentin McDowell P ‘24. Nurse Mehret Kidane, a longtime staffer in the health and wellness center, said, “At the beginning of the pandemic, I was unsure on what kind of issues I would be faced with, and was very concerned for myself and how the virus would affect what I do as a nurse on a daily basis, but because of Laura' leadership we are able to get through it and know how to handle it. Her clear guidance and excellent leadership skills are much appreciated.” “She is tireless in her devotion to her work. She is calm in a crisis,” said Associate Head for School Life Julia Maurer ’90, who has worked closely with Nickerson during the pandemic to ensure that the school complies with mandates from the Commonwealth of Pennsylvania. “She is a ROCKSTAR and I love working with her.” Health and Wellness Center Assistant Maranda Sheffeild said, “Dr. Laura Nickerson possesses unlimited qualities in characteristic traits that include, but are not limited to, honesty, confidence, compassion, and exceptional leadership. On a daily basis she engages her employees, students, faculty, and staff with knowledge that continues to allow the school and its activities to progress without skipping a beat.” Keeping the community safe is just one of Nickerson’s many accomplishments: “She has also done some remarkable things to advance our school's approach to health and wellness,” says McDowell, “including forging a formidable partnership with Meritus Health, expanding our mental health counseling department, raising our operating standards to align with best practices, and much more.” You can truly tell she is a key part of the Mercersburg community by the responses of its members: “Dr. Nickerson truly and deeply cares for the students in our community,” says assistant dean of students Coleman Weibley. “At the end of the day, she really wants what is best for those that she is charged with caring for.” Weibley added, “[During Nickerson’s tenure,] services became free for students. She and her team are working on a health and wellness curriculum for all grade levels… oh, and did I mention she puts snacks out at the health center?” Nickerson holds a doctorate of nursing practice, advanced leadership in health care from Regis University, a master’s of science in nursing from Walden University, and a bachelor’s degree in nursing from St. Lawrence College. Before coming to Mercersburg, she worked as a Registered Nurse at Maine Medical Center in Portland, ME. She also spent four years at the Gould Academy as Director of Health Services. Her daughter Ellie Williams is a 2022 graduate of Mercersburg studying nursing at Thomas Jefferson University and her son Gavin Williams is an upper middler. Coleman What are some notable things she has done (pandemic and out of pandemic)? Dr. Nickerson is undoubtedly one of the hardest working individuals on our campus, in my opinion. She brought a sense of leadership and understanding to the Health and Wellness Center at the start of a pandemic. She really helped the school pioneer our way through these unprecedented times, all while trying to make the Health and Wellness Center feel like a resource for students. She worked with the business office to make many of the services free (which hopefully encourages students to go), and has spent a lot of time making sure the Health and Wellness Center feels less like a stuffy doctor's office and more like a place where students will find comfort and peace. What are some of her best character traits? Dr. Nickerson truly and deeply cares for the students in our community. At the end of the day, she really wants what is best for those that she is charged with caring for. How was she impactful during the pandemic? As I said above, she helped lead and guide the school through the pandemic and is probably the reason we have been able to stay open as long as we have. She (and her team) have had hours of testing and many late nights helping students and families plan their quarantines. Dr. Nickerson was responsible for most of the research and reporting on the methods of slowing the spread and helping to recommend to the Head of School how we should proceed. What was the success of the school during the pandemic and after as a result of her leadership? We were able to stay open. Services became free for students. She and her team are working on a health and wellness curriculum for all grade levels. . . oh, and did I mention she puts snacks out at the health center? Maranda Sheffield 6:57 AM (15 hours ago) to me Dr. Laura Nickerson arrived at the Health and Wellness Center at the height of the pandemic and immediately put a full effort into finding the best strategy to get testing started. She endured long days and hours searching for tests to assure the entire school could sustain daily testing. Laura continues to assure the safety of our Campus by offering weekly testing, although we are no longer required to test, ensuring the safety of students, faculty, and staff. Dr. Laura Nickerson possesses unlimited qualities in characteristic traits that include, but not limited to, honesty, confidence, compassion, and exceptional leadership. On a daily basis she engages her employees, students, faculty, and staff with knowledge that continues to allow the school and its