< Back New class on the old stuff May 3, 2024 at 12:00:00 PM Shanuka Navaratne '25 Propaganda. What emotion comes to your mind when hearing that word? Do you perceive it positively or negatively? What our history department needs is more term courses! This is why I propose that Mercersburg offer a term course focused on the historical exploration of political propaganda. History teacher Rich Heffron’s Middle East term courses this year are a wonderful prospect for curious students. With additional history courses focused on diverse and targeted topics, students will have more mobility when navigating their course selections in history—similar to the English department’s plan for next year. From watching the History Channel with my dad to collecting political posters from Sri Lanka’s political uprising in 2022, I have always loved unraveling the intricacies of propaganda. I find it incredible how effective its appeals can be at swaying public discourse. Under its gaudy colors and dramatic fonts depicting romanticized ideals, there is a story. Osama Bin-Laden, Adolf Hitler, Mao Zedong, Kim Jong Un, Harry Truman, Greta Thunberg, Alexander the Great… These leaders have all used various manifestations of propaganda to platform their ideas. Their campaigns may often be distorted by misinformation, but that’s not always the case. According to the Oxford Dictionary, propaganda is “persuasive mass communication that filters and frames the issues of the day in a way that strongly favors particular interests.” Therefore, while it is manipulative in nature, propaganda doesn’t always have to be hateful or conspiratorial. Many examples of propaganda actually have positive overtones. Derived from the Latin verb propagare , which literally means to spread, propaganda is rhetoric that promotes a specific agenda for ordinary people to consume. This technique has been used by humans throughout history—from the Stone Age through classical antiquity and into the modern era. While its messages change with context, its primary function has remained consistent. Propaganda’s role in evoking sentiments that people never knew they held until such exposure has proved to be dangerous in the past. A catchy string of words or colorful cartoons could have made the difference in notable events of history. Propaganda is perhaps the smartest exploiter of the human brain, and I think that in itself is powerful. In an age of readily available information, we as a generation often disregard media literacy. In analyzing the evolution of propaganda and its past implications, we can learn a lot to help us going forward. Hopefully, by opening spaces of dialogue for topics that challenge our worldviews, we can understand this art from a different perspective. I believe that opportunities like these will foster critical thinking while allowing students to pursue personal interests is the quality that truly sets Mercersburg Academy apart from other schools. Previous Next

< Back Appointment: dismissed October 13, 2023 at 12:00:00 PM Maia Somma ‘24 When reflecting on the quality of student life at Mercersburg, there is one thing that consistently comes up among students as a routine stressor: the sheer number of “required appointments” we have. A required appointment at Mercersburg means that the student body collectively has an obligation to attend some event or function; behavior points are allocated to anyone who does not show up. The menu of required appointments includes, but is not limited to: classes, PGAs, school meetings, X-Blocks, lunches, Monday night dinners, and dorm and class meetings. From the aforementioned list, one can already see that Mercersburg students have a multitude of obligations on a day to day basis. It is understandable that as a school we must require students to attend their classes and after school activities. However, what is very odd is the lack of flexibility regarding all the other things on that list, and the complete over-scheduling regarding non-academic matters. A typical Mercersburg schedule consists of mandatory lunch every school day, and attending dinners on Monday nights. We have dorm meetings on Sundays every week at 9:30 at night, even when there are no new announcements to be made. We have X-Block meetings every week that erode the “half-day” concept of Wednesday schedules. Quite ironically, sometimes the subject matter of these meetings concerns “mental health” or “well-being.” To me, my well-being comes from actually having a minute to spend by myself taking care of my never-ending to-do list, rather than listening to someone else spend an hour restating generic ideas about mental health that I could’ve looked up on the internet in 5 minutes. Even “class fun” is required for all students at the beginning of the school year, something that surprised me when I first arrived. School is naturally more entwined with our personal lives in a boarding school environment. However, I don’t think personal time and space is valued and prioritized enough on our campus. Between the rigorous academic environment and PGA scheduling, unscheduled moments are few and far between. If Mercersburg wants their students to excel, we must be granted enough time to study and complete our schoolwork. If the school values our mental health, personal time should feel like a given rather than a luxury. If we are truly a college-preparatory school, we should recognize that our current schedule does not reflect the amount of freedom and free time granted to college students. A greater degree of choice regarding how we spend our time would teach us far more about time management than a uniform structure which forcefully hand-holds us from 8 a.m. until lights-out. I believe Mercersburg needs more flexibility regarding non-academic required appointments. Missing a meal or a dorm meeting should not equate to missing a class. If Mercersburg really values the mental health of their students, they should consider giving them more autonomy. At the bare minimum, we should be able to decide for ourselves whether we feel like eating or not. Perhaps the scheduled X-Block time could instead connect with club and publication initiatives, which would give students a chance to more deeply connect with groups that they enjoy being a part of, but oftentimes lack the flexibility to do so. Changes like these could allow students to spend more time doing homework or even resting, both of which are just as important as connecting with the community. Previous Next

