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

Justin Oh '25 < Back Watching Netflix and chillin' on a Head's Holiday Justin Oh '25 On the evening of April 26, students were greeted with news worthy of roaring cheers: a Head’s Holiday the following day. Students and faculty alike spent the day in many ways, from catching up on work to relaxing on a beautiful spring day. Sean Qin ’25 said, “The Head’s Holiday proved quite helpful, as on Wednesday I was away on a track meet, and so I was worried that I wouldn’t be able to finish my work.” Classmate Albert Park ’25 said the Head’s Holiday came at a “perfect time,” as he was very sick and also needed the extra time to get caught up on work. For others, the extra time was used as a well-earned respite toward the end of the school year. Khanh Nguyen ’25 said, “ I immersed myself in the gorgeous nature and enjoyed the chirping of birds on a lovely Thursday morning in Mercersburg.” English teacher Kristen Ahlgren responded, “I enjoyed the day off! I slept in a little longer, and I was able to relax at home with my dog Buttercup while I caught up on grading and planning.” History teacher David Bell said, "After sleeping in later than usual, I spent most of the day doing schoolwork and then helping some of the senior MAPS students prepare for their presentations.” Although this spring Head’s Holiday was welcomed by all, some were disappointed by the lack of a Head’s Holiday in the winter term, especially after the Senior Boxer Bikini Run. Jooa Lee ’23 said she and the other members of her class were largely upset after the Run: “We were really longing for the Head's holiday - this winter was cold and tough on us, so we really wanted it to happen especially when we got an opportunity to directly ask the Head of School for the Head's Holiday.” About the impromptu nature of the holiday, head of school Quentin McDowell confessed, “ This day off was definitely not planned well in advance. I had been thinking about it, but nothing was set until about 9 o’clock the night before. I like to check with academics and student life to make sure that I’m not going to unintentionally make things harder by giving a day off before proceeding. They felt good about the timing, which worked out well.” Regarding any future Head’s Holidays, McDowell said, “I like to keep it unpredictable, to be honest. If we have too many, it can take away some of the special nature of the day, but I will always reserve the right to give one when I think it is needed.” Previous Next

Amanda Xi '25 < Back We the people Amanda Xi '25 Last weekend, the Mercersburg Civic Engagement Task Force, a faculty and staff composed body, brought its student advisory board to Washington, D.C., for two days of learning in the nation's capital. Emily Jiang ‘24, Corbin Kelly ‘24, Eliana Sandy ‘24, Ruby Shang ‘24, Dylan Stiffler ‘24, Collin Jin ‘25, Mikhael Martinez ‘25, Wyatt Parks ‘25, Luntu Radebe ‘25, Dawson Graditor ‘26, and Thomas Zhu ‘26 traveled with task force chair, Allison Stephens, and project manager, Nicole Brown. The Civic Engagement Task Force is composed of faculty and staff, while the Civic Engagement Student Advisory Board is comprised of students who are interested in developing the culture of the school community today and for the future. This initiative aims to teach students the skills, attitudes, and knowledge required to be active and productive members within the classrooms or anywhere else on campus or in the world. The importance of civic engagement and active citizenship cannot be overstated in a world where democracy is under threat. What is civic engagement? Civic engagement means contributing to our duties as citizens within local, national and global communities. As for the school’s commitment to preparing active citizens, Quentin McDowell, Head of School, said, “Emphasizing civic engagement means helping Mercersburg build and integrate programming across the institution that focuses on the development of the skills, attitudes, and knowledge necessary for our students to be active and productive citizens in their communities and countries." While the adult group is leading the initiative, they understand that it is imperative to include students in the discussions. The student advisory body will serve as a liaison between the students and faculty as the program evolves. They will both share planning information and create opportunities for student feedback. Notably, Mercersburg is one of only a handful of independent secondary schools to kickstart faculty and student-backed civic engagement initiatives. McDowell says, "It is certainly a trend we are seeing across the nation, particularly in higher education, so it is likely just a matter of time. However, the need for this type of education and training is pressing, and I am proud of Mercersburg's willingness to lead from the front with this work.” So far, the task force and council have discussed the meaning of a civic focus in a community made up of individuals from different cultures, countries, and political systems. It will be their challenge to define an approach to civics learning that invites the experiences of all. For the present, their current expedition to DC served as a learning experience for the committee as they engaged in activities that considered the foundations of American democracy: its aspirations, successes, and setbacks. Nicole Brown, the project manager for the Civic Engagement Task Force, has been planning for weeks to make the trip structured and informative, with