activities to progress without skipping a beat. There are not enough words to express how much of an impact that Dr. Laura Nickerson had, not only on the school, but the visitors from other schools and potential students. She consistently pushed for testing and additional safety measures to ensure in person learning could continue to happen on a daily basis. Without Dr. Laura Nickerson and her leadership abilities, the school would have most likely stumbled at providing in person learning and preventing all its students, faculty, staff, and coaches from conducting PGA activities. She generated and implemented a successful testing strategy that ultimately identified and prevented further spread of Covid-19 at the school. McDowell Thanks so much for reaching out and I can't think of a better person for the Mercersburg News to feature. Dr. Nickerson has been a true hero for Mercersburg over the last couple of years. Here are my thoughts on your questions and please feel free to follow up if you need anything more/different: 1. What are some notable things she has done (pandemic and out of pandemic)? Dr. Nickerson's handling of the COVID-19 pandemic has been nothing short of remarkable. It is hard to imagine how we would have navigated the last couple of years without her and her amazing staff. Despite the demands of COVID, however, she has also done some remarkable things to advance our school's approach to health and wellness, including forging a formidable partnership with Meritus Health, expanding our mental health counseling department, raising our operating standards to align with best practices, and much more. 2. What are some of her best character traits? Not only is Dr. Nickerson incredibly smart and well researched, but she also has an incredible work ethic, is a galvanizing force for her staff, and partners well with others in the school. 3. How was she impactful during the pandemic? Suffice it to say that our COVID-19 pandemic experience would have looked very different without Dr. Nickerson. Her insight, foresight, and fierce doggedness are the reasons we were able to maintain in-person learning and keep our community members safe throughout these incredibly difficult years. 4. What was the success of the school during the pandemic and after as a result of her leadership? I would point back to the previous question. Dr. Nickerson's leadership during the pandemic (which is still alive and well, albeit shifting toward an endemic) is central to our success in co-existing with COVID-19. I hope this is helpful. Let me know if you need anything else. Mehret Kidane 2:07 PM (8 hours ago) to me -at the beginning of the pandemic i was unsure on what kind of issues I will be faced with, and was very concerned for my self and how the virus will affect what I do as a nurse on the daily bases,but because of Laura' leadership we are able to get through it and know how to handle the pandemic. Her clear guidance and excellent leadership skills are much appreciated. - caring, understanding, intelligent, hard working - her strong leadership skills and her knowledge and understanding of the extent of the pandemic. - Laura worked tirelessly and long hours to make sure everyone was safe.and that students and family are comfortable with every decision she made. She is AMAZING!!!!!! Dr Maur What are some notable things she has done (pandemic and out of pandemic)? Dr. Nickerson has kept us up to date on the latest science regarding COVID, the positivity rates in our local area, and better ways to test our community. She is exhaustive and thorough in her research. She has organized vaccine clinics on campus and arranged for expedited processing of our weekly tests. She has gone above and beyond to provide expedient and reliable testing for our international students prior to travel and our students who were symptomatic. What are some of her best character traits? She is tireless in her devotion to her work. She is calm in a crisis. She is really smart and knows how to take the research, government recommendations, and experiences from our peer schools to craft a set of procedures for our school that are reasonable and protect our people. She also cares deeply for students. She is an incredible nurse and caregiver. And, she is funny... I love her sense of humor. She is a ROCKSTAR and I love working with her. How was she impactful during the pandemic? All of her recommendations have been grounded in keeping our community safe. She takes the responsibility of keeping us healthy and safe very seriously. We have all benefited from her guidance and leadership. What was the success of the school during the pandemic and after as a result of her leadership? It is pretty incredible that we did not have a single on-campus transmission of COVID in the 2020-2021 school year. Vaccines were not widely available at that point and all of our energy was put into keeping our community healthy and keeping the virus from spreading on campus. Dr. Nickerson's leadership was critical to that success. Previous Next