< Back Just mandate uniforms September 25, 2026 at 12:00:00 PM Nile Qureshi ’28 The changes that the student government has brought to the Mercersburg dress code have caused controversy among the student body. We were promised that a completely new closet would not be necessary. However, over the summer, I regularly found myself in stores searching for clothes that would actually fit the new dress code. Logos can't be larger than a quarter, no hoodies whatsoever, no embroidery, and absolutely no screen printing. Even a nice polo that has a slightly larger logo might be deemed illegal. The new rules have destroyed my entire closet, as most of my clothes incorporate at least one of the unauthorized elements listed. Many students are being cited daily for being slightly out of line. It is almost impossible to follow the dress code entirely with what most stores sell today. Therefore, the dress code needs to be re-evaluated to incorporate students’ opinions. A much simpler solution, though many may disagree, is a uniform. Uniforms ensure that every student follows the dress code while preventing students from spending an unnecessarily large amount of money on items that they are highly unlikely to wear outside the school day. Many preparatory schools require uniforms to ensure that every student looks their best and to show that the school day is in session. Our new dress code has added nothing but confusion and inconvenience. In addition to the dress code’s added restrictions, it has not achieved the stated purpose of making us more businesslike during class. Instead of strictly enforcing a dress code that is still casual, a required uniform would ensure each student is properly attired and reduce the time spent searching for an outfit. Additionally, visitors will be able to tell when classes are in session. The only drawback to uniforms is the idea of individuality. (The current dress code already hinders individuality to a certain extent, as many people express themselves with graphic T-shirts, large screen printing, embroidery, etc.) Apparently, the student government feared that uniforms would completely restrain individual expression. However, if we were to implement a uniform system, simply adding dress-down days and allowing the accessorization of the uniforms would address this concern. For example, allowing students to wear whatever they want on Fridays would give them the opportunity to dress however they like without a uniform, and enabling them to add pins or other items to their uniforms would also allow for individuality. Overall, the upsides of having uniforms during the school day heavily outweigh the drawbacks. Many students have spoken out about liking the idea of uniforms, yet they are dismissed as “unrealistic” or “not what Mercersburg is about.” However, the implementation of uniforms, instead of having vague details, would be beneficial given the principles behind the current dress code. Previous Next

< Back Ex-Ed day: the GOAT April 25, 2025 at 12:00:00 PM Mingyu Lee '28 When I first heard that April 14 would be Ex-Ed Day, I was enthralled that I wouldn’t have class. I didn’t really think about what we would be doing–I thought that anything but class would be magnificent to start my week off. Without much expectation, I boarded the van. The Class of 2028 traveled to the Conococheague Institute. I had previously visited the institute for my stage combat class in the fall term. Frankly, my first experience of Conococheague was far from great. It just seemed like an antique place with wooden cabins from the 1700s. The chilly, windy weather did not help either—everything seemed barren and lonely. It was 9 a.m. when all of my classmates and advisers arrived. It took longer than I remembered to drive to the Conococheague Institute. When I saw the schedule, I assumed the ride would consume roughly 15 minutes. In reality, it took 30 minutes for the van to leave with the first group of students at 8 a.m. As I sat in the van with my advisory, the familiar yet different landscape reminded me of driving back home for break. It felt like I had gotten back to my hometown after a long time, despite only a few months having passed. A lot of things had changed, but that wooden cabin right next to the paved road and the playground right next to it were familiar. It reminded me of the not-so-great experience back in the fall term. We kicked off Ex-Ed Day with a hands-on dive into 18th-century life in south-central Pennsylvania, back when the institute was called the Conococheague Settlement. Besides learning about the region’s history, I spent valuable time with my friends and classmates to experience and just have fun, like we were children again. I laughed with my friends, seeing them dressed in antique red clothes with a red beanie-like hat on. We also watched the adorable goats in the pasture, which kept avoiding our hands when we tried to pet them. Above all else, archery was my favorite. I spent most of Monday practicing, which explains my bleeding red hands. However, there was a clear reason we were there, apart from the delight of bonding as a class. The main question for the day was: What kind of a leader do I want to be? The leaders and teachers asked us to observe how the senior leaders, who had come out early in the morning to guide us to Conococheague, supported us. Through appreciation and reflection, I came to see them as role models. My personal goal developed in Ex-Ed Day was to create a space where everyone can have a great time, inspired by student leaders treating freshmen they barely know like their closest friends, helping us get accustomed to Mercersburg Academy. Overall, Ex-Ed Day was more enjoyable than I had expected. Although I cannot assume that everyone in 9th grade enjoyed it, I am sure most of us appreciated the time given to us at Conococheague Institute. Personally, it was one of the most memorable times in my freshman year at Mercersburg Academy. I hope people can get to know more about Conococheague Institute, including the upcoming freshmen class, with this new opportunity. Previous Next