co-leader Allison Stephens. The faculty leaders planned a comprehensive trip that included visits to the National Archives and Capitol Hill, and meetings with Mercersburg alums working in government, politics, and law. Brown hopes that the experience will influence the students to think about citizenship with a greater sense of purpose and opportunity to make change. To gain an understanding of the current pedagogy of civic engagement, task force members have worked with the Institute of Citizens and Scholars in Washington, D.C., and held discussions with the Wake Forest Program for Leadership and Character. From the vast scholarship of experts in the field, the task force will work to build Mercersburg’s program over the course of the next three-plus years. Ruby Shang, a member of the Civic Engagement Council and Student Council Vice President, explained that civic engagement is vital: "There are obligations that everyone should have as a citizen, for example, being aware and realizing how we can contribute to the community around us. I believe it is important to be actively engaged in the process of making decisions and being an informed citizen." While reflecting on her experiences conversing with Mercersburg alumni on the trip, Shang said, "They have already graduated from the school and have a deeper insight into this field, which was so interesting." Moving forward,the Civic Engagement group plans to share its work with the rest of the school community in a school meeting on October 13. The Civic Engagement Task Force will actively shape the wide range of initiatives geared towards nurturing lasting civic skills within our community. The active participation of students and their input will be a fundamental pillar of this process, ensuring that the program resonates deeply with the Mercersburg that is beloved by current students and alumni and also continues to address the ever-evolving needs of our community effectively. Previous Next

Amanda Xi '25 < Back Alumni react to campus protests Amanda Xi '25 At Mercersburg Academy, students may learn about the Israel-Palestine conflict through history class or reposts on social media, but on many university campuses around the country, college students are declaring their opinions by organizing public protests. Although there are nuances within the rallies between campuses, the consensus is a demand for a ceasefire in Gaza. Since the attack on Israel by Hamas in October, the media has covered the conflict continuously, but now many college students have had enough and are speaking up by protesting. Recent Mercersburg graduates attending colleges most often in the news have personally experienced the demonstrations. Will Dietz ’23 attends Columbia University in New York, where pro-Palestine students have set up tents on the main lawn. Students at Columbia were among the first to protest, drawing extensive publicity due to the University’s prestige and its history of student protest. However, Dietz faults the media for exacerbating tensions on campus and drawing ill-intentioned outsiders to the perimeter of campus. “The news reports were exaggerating a bit and sometimes outright lying. I talked with a lot of Jewish friends, and they seemed to all share the sentiment that when they were on campus, they felt completely safe. But when they stepped outside the gates and had to walk by the crowds of protestors who were non-affiliates of the University, they felt uneasy.” To note, antisemitism has been on the rise in recent years and has grown since the beginning of the war - as has Islamophobia. Even though the students may have begun this movement, it appears that the protests drew in many non-students who are primarily rousing fears on campus. At Emory University, another campus facing student protests, Maggie Betkowski ’21 says, “People not associated with Emory have come onto our campus and vandalized buildings with hate speech, which has been really disappointing to see, and it dampens the message of the protestors.” Similarly, Priscilla Lee, ‘23, attending the University of California, Los Angeles, said, “There were a couple of rumors of armed non-students going up to the dorm areas, but it’s not confirmed.” So far, she has not experienced any other disruption by the students, primarily depending on the news for information. Olivia Short ’23, studying at New York University, agrees that campus protests are highly visible. Short says, “You can see all the protesters camping outside our building. I’ve watched our cleaning people wash paint off of our building. Our entire business school is boarded up, and we get constant emails about our safety.” Because she lives off-campus, Short has no definite knowledge of whether the protesters were NYU students or not. Students also expressed disappointment in how their school administrations were dealing with the situation. In response to the protests, Columbia brought in NYPD, who arrested more than 100 activists. Dietz says, “It’s very saddening that protestors and universities can’t seem to reach agreements on this issue because, in most cases, it results in the universities calling in heavy police presence, which almost never feels right on a university’s grounds.” Short agrees, saying, “I think that our school has reacted somewhat poorly to the protest.” She also urges the students to think before acting too fast, stating, “Other students have responded to the situation by protesting against the school president and threatening her, which is not the right decision, but that has been the outcome of many things.” For many, college is the first exposure to different ideas and a period of learning. Betkowski says, “The protests have brought the conflict in the Middle East much closer to home.” Even though it is easy to feel sheltered and safe in little Mercersburg, these recent graduates have learned that a conflict in the world can become personal in a new environment. Previous Next