Maddie Stonebreaker ’27 < Back Mounds, Vegans, and Hancock Maddie Stonebreaker ’27 Contemporary American artist Trenton Doyle Hancock‘s recent visit to campus featured canvases and characters and demonstrated the ability of art to build community. Known for blending autobiography, mythology, comics, and pop culture, Hancock shared the worlds he has created through his “mounds” and other characters, sparking varied reactions across grade levels and experiences. F or art students like Karin Sugiyama ’27, the lecture went beyond admiration into inspiration. Sugiyama was captivated by Hancock’s ability to transform his childhood influences into immersive exhibition spaces. “I really enjoyed looking at the exhibition design,” she said. “As an art student, I enjoy looking at environment and space design, and how he used the whole football field-sized room to make it interactive.” Hancock’s work, she noted, showed how art can merge storytelling, music, and space into a collective experience. Some students focused on the sheer energy of Hancock’s work. “The vibrance of his art, his style and the details, really stood out,” said Louis Yamamoto ’28, who admitted he struggled to find deeper meaning but still admired Hancock’s creativity. Older students like Addalyn Arnsparger ’27 admitted the art challenged them in unexpected ways. “It was a little strange and out of my comfort zone, which is a good thing.” Arnsparger’s response reflects the power of art to spark dialogue, even when it unsettles us. For Student Body President Thomas Zhu ’26, the lecture was a display of accomplishment. “The speaker is very well achieved in his field. He shared a lot of his works that have a unique perspective,” Zhu said. While he wished Hancock had explained some connections more clearly for a high school audience, Zhu admired how Hancock turned his art into a larger business, expanding its reach beyond the canvas. Ellie Yang ’27, a studio art student, echoed the admiration but also reflected on the challenges of audience fit. “He had a lot of good things to share… but I don’t know if it was the right demographic,” Yang noted. Still, she found personal inspiration in his message: “The journey to being an artist is a journey of looking into yourself and finding out who you are.” For Yang, the lecture underscored that art is not only about product but also about self-discovery, a sentiment many art students can relate to. Faculty members noted the sense of community in Hancock’s presence. Music director Shami Beni reflected, “[Hancock’s] art was very captivating, very thought provoking… What made him important to the school community was the fact that he took time out of his business to come and talk about his work and how that impacted him.” For Burgin Center Director of Operations Jessica Doubell, the planning of the event itself revealed lessons about fostering connection. While Hancock was chosen by the Class of 1969 Global Endowment, she noted that future visits might engage students more deeply through Q&A formats. “What I really took away,” she said, “was that here was this kid that had an idea that art was what he wanted to do and nothing held him back. He did it, and he is obviously quite successful. So always go for your dreams, even if they feel too big.” In the end, whether through admiration, confusion, or inspiration, Hancock’s visit created a shared experience that drew the school community together. His work may come from his own world, but the conversations it sparked showed how art, no matter how unconventional, can draw people together. Previous Next

Max Zhang ’26 < Back They came, they saw, they colleged Max Zhang ’26 From February 8 to 10, three college admission deans visited Mercersburg Academy to examine the school’s academic programs and student initiatives, with a focus on the Capstone programs. During their visit, students presented their projects and reflected on their learning experiences, giving the deans an inside look at how Mercersburg prepares students, encouraging independent inquiry and personal exploration. The visiting deans—Matt Hyde from Trinity College, Deb Johns from the University of Notre Dame, and Alan Ramirez from Sewanee, the University of the South—toured campus, met with faculty and administrators, and had dinner with students. According to college counseling director Vicki Thompson, the program was designed to give admissions officers “a real insider’s view” of Mercersburg’s community and curriculum. “They sit in classes. They listen to capstone presentations. They meet with school leadership,” Thompson said. “It just really helps college admissions officers get to know who we are and what we are doing and the intentionality of our curriculum and all of the things.” Students in capstone programs presented projects that reflect their individual passions and interests. Michael Kremers ’26, a student in Positive Psychology, discussed his project, which investigates the effects of mindfulness interventions on varsity basketball players’ performance under pressure. He emphasized the importance of showing college deans the true side of a student. “I feel like it's important for these college deans to be exposed to student perspectives because, if they preach about wanting to see the student applicant as an individual, they should see their passion projects, which essentially is what Springboard is for Mercersburg students.” Kremers said. He continued, “It’s an opportunity for students to follow and pursue their