< Back Time to listen up November 4, 2022 at 12:00:00 PM Jack Lewis ’25 What is the first thing that comes to mind in the typical Mercersburg student’s mind after hearing the words “required evening lecture”? They may be excited to learn something new, hear a different perspective, or meet an influential person, but oftentimes their reaction is the complete opposite. In the time leading up to a lecture, complaints and rants about the event are frequently expressed. This view towards the events from students is disrespectful to the speakers and the planners. Questions about the purpose of these events are repeated in the buildup to that Monday. But what is the true purpose of attending these events? In the 2021-22 school year, Mercersburg hosted various lectures of significance that are still discussed today. One of the common favorites was NYU Professor Dr. Dan Lerner’s lecture regarding ways to find happiness and balance between school and hobbies. Hearing this created immediate and different ways in which many students manage their daily lives. Most recently, Mercersburg invited Diana Lora ’00 back onto campus. Lora’s hilarious personality and inspirational message made the lecture a night to remember, yet the behavior of many students was disrespectful and inconsiderate towards Lora’s message. Students could be seen talking among themselves during the lecture, which reflects a growing negative attitude towards lectures in our community. These speakers are often misunderstood by the student population. The effort put into the construction and performance of the lectures can go unnoticed. However, the students are not entirely to blame. Mercersburg’s academic rigor can make it frustrating to lose one of the small amounts of time that may be put to use studying or completing homework. Though, as a student population, there are many benefits to attending lectures. Lectures are a great way to learn and understand certain concepts that you may not be exposed to in everyday classes, like how to manage mental health problems or understanding that success comes in many different forms. What is more, these events are not available at most other schools. Mercersburg is fortunate enough to have talented and important figures come to campus to speak about various topics. Lectures and speeches of various kinds have been a tradition at Mercersburg since its founding; they bring positive messages to the student population, and we need to appreciate them. Devaluing such events and seeing them as a waste of time is a stain on the reputation of our school and inhibits our learning. At a school where the education of the whole student is valued, we should always strive to be curious and respectful inside and outside the classroom. Previous Next

< Back Brushes down, bytes up April 12, 2024 at 12:00:00 PM Bauhinia Chen '26 Since its inception, artificial intelligence has extended to many fields, rapaciously superseding humans in competency. AI is often described as mechanical, soulless, and unimaginative, bound within the confines of unemotional computations. In recent years, however, it made its way into the realm of art, a form of human creation that is the antipode of precise analysis and rigid algorithms. Most artists are disaffected by this occurrence and deem the introduction of AI to have wreaked havoc upon the community. Although AI is indeed supplanting artists in some commercial areas, it shouldn’t be dismissed or considered inferior. Instead, AI deserves praise and appreciation. I argue that AI art is often better than what humans can produce. Of course, whether something is good or bad is subjective. However, a machine is objectively more technically skilled than humans, because it isn’t fettered the constraints of time, impatience, and human errors. The systems are quick, precise, and able to incorporate as much detail as directed. An AI program produces every work to impeccable standards within seconds. Its level of ornateness is nonpareil. While many attack AI art for lacking emotional depth, I find that the pieces are often brimming with feeling. Artificial intelligence is exceptionally good at capturing a strong ambiance with elaborate composition, dramatic lighting, and harmonious hues. They aren’t mechanical and insipid, but on the contrary, dynamic and beguiling. The incredible artistic prowess of AI facilitates its delivery of emotions and mesmerizes viewers with beautiful, heart-touching scenes. One of the main sources of abhorrence towards AI art is how it uses real artists’ works in machine learning without permission. While many see this as a reprehensible act of theft, I beg to differ. AI is simply doing what human artists do – learning through observation. By processing thousands of works of art, AI is taking inspiration from them. People scorn it for being unoriginal but forget that; as humans, we also learn by emulating countless other works or photos. None of us is truly original. We take inspiration from artists we like, sometimes even subconsciously, from everything we see daily. Our style is molded through accumulated practice. Our eyes are like AI algorithms, taking in and digesting what we see. In that sense, machine learning is scarcely different from how humans learn. Many artists dismiss AI art because they are jealous and reluctant to accept that humans are less competent. Instead of appreciating AI’s excellence, they perceive it as a threat. For decades, though AI has outstripped humans in many areas, it remained an inferior and innocuous existence as we thought that they would never be able to be creative and have feelings like human beings. However, the advent of AI-generated art means that AI increasingly emulates us in areas most exclusive to humanity – the ability to create and imagine. To defend the pride of humans, the art community discredits AI-generated art. Seeing that an inanimate machine can do what they do but even better, it is no wonder that artists are filled with resentment. They feel abased that something devoid of life and soul can surpass them in something as profound and emotional as artistic expression. I advise the art community to jettison the jealousy. Instead of disparaging it like a bitter loser would to their contender, recognize its competence and embrace its beauty. Previous Next