Susanna Huang '27 < Back "The racial stuff" Susanna Huang '27 During this year’s opening school meeting, Jamar Galbreath, Mercersburg Academy’s Interim Director of Diversity, Equity, and Inclusion, discussed last year’s reports to the Community Concern form on Veracross, the school’s student information system. The numbers told a very clear story. The categories of Slurs/Discriminatory Language and Ethnic/Racial Incidents tied for the most reports at 11. In comparison, the next highest category was Gossip/Rumors at 5. As William Tutt ’25 candidly pointed out in the school meeting, the greatest concerns regarded “the racial stuff.” The statistics were collected from the Community Concerns form, a new tool that allows students and faculty to report concerns more comfortably and to seek redress. When a student submits a community concern, a team of administrators and faculty meet to discuss the situation. Sometimes, the student who reported is invited to discuss. This discretion is intentional. As Galbreath explained, “Maybe they are not as comfortable bringing an observation forward because they don’t have as much information, or trigger a big response. We can help map out and route these concerns.” So far, the team has worked on following up on reports, addressing concerns, and connecting individuals with other services on campus. While submitting a report may not result in a CRC, it is one of the options the team can employ. In previous years, past DEI director Dr. Renata Williams addressed incidents of racism that landed in the Conduct Review Committee by speaking in dorms meetings. But why are there still so many reports? Galbreath believes differences in cultural values may be the root cause behind such incidents. "We have to look at what harm is being done and how it is enacted. While I would love those [cases] to be zero, we come to this place where people come from different experiences and ways of learning, contributing to this rich and diverse community. With that, people's talk will change and evolve; it doesn't happen overnight." A hopeful trend in the data is the steady decline in reports throughout the year. The 2023-24 fall term had the greatest number of reports with 24, compared to 12 in winter and six in spring. This might seem counterintuitive; at first students might not feel comfortable using a new program, but there are reasons for this trend. Galbreath says, “It could be a lot of things; especially in the fall, there are new students, [and] a lot of re-norming for returners.” By the winter and spring, it could be that more students are aware of being sensitive in their language. Furthermore, since anyone can submit a concern, there can be multiple reports about one incident. “Some reports are coming in while we are already addressing the conflict,” Galbreath explains. Multiple reports amplify the concern. Students present contrasting opinions on the issue of discriminatory language. Some students are hopeful about their peers' intentions and explain the current phenomenon arising from ignorance and lack of awareness instead of hateful intentions. Lily Killinger ’26 said, "A lot of people know what they say when they say it; they think it is just a joke, and when they realize it's not, it's too late." Other students agree that students may make mistakes but learn from being corrected. Cocona Yamamoto ’25, an international student from Japan, said, "It is really easy for people to step off the right path and use hurtful language, especially in our age group. As they grow and know what right or wrong is, it will get better.” However, another perspective is students generally know what their language conveys but use it anyway to conform: "Obviously, we all know the consequences; I feel like there is no one on campus that is genuinely racist or sexist whatsoever; they just say it to fit in," said Prin Sairungsri ’27. Last year, half of the student-reported concerns were about discriminatory language. CRC student representative Frank Bonsal ’25 noted, "I was on three cases last year, and two out of the three cases were about racial language." Luntu Radebe ’25 is one of the 22 students who submitted a Community Concerns report. Last year, she and her peers shared concerns and submitted forms about a student using slurs and discriminatory language towards her. Radebe is an international student, as was the other student. Radebe was honest in her response. “Some students hold no respect for the culture we are in. They come from overseas, and that might be normalized there, but they disregard our community cultures here.” She pointed out that discriminatory language violates the Blue Book, which states Mercersburg Academy “prohibits speech that discriminates, attacks, disparages, demeans, intimidates, or deliberately mischaracterizes an individual or group based on their identity.” After submitting the form, Radebe met with the Concerns team, who told her after the investigation that the offended student would receive final warning. Other students also attribute misuse of language to misguided attempts at humor. "I'm not questioning that when they use such