passions whether it’s sports psychology like mine or microbiology like one of my classmates was presenting.” Other students shared how the capstone programs have helped them develop academically and personally. Marcus Lee ’27, a MAPS student, reflected, “I challenged my beliefs and I'm discovering more about not only myself, but what I'm interested in. I think it's good to see the genuine curiosity that students here have, what they're interested in, what they know about themselves, and how they view the world around them. People have different perspectives and it's interesting to see what people think.” Manika Dalai ’26, another Positive Psych student, emphasized the student-driven nature of the curriculum. “The whole point of the capstone course is that you have independence to do what you want to do,” she explained. “It's teacher-guided, but really it's student-driven, so it is important for college deans to understand the level of engagement students have.” For Mercersburg, these visits by college deans serve many purposes. They demonstrate the rigor and proactivity of students, strengthen the relationships with colleges, and provide admissions officers with a better understanding of the school. The visit showed the importance Mercersburg places on self-driven learning. By observing students present their work, the visiting deans gained insight into how the school prepares students not only for college, but for intellectual and personal growth beyond the classroom. Previous Next

Claire Chow '26 < Back Author Gene Luen Yang visits campus Claire Chow '26 Gene Luen Yang, a world-renowned cartoonist and author, delivered the Jacobs Residency Lecture in the Burgin Center for the Arts on Monday, December 9. This followed a day of visiting Mercersburg classes like Graphic Novels and Arts Practicum. In his humor-filled lecture, Yang highlighted the importance of honing a craft and pursuing dreams despite inevitable challenges such as writer's block and adversity. Yang grew up on the classic Journey to the West and traditional Chinese books sent from his grandparents in China, all of which his immigrant parents read to him throughout his childhood in California. Inspired, he began reading and creating comic books in third grade, even working with a friend to create handmade books to sell at school. Following his parents’ wishes, Yang majored in Computer Science and minored in Creative Writing at UC Berkeley. During college, he balanced drawing with studies and eventually saved enough money to publish his work. He also received a Xeric Foundation grant in support of self-publishing authors, an event he called “better than getting a girlfriend.” His first comic series, Gordon Yamamoto and the King of the Geeks , was commercially unsuccessful, prompting him to produce hand-stapled mini-comics to sell at conventions. Yang persisted, and 10 years after introducing Gordon , First Second Books published his groundbreaking graphic novel American Born Chinese . Inspired by his experiences as a minority in America, the story resonated globally and opened new opportunities. He later signed with Marvel and DC for Shang-Chi and Superman , respectively. Mogere Nyakoe ’25 said, “It was really interesting to hear that he had worked with names even I had read about when I was little. Even though he is successful, it was comforting to know there can be ups and downs and how to push past them.” Beyond storytelling, Yang urged students to "set up your factory," meaning to organize life in a way that supports creative passions through time management and resource planning. "It’s helpful advice for pursuing my art; especially at a boarding school when I have to balance between multiple things," said Kate Talley ‘26. Fine Arts department head Kristen Pixler expressed hope that her Arts Practicum students would find inspiration in Yang’s journey and stay motivated in their artistic pursuits. Ethan Stiffler ‘25 said, “It was insightful to hear how Yang broke into the art industry slowly. I also learned a lot about making connections in the art world.” Yang now lives in the Bay Area with his wife and four children. His latest graphic novel, Lunar New Year Love Story , illustrated by LeUyen Pham, merges their dating experiences into stories about love, sharing with younger generations the importance of relationships. Previous Next

Michael Zhang '26 < Back More to the story Michael Zhang '26 The recent Israel-Gaza war has stirred global pandemonium as supporters of polarized viewpoints engage in contentious debate. To raise awareness of the issue and ensure that members of the community are civicly informed, Mercersburg Academy hosted two Brown Bag Lunches to discuss the news of the region. The most recent meeting took place last Thursday during lunch. The discussions focused on Israel’s fraught history. “We talked about the history and origins of the conflict, the history of Israel, and how Israel formed,” stated Shanuka Navaratne ‘25. The second meeting started where the first left off. “The second meeting was about history after the 1980s to now,” said Thomas Zhu ‘26. The meetings were presented with objectivity. Annie Mohr ‘26 commented, “We talked about norms prior to the session, such as how this wasn’t an emotional conversation