< Back Religious contempt October 6, 2023 at 12:00:00 PM Max Friedman '25 In the classroom and around campus, religion is often addressed in a condescending, disdainful manner. On one hand, Mercersburg does a phenomenal job of providing religious students with the resources required to practice in their faith traditions, and the school goes out of its way to ensure that students can attend services for major holidays, adhere to religious diets, and be openly religious in the community. If a student desires to worship off campus, they can request and receive transportation provided by the school, or they can have special religious dinners prepared for them by the dining hall. In larger community-wide religious events, like Ramadan, the school goes out of its way to facilitate the needs of each individual independent of their practices. However, in the academic setting, religious students often feel patronized when their religions are brought up in class or by peers. In the school’s secular, left-leaning environment, religion is often viewed and treated as a historical artifact, rather than an actual vibrant presence on campus. From my experience, I’ve seen religion cast as repressive, malignant, and freedom-denying, while on most occasions, it isn’t. In history classes, students are taught origins of religions that often directly contradict sacred scriptures, and rarely are theological origins presented alongside these secular beliefs. While my intention is not to say that we should be hosting Bible or Torah study, it is known that much of Enlightenment philosophy and many of the governmental and political systems of our day were influenced by religions. From my experience in MAPS, where philosophy is discussed and dissected, religion has often been considered as a sort of antichrist to the progressive stance taken on the readings. All around campus, we inadvertently ignore the upsides and benefits that religion has brought to society, and we instead define religion solely by its most extreme parts. Students of all religions are subject to uncomfortable situations where peers ridicule their religious beliefs, be it directly, through jokes or through subtle but hurtful comments by both teachers and students about how dated and useless religion may be. If the opposite occurred, where a religious student criticized a secular student for their beliefs, it would be considered bullying. We have a stigma against religion as a school, and religious students are subject to a social double standard, almost as if their beliefs are viewed as being baseless and unjustified, somehow making them less important. Religion is a personal part of an individual’s identity. We shouldn’t stigmatize religious practice, but rather accept it on campus like we accept race, ethnicity, gender, and sexuality. Previous Next