language they understand the context behind harmful words, but it is also what gives humor in their minds; it is important to realize those words are not genuinely humorous, but harmful," said Daniel Liu ’25. Despite justifications that “it is just a joke,” it is important to recognize standards at Mercersburg. Frank Bonsal ’25 states, "I don't think there is any racial slur that can be deemed [to be] without hateful intention" even if it is said jokingly. There is no circumstance where that is acceptable." As free speech is a pivotal element in academic inquiry, the line between acceptable and prohibited speech can sometimes be blurred. "While freedom of speech does exist, it doesn't mean there is freedom from repercussions from the people who are saying and experiencing things," said Galbreath. He emphasized that students should be aware of the impact of what they are saying. Not all student experiences are the same. Shine Jo ’25, an international student 7,000 miles from home, presents her more positive perspective of Mercersburg. She admits, "When I first came to the US, I would feel insecure just because I am Asian. When I came to Mercersburg, it had such a diverse community; I felt safe and welcomed." Indeed, not all cases are the same, and that is why Mercersburg has resources like Community Concerns, so anyone can feel comfortable speaking up. Radebe said, “When you are part of a very small percentage on campus, and hear people say things that were very messed up, you just have to say, oh, okay. No one really got out there and said no. Community Concerns did help.” Previous Next

< Back Your Mercersburg Odyssey Preston Zhang ’27 Convocation officially opens a new school year. It’s the moment when the entire Mercersburg community gathers in the Chapel to forge shared culture. For Head of School Quentin McDowell, the century-old tradition serves a crucial purpose. “It works to help bind our globally diverse student body together, anchor us in school history, and set an intentional tone of academic purpose for the year ahead,” he said. McDowell noted that the ceremony is “a powerful psychological and cultural event that deepens emotional investment and increases community bonds.” English Department Head and Director of the Penn Fellows program Michelle Poacelli delivered the convocation speech. Framing the upcoming school year through the lens of the summer’s screen hit, The Odyssey , Poacelli drew direct comparisons between the Mercersburg experience and Odysseus’s hero’s journey. She urged students to embrace vulnerability and seek out mentors early. “I wanted to front-load the year with those tools for success,” she explained, emphasizing that education is an incubator for continuous growth. “The kids who truly thrive here are the ones able to seek out help,” she said. But above all, Poacelli wanted students to “remember that they are special. Just by answering the call and being here, they’ve already done something hard. If they open themselves up to it, they are going to have an extraordinary experience.” Aidan Yang ’27 reflected on Poacelli’s statement, “Mercersburg wants an active and outgoing community, to change things for the better, and really make an impact,” noting that her message would act as a powerful guide for students navigating new challenges. Complementing Poacelli’s focus on growth, Student Body President Finn Mauro ’27 focused on uplifting kindness. Remembering how senior leaders shaped his early days at Mercersburg, Mauro challenged his peers to actively choose empathy over judgment. “Everyone has their flaws, and there’s no reason to be mean to anyone,” Mauro urged. “Put on a smile. It goes a really long way.” But Convocation is more than just speeches; the spirituality of the event depends heavily on the arts. Music Director Matthew Williamson led the student Chorale in a contemplative arrangement of a traditional Shaker song, viewing the ensemble as a living microcosm of the institution. “While a speech is wonderful and represents one person’s perspective on a topic, the Chorale … offers diversity and represents a collective group rather than an individual [and delivers] a message to their peers that feels more familiar, intimate, and authentic. When everything pauses for students to create art, it unites everyone.” As students gathered together on the steps of Main Hall following the ceremony, the collective spirit of Convocation was unmistakable. Previous Next

Jack Lewis '25 and Amanda Xi '25 < Back Campus responds to Trump reelection Jack Lewis '25 and Amanda Xi '25 On Wednesday, November 12, news broke that former President Donald J. Trump had secured a second term, which marks a comeback four years after his initial presidency. This unexpected result, as Trump swept all six swing states—contrary to prior projections—has left students and faculty reflecting on what this will mean for America’s future. As the school population settled into the new reality, some students celebrated, while others worried about the impact this administration might have on issues they care deeply about. Trump’s win has created a wide range of reactions on campus, sparking conversations about everything from environmental policy and women’s rights to international student visas and the direction of American politics. “I'm really concerned about what Trump's policies could mean for the environment,” said Devin Rotz ‘25, co-leader of the Green Team. “He has eliminated environmental policies in the past and clearly plans to continue. We are at a time where