about what’s currently happening.” The idea for the Brown Bag Lunch originated with Gabe McGuire ‘24, in partnership with the Mercersburg Model UN and Civic Engagement Group. “I spend a lot of time talking about politics and current events with [McGuire],” elaborated Allison Stephens, “We wanted to talk about it with the community.” They came to Director of Global Initiatives and Model UN advisor, Justine O’Connell in hopes of setting up the Brown Bag Lunch. The three wanted to encourage the community to be conscious of the events taking place. “One of our primary goals for this Brown Bag Lunch is to foster civic engagement and the community’s awareness of the current issue,” announced McGuire. Stephens also echoed, “We want members of our community to develop a framework for having conversations that aren’t antagonistic but rooted in better understanding.” However, the events did raise some concerns among the organizers. “I [was worried] that members of our community thought the session would be a debate,” said Stephens. McGuire added, “It wasn’t really our story to tell. It was hard to create a plan to share information and not biases. It’s an outside perspective for us.” Despite initial concerns, the event exceeded expectations. Over 40 community members, both students and faculty, were present in the first meeting. O’Connell stated, “We had a huge turnout. That was the largest Brown Bag Lunch I’ve ever organized.” The second meeting also went well. “We had a pretty big attendance for such a short notice,” said McGuire. Members of the audience left the session with many positive impressions. “I think the event did an excellent job of educating the community based on the facts,” said Zhu, “I learned a lot about the history of Israel.” Mohr also stated, “It’s a very complex issue. After the Brown Bag [Lunch], I feel that I can’t be on a side; there’s so many facets to think about.” Because of the Brown Bag Lunch’s huge success, O’Connell hopes to use this discussion as a starting point for “a series where we talk about [current] events in the world and provide an opportunity for dialogue.” By doing so, the Academy can be a more informed and engaged community, one that is better equipped to tackle a world filled with biases. Previous Next

Greta Lawler '23 and Alex Cho '23 < Back Remembering Nate Jacklin Greta Lawler '23 and Alex Cho '23 Mercersburg Academy and the world lost an incredible community member, coach, colleague, mentor, teacher, and friend on November 15, 2022 with the passing of former Academy history teacher and wrestling coach, Nate Jacklin. His influence left a deep impact on everyone who knew him, and the respect and loyalty his colleagues, students, and athletes hold for him speak to the integrity of his character and the powerful legacy he leaves behind. Jacklin came to Mercersburg as a postgraduate student in 1996. As a student, he played soccer, served as the wrestling team’s captain, and was a member of the Irving Society. After receiving his bachelor’s degree from Columbia University and working for a time at a New York City brokerage and in Virginia public schools, Jacklin returned to Mercersburg to teach and coach in 2008. Leadership Gift Officer Jenn Bradley ‘99, a colleague, said, “Mr. Jacklin and I were in the same faculty class; we both started in 2008, and I had an immediate introduction to his slow, dry wit. He made a joke, at my expense, during faculty orientation, and that was the beginning of our friendship. I knew he was someone who was both serious and would also make the job fun, which is so important when you work with young people. He was a master at this!” The three biggest pillars of Jacklin’s life were his family, teaching, and coaching. Jacklin was loving husband to his wife, Lindsay, who arrived with him in 2008. In subsequent years they had three children: Hailey, Ella, and Matthew. Nothing made him happier than his family. In the classroom, Jacklin had high expectations for his students as well as for himself. He was constantly innovating to make his classes more engaging. Working alongside fellow colleague and English teacher Todd McGuire, Jacklin helped design Entrepreneurship as part of the capstone program, a course which has since drawn a large portion of the senior class each year. Head of School Quentin McDowell, also a colleague, said, “What I witnessed over the 10+ years of working with Mr. Jacklin was that he was an incredibly dedicated educator and coach who challenged and loved the students he worked with. He was smart, honest, and dedicated, holding himself and everyone around him to the highest standards.” A student in Jacklin’s Ancient Mediterranean history class, Manuel Ponce ‘23, said, “Mr. Jacklin was an influential teacher not only by helping me improve my writing skills but also teaching me to believe in myself and what I am capable of.” Jacklin’s work ethic encouraged everyone around him to reach their highest potential. As a coach, Jacklin embodied the values of Mercersburg: Hard Work, Fair Play, Clean Life. Wrestler Ryan Macinnis ‘23 said, “He always pushed me and set high goals, and he made sure I would achieve them. There is no doubt in my mind I wouldn’t be in the same place I am now without him so I will forever be grateful for all he did for me.” Science Department Head and head track coach Nikki Walker said, “Nate was a competitor. He wanted to win. Winning had many meanings to Nate. Starting something meant finishing. Starting something meant giving everything one had at every attempt. Starting something meant being the best teammate to everyone around him. Starting something meant having a feeling of fulfillment and accomplishment at the end of the day. Teammates were family. Family meant everything.” History department member Dan Walker said, “ He ‘encouraged’ me to participate in a grueling ‘Tough Mudder’ 13 mile obstacle course in 2012 and 2013; something that I clearly did not feel physically able to accomplish. When we finished, I was immensely proud and grateful that he didn't ‘let me off the hook.’ It was experiences like this that set Mr. Jacklin aside from others - he knew that pursuing something that felt unachievable provided so many life lessons whether you truly had success or not. He was just special.” Jacklin had a talent for connecting with students, especially in difficult situations. Dorm Dean Laura Patterson said, “ When I worked with Nate in the dorm, he would log the boys for every incident, going to the bathroom or getting a drink after lights out. I learned from him that holding students accountable was important and many times he used it as a tool to have a conversation and get to know them better. He had a soft heart under his tough exterior. Nate went out of his way to connect with students, especially the ones who were struggling to follow the rules and the quiet students who hadn't found their friend groups. He offered to advise and mentor students who were on the verge of being required to withdraw from school. We had many conversations about students who were struggling and brainstorming ways to help them.” Wrestler and former Jacklin advisee Alex Forrester said, “He created a culture where everyone supported everyone like a family.” Jacklin will live on in the hearts and minds of those he leaves behind and the tributes will continue. Bradley reflected, “Nate was one of the strongest people I have ever known. I will remember his fighting spirit and his determination. He loved fiercely, and I was lucky to be in his sphere. Nate will forever be a model for me on how to live with purpose. Nikki Walker said, “ Nate made everyone around him better. At the end of a match - win, lose or draw - every kid was a winner because they learned a lesson to improve upon. That's life. Nate was about life lessons and he taught all of us a lot. I'm blessed to have called him a friend. I will miss him a lot.” Previous Next

Audrey Hua '26 < Back At the helm: Justine O'Connell Audrey Hua '26 Following the mid-year departure of Shelley Swope, former dean of South Cottage, residents welcomed the new dorm dean, Justine O’Connell. An experienced and well-respected faculty member, she was greeted wholeheartedly with cheers and hugs, a promising start to a new position. Justine O’Connell, Director of Global Initiatives, chair of the Conduct Review Committee, and overseer of the international student affinity space, expressed her enthusiasm for the role. “Mercersburg is the first boarding school I’ve ever worked at, and Fowle has been my home since I got here in 2019,” she said. “I really love working and living in the residential part of my job.” O’Connell offered her thoughts for the future of her work in the dorm. “I’m hoping to create these moments of time and togetherness,” she said, “[and] help them [students] navigate the emotions that come with getting older in your high school career.” Nevertheless, she shared some trepidation. “I'm feeling a little bit stressed because I'm moving so quickly, but I have a lot of great support from my friends who live here on campus,” she said. “[I’m] mainly excited about this new adventure and having a new perspective on campus.” She also mentioned her closeness with the students at South Cottage. “I know and I've seen those residents grow into really amazing young people,” she said. “I hope to use the Prefects, and that they can share their experiences in the past of living in South.” When asked what she hopes to bring to the dorm, she said, “I think [I will introduce] mainly traditions that will involve food. I heard the South residents love ice cream.” Coleman Weibley, the Associate Dean of Student Life, stepped in as interim dorm dean before O’Connell could make her move, happy for the contact with students. “I think it allows students to see me in a different way,” he said. “They get to see the fun side of me, and they don't necessarily have to label me by my job title or consequences.” The best part of Weibley’s experience was the students. “A lot of laughs, a lot of sides of students that I don't typically get to see in the dining hall or in passing.” Weibley admitted there were hardships to stepping in on such short notice. “There were several nights where I had to spend the night in the dorm, sleeping on a cot in an empty apartment,” he said, explaining the need for an adult in case of overnight emergencies. “There's added responsibilities that I don't think people recognize that come with being a dorm dean.” Danielle Nordyke, Director of Human Resources, described the