our focus on the environment is very needed, and his agenda does not support this.” This victory has also raised alarm about the future of reproductive rights and women’s healthcare. A conservative administration could lead to increased restrictions on women’s right to choose, with many students fearing the re-election could further roll back protections on reproductive freedom and limit access to critical healthcare resources. “I think it is really concerning for young girls, especially in situations of sexual assault, that they won’t have the ability to protect themselves,” noted Madeline Chu ‘27. In addition, Trump’s record and rhetoric raise questions about the potential removal of protections for marginalized communities. His agenda also outlines cutting federal funding to education on certain subjects, such as civil rights history and gender identity. “I am very nervous about Trump’s plan, and it is important for kids to be educated on subjects that are important,” said Océane d’Arabian. “I am nervous for this access to be taken away from many kids.” Many are uncertain about how issues central to their identities and communities will fare under an administration that has railed against anything he considers to be “woke.” For international students, the results have raised various questions about visas, travel, and family visitation rights. “Either candidate was going to bring China troubles, but Trump has better policies for international students,” said Cecilia Wang ‘25 who lives in China. “My main concern is visas and immigration, which are important from the international student perspective. With Trump’s policies, will my parents be able to get a visa and come visit me when we are in separate countries?” The Trump administration will support students studying at American colleges and universities but they also acknowledge that uncertainty around immigration policies can complicate their futures. For other students, Trump’s win brings an opportunity for reflection and change within American politics. “Donald Trump was a reaction by the American people to the failure of many Democrats to connect with the American people on what mattered,” said Taimur Rehman ‘25. “I hope his victory will reshape modern American politics and force a reckoning of the Democratic Party that will ultimately result in a new, emboldened party that connects with the American people on what matters and doesn’t take anyone’s vote for granted.” Some students see reason for optimism and believe that America’s democratic system of government will continue to provide balance. “We shouldn’t think the world is going to fail. We can’t go back in time, so people should be more hopeful. If we all think it’s going to fail, it’s not going to be good,” said Shine Jo ‘25. “In the end, the United States has a system of checks and balances, so people should continue voting for the representatives and senators they trust.” “Trump hasn’t taken office yet, so we are not really going to see what he actually does until February,” said Edwin Cameron ‘27. “I think his policies are kinda on the crazy side…so it’s going to be interesting.” Civic participation, such as voting in local elections and supporting trusted representatives, is crucial to maintaining a balanced government approach. “Instead of avoiding politics like some do, we should realize the power we have as youth and try and be involved to make a difference,” commented Tahir Hasanov. “At the end of the day, we’re going to be adults soon, so we shouldn’t try and run away from what we will eventually do.” As students process the election’s outcome, one thing is clear: Trump’s win has sparked important conversations across campus and reflected a range of emotions and opinions. While some students feel uneasy about specific policies, others are optimistic about the future and believe that, as citizens, they have the power to shape the nation’s course. Previous Next

Lusas Chen '27 < Back Frazier: a master of artistic justice Lusas Chen '27 The Class of 1969 Initiative Lecture took place on Monday, April 7, 2025. This year, the speaker was Latoya Ruby Frazier, an artist and activist and 2015 MacArthur Fellow who helps spread social justice awareness through photography. She shared her experience documenting the Flint Water Crisis during her five-month visit to Flint, Michigan, a visit which developed into a three-year residence in the city. The lecture received overwhelmingly positive feedback from the school community. Michele Poacelli, head of the English department and director of the Writing Center, said, “I was impressed with the thoughtfulness of Frazier’s craft and how incredibly layered and humanistic it was. I felt inspired and was in the presence of someone with something to teach me. Students in my Advanced Studies: Writing for Sustainable Futures class were also struck by the idea of her telling a compelling human story through those photographs. The other things I was struck by are equity and justice.” Poacelli also reflected upon ways of uplifting her own community: “For me, I have to think about how I can use the things that I have at my disposal, which are writing and teaching. How can I manipulate and leverage those art forms in order to rewrite narratives that get at justice.” Shanuka Navaratne ’25 said, “I thought Ms. Frazier was very unapologetic and provocative, and her work is really thought-provoking. It was an exciting way of learning about photography, a field I don’t know much about. I also learned more about how corrupt many