qualities that the school looks for in a dorm dean. “Experience that they've had with students, building community, and really having shown a way in which they support students is important for us,” she said. “In her five years here, [O’Connell] has really proven herself as a faculty member who can connect with all students.” Weibley also played a role in choosing the dorm dean. “I think it was a really competitive pool,” he said. “We actually had a lot of interest that we weren't sure we were going to get.” He seconded Nordyke’s point on their ultimate choice. “I think [O’Connell] can relate well with the residents of the dorm, and can work with them to build a culture and community where everyone feels like they belong.” Prefects of South Cottage were eager to welcome O’Connell. Paloma Casariego Cerdeira ‘24 said, “When I saw her after I went into the dorm meeting, I had a smile on my face for the whole meeting.” Kate Kalinowski ‘24 said, “I’m excited to get to know her better and for the dorm to have a new leader again.” The residents ached with the news of Swope’s departure but expressed their faith in O’Connell. Cerdeira said, “At first we were so sad because Mrs. Swope seemed like the perfect dorm dean, because she was, but I feel like Ms. O’Connell is gonna be such a good replacement for her. She really fits the South vibe.” Previous Next

Gigi Devlin '24 < Back Fowle-ing at the Moon! Gigi Devlin '24 The COVID-19 pandemic halted many traditions on campus, two of them being Fowle-o-ween and the Mercersburg Halloween Parade (well, the parade continued, but students were confined to campus). These two traditions of the school and the town, that add to the fun of Halloween weekend, made their return this year. Fowle-o-ween is the main Halloween party on campus, hosted and organized by the Fowle Hall prefects; it takes place in the Fowle common room. Last year due to the pandemic, it was moved to the SSC. With the return of Fowle-o-ween to its rightful place, prefect Olivia Wetzel ’24 said, “This year [because] everyone was in the Fowle common room… it definitely was more exciting than the last two years. I feel like it is a better representation of how it should be and I hope it can continue to feel like that.” The feeling was shared by four-year seniors who are the only students to have seen the tradition pre-Covid-19. Jamie Hyung ‘23, a four-year senior and a Fowle Prefect last year, said, “It’s exciting to see the school come back to normal after Covid with traditions like this one.” The Halloween Parade is not only a Mercersburg Academy tradition but a tradition for the whole town, enjoying its 77th year. Student activities director Trini Hoffman, who has attended the parade for at least the last 55 years, said, “It has always been a family and friends event. We would take our blankets up early and place them on the sidewalk to save a spot along the curb. We would wait for all the candy to be thrown and the big bands to play. There are so many memories. This is an event that so many of the town's people look forward to.” The Academy has been involved for many years. This year a dozen of students, who participated in the Renaissance fair earlier in the term, were in the parade. The parade this year was organized by Kelly Buttebaugh. Buttebaugh was delighted with the result of the parade. “I worried about the rain all week. Of course, the weather changed every hour, and in the end it rained hard at times. The smiles and the hard work that everyone puts into their floats, the music, and the food, make it worth all the worries.” The parade represents the small town community that exists in the borough. Hoffman called it “a small town big event.” “This was the 77th annual parade. That says something about the dedication of our community,” said Buttebaugh. Students attended in big numbers at Fowle-o-ween on Saturday night, trick-or-treating on Sunday night (sponsored by the SAC and hosted by various faculty and staff at multiple locations on campus), and the parade on Monday night. The excitement of returning to normal after two long years affected by Covid was noticeable. Hopefully, the success of these events will mean the return of more traditions suspended due to the pandemic. Previous Next

Taimur Rehman '25 < Back Mercersburg’s new routine Taimur Rehman '25 With the advent of a new school year, the academic office has unveiled a new daily schedule. Julia Maurer '90, Associate Head of School, spoke on the ongoing process of schedule changes, “So, we said years ago that we were going to do a schedule redesign, we had a schedule that had six classes, and the day felt too hectic, so we wanted to reduce the load on students and teachers. But we wound up having three classes one week, two the other week, and so teachers were not able to cover enough of their content.” In designing the new schedule, Maurer talked about what the school’s limits were, “So what we did with this new schedule is try to keep what we liked about the old one but increase class time, things like help, Friday school meetings, sit-down meal lengths, that was the goal.” Academic Dean Jennifer Smith, who was a member of the committee that worked on creating the new schedule, explains, “From when I started working on it, there were two specific goals for the schedule change: one was to increase class time to get closer to our peer schools because we’re way behind, and to increase class meetings to three times a week so that students won’t have to review as much.” Besides the addition of class meetings and class time, Smith explained the new, non-alphabetical order: “We voted on that, and it was very close, almost split. But if you go in alphabetical order, some of the rotations end up meeting in the morning all the time… and it would have been impossible for everyone to have a sleep-in.” Reactions to the new schedule have been mixed, with both teachers and students expressing positive and negative feelings about it. Heather Prescott remarks, “There is more class time than there has been in the past two years. This was something I was hoping would change, and I am very pleased that it has.” Class time increase has also been seen as positive by some students. Max Friedman ‘25 shares, “I like that the schedule provides more class time overall, and I’m actually a big fan of the hour-long classes.” Michele Poacelli commented, “The schedule to me feels like scaffolding; it’s what you hang the important stuff on, and so more scaffolding equals more of an opportunity to hang the important things on.” Unfortunately, more class time has also led to students feeling more pressure. Madeline Chu ’27 elaborates, “I feel like I have the same amount of homework from each class as I did last year, except with half the time to complete it.” Friedman adds, “More classes mean more work, and as far as I’m aware, most classes haven’t reduced homework loads to account for the extra classes and meetings per week.” Not all students find the new schedule daunting. Keagan Killinger ’28, a new student, shares, “I’m still getting used to it, as it’s a little inconsistent. The days are shorter than my old school days, and we start later, which is extremely nice. Overall, I enjoy the schedule.” More frequent classes are not the only major change to the schedule. This year, classes no longer meet in alphabetical order. Prescott notes, “The fact that the schedule is not always sequential can be confusing. I need to look at the schedule several times a day. This is not problematic since I have several printed copies of it.” She adds, “I know why the shifts have been observed, and I am fine with the fact that the non-sequential nature of the weekdays allows for certain blocks to meet first thing in the morning and, at other times, in the afternoons.” Poacelli agrees, adding, “It’s incredibly confusing, and it forces you to pay attention to Google Calendar. For me, it’s easy because I’m glued to my Google Calendar, but if you didn’t already have those habits, it would be difficult.” Students have been less forgiving about the schedule’s confusing nature. Cole Piriano ’26 shares, “It has been challenging to memorize the schedule.” Caiden Bowers ’25, a new student, adds, “My old school followed a seven-block, four-class daily schedule that rolled alphabetically. So the schedule here is similar, but it has been difficult to memorize my class schedule because the classes do not flow strictly alphabetically.” As a whole, the school community understands the importance of increased academic time, and the campus has received the changes moderately well, but issues persist. From teachers to students, some aspects are seen as needing change. Prescott elaborated, “Some of the class periods are 60 minutes, and some are 75 minutes, so I am trying to do my best to offer the same content, skill-building opportunities, and learning experience to all of my students. This is a challenge. I would prefer that all class meetings be 65 minutes, all the time.” Prescott’s statements are shared by many. Friedman bluntly adds, “Make every block 60 minutes. We need standardized class times.” Chu suggests, “I would bring back late starts on Wednesdays. It was just something to look forward to, especially since we’re all so overwhelmed by the middle of the week.” While the new schedule provides much-needed increases in class time, along with increased variability of sleep-ins, it is certainly a mixed bag. Poacelli sums it up well: “I’ve lived, you know, a million different schedules… and you just adapt because we’re adaptable creatures, right?” Previous Next

Isonah Dlodlo ‘23 < Back Letter from the Black Student Union Isonah Dlodlo ‘23 Dear Mercersburg Community, To some, Black History Month may just be that one month when white students joke at being subjected to their Black peers dressed in dashikis and durags. For others it may be a glorified MLK day. And maybe others don’t care at all. But we urge you all to remember that Black History Month is a celebration of culture, a recognition of injustice, and an acknowledgement of excellence. Black Americans are more than their pain, and there is an amazing beauty to blackness that wafts from the very food that we cook and eat to the booms and the thumps of the music we create and listen to. It’s in clothing, it's in the language, it is our very essence. And so this year, we urge everyone this Black History Month to immerse themselves in what is the deeeeep pot of black culture. Happy Black History month! From, The Black Student Union Previous Next