of these industrial communities are and how corporations still have a foothold in America. I always knew corruption was a huge problem, but seeing the pictures and the reality of what it does to communities really stood out. Also, the fact that uplifting stories of impoverished communities of color like them bringing the water treatment technology never get publicized. It’s always the negative ones about poverty and crime. While many issues still face these communities, looking from a two-tiered perspective, there are probably the most creative and insightful people living in these gated communities.” Get Poolvoraluk ’25 said, “I think that Ms. Frazier was definitely a really inspiring figure, not only for her work in the environmental crisis but for these social aspects that were also involved in it. Many people who care about environmental issues don’t really understand the social aspect of what comes along with that: the people who suffer and the hidden tears are muted by louder voices. Her work that surrounded this issue really highlighted something that was often overlooked. Also, I took away from the night to have a healthy amount of skepticism. She mentioned that after Obama had taken a drink of the Flint, Michigan water, everybody thought the problem was solved, but in reality, nothing had been solved. I think you should appreciate what you see but also do a little more research to start to see the social truth behind problems.” Students also provided critiques on what they thought would have benefited their audience experience more. Navaratne said, “Because she has a lot of background knowledge in photography and is applying that lens to her own art, it was a bit hard to understand for me. It’s not a disinterest. If anything, it made me more curious about photography and art and how they apply to history and social issues. Poolvoraluk added, “I think she failed to connect with much of the audience because most of the people didn’t have context when they were going into the Flint Michigan Water Crisis, but my class [Advanced Studies: Writing for Sustainable Futures] definitely had a lot of research that we had to do to understand the context behind the speaker. I feel that when you are an environmentalist or a person who does any work to raise awareness, you must speak to an audience that doesn’t know what your issue is because the people who do are already doing something about it.” Last but not least, Justin Oh ’25, responded, “I thought everything was interesting, but if I were looking at one specific thing, it would probably be about the beginning because it could have been shorter, talking about her own personal experience and maybe explaining the situation more thoroughly.” Previous Next

Caroline Hobbs ‘26 < Back Stay fruity, Mburg Caroline Hobbs ‘26 On Sunday, October 8, roughly 35 students attended the Chambersburg Pride Festival as Community Engagement volunteers or part of a SAC event. The annual festival was organized by Pride Franklin County. Their goal is to “[Increase] the visibility of our LGBTQ+ neighbors and their contributions to our community, while bringing the LGBTQ+ community and straight allies together to celebrate diversity, acceptance, and belonging in Franklin County, Pennsylvania.” Pride is an important celebration for all members of the LGBTQ+ community. Specifically in the US, the event recognizes the legacy of the Stonewall Riots in 1969. The uprising was revolutionary for gay rights in the USA. The first Pride Franklin County Pride Festival took place on August 5, 2018 and it has grown into an annual celebration that includes performances, food trucks, face painting, and vendors expressing allyship. Upper-middler Anne Sehon took time from her busy school and cross country schedule to attend. “I had never been to a pride event before, so it was a super cool and cathartic experience for me. I had this overwhelming feeling of belonging and happiness. I’m so glad I was able to go,” she said. Apart from the event, an offering for Mercersburg LGBTQ+ students is the LGBTQ+ affinity space. This space is run by Director of Library Services Alexandra Patterson. Affinity spaces allow students to come together as a community with people who share a common identity. This means that only people of this identity can participate in the meetings. These spaces do not have any public affiliation like clubs or student organizations (such as Rainbow Alliance or Gay/Straight Alliance ). The LGBTQ+ Affinity space did not sponsor the trip to the Pride Festival as a way of protecting the privacy of affinity space members who may not be out to the community. Patterson says, “We've very intentionally set up affinity spaces so that they do not have [a public] component.” While most of the event attendees were there in the spirit of celebration and support, a few protesters gathered at the outskirts of the grounds. They behaved peacefully as they expressed their objections to community support for non-traditional lifestyles. Emily Parsons, Director of Community Engagement, said that about 12 of the 35 students volunteered to work at the festival. Their jobs included greeting attendees and managing traffic. Parsons highlighted the importance of Mercersburg taking students to the Pride Festival, saying, “[I hope] that those who attend see and experience the joy and sense of belonging that is throughout the festival. I also hope that it serves as a system of support and celebration for our students and faculty members in the LGBTQIA+ community.” Previous Next