< Back Not 'board' at school November 3, 2023 at 12:00:00 PM Sophia Mielke '25 Here at Mercersburg Academy, we have so many incredible opportunities. We learn how to be more independent, as we’re fully responsible for every aspect of our school lives. Our parents aren’t physically here harping on us to “do our homework,” “study for that test,” “go to that help session;” that all depends on us. We build strong connections with our teachers and classmates that students at a regular day school would not have. Sometimes you see your teachers at breakfast, lunch, dinner, in your classes, and before bed. I think it eliminates that cringe you felt in elementary school when you saw your teacher outside of class. Here you wave to them like friends. The weekends are always filled with fun activities, whether it’s a day trip to Hagerstown, a game, a show or concert, or just a simple fire on the patio. But maybe you look at your Instagram and see your friends from home posting about their Homecoming. You see their trips to pumpkin patches in the fall, their huge football games that the whole school shows up to, and you think, “Wow, am I missing out on something by being here?” I often think about the high school experiences my parents have talked about. Going out to the movies with friends on Friday nights, big football games, and even working after school. I imagine some other students’ parents probably tell them the same thing. But as kids at a boarding school, our high school experience will always be different than kids at a regular day school. We can watch movies with our friends on Fridays, but we can’t always go to the movie theater. The Simon Student Center theater or a friend's dorm room is usually where we go. I think that in a way, it brings you closer to your friends, too. The best memories I’ve had during my time here are of movie nights spent on a friend's dorm room floor, with a bag of microwave popcorn. We usually watch bad horror movies or bad 2000’s movies and crack jokes until we can hardly breathe due to our laughter. While we don’t have a huge Homecoming with a football game, we have something even more special: Step Songs and the massive bonfire. How many high schools have a bonfire to kick off the school year? And even though football isn’t as big a deal here as it is at some other high schools, the games are still fun and it’s awesome to go support the team with your friends. But here at Mercersburg, it's not just the social aspects of traditional high school life that we miss out on, it’s the familial ones as well. My friends with siblings sometimes comment on how when they finally get to spend time with their siblings at home, they feel like they’ve missed out on crucial moments of their lives. As an only child, this wasn't something I had thought about. I miss my parents of course, but the connection between siblings is so much different. It just seems so difficult for those missing out on their little siblings' big milestones, and my heart goes out to them. Unfortunately, there isn’t really a bright side to this situation. You FaceTime and text as much as you can, but it still isn’t the same. Being here at Mercersburg is incredible, but for boarding students, there are some things we have to sacrifice. So, make every break count, and remember to call your family, but don’t fret; you can still have plenty of fun on campus. After all, you’re living with your friends. It’s the type of thing we dreamed of when we were little! Previous Next

< Back Who am AI? October 18, 2024 at 12:00:00 PM Karin Sugiyama '27 As AI technology continues to advance, detecting computer-generated content in schools and by educators is an increasing challenge. Sure, there are detection tools out there, but they rely on patterns that aren't always consistent. The reality is that students can easily manipulate AI to match their own writing style, making it sound more “human” and less robotic. This creates a big problem for detectors, since they’re also run by the same systems and can’t always tell the difference between human writing and that created by a machine. Students who know their own style well can fine-tune what AI programs give them. They can adjust the tone, change the vocabulary, and edit the structure to make it sound just like their own work. This means they can navigate many of the red flags the detectors are designed to catch: for example, a student could take a basic AI-generated essay and go through it – tweaking a few phrases, adding their usual touches – and soon it’s nearly identical to what they would’ve written on their own. On top of that, AI detection tools aren’t perfect. Since they’re driven by algorithms, detection tools sometimes miss the little quirks that make human writing unique. Everyone writes differently, with their own habits and personal styles. If a student naturally writes in a polished or organized way, how can a detector tell the difference between that and something created by AI? With so many variations in how people write, it is almost impossible to develop a tool that can always tell computer-generated writing from human writing. Even more challenging is the fact that AI is improving every day. As it evolves, the line between what a student writes and what a computer generates will only blur further. Educators and schools will have to keep adapting, but the real question is: can anyone really tell the difference? If a student has refined an AI-generated piece so well that it feels just like their genuine voice, how can we confidently say it's not theirs? And now for the plot twist: what if I told you that this entire article was written by AI, with just a little input from me? Were you able to tell the difference? Probably not—and that’s the whole point. It’s not just hard for AI detectors to spot the difference; it’s also tough for people. With the right adjustments, it’s very easy to produce writing that sounds just like a student’s own voice. And the more technology advances, the harder it will be to know if a piece of writing came from a machine or a human. Previous Next

Arts Oct 16, 2026 Leaving her mark in living color Read More Oct 16, 2026 Stage to studio, technique to expression Read More Oct 9, 2026 Glazing Gunk Read More Oct 9, 2026 Rebellion and sparks Read More Sep 25, 2026 The great circle of clay Read More Sep 25, 2026 Jay Howley Read More Sep 18, 2026 Sussman mural: “Inclusive and universal” Read More Sep 18, 2026 Calling the cue: Mufson’s next act Read More Apr 24, 2026 A Bittersweet Finale Brooke Shiber ’28 Read More Apr 24, 2026 A Night of Courage, Creativity, and Connection Cara Buck ’29 Read More Feb 20, 2026 Unlocking excellence: Scholastic awards Ethan Shi ’28 Read More Feb 20, 2026 First on the dance floor Cara Buck ‘29 Read More Nov 14, 2025 Fashion ReJINeration Rachael Zhang ‘28 Read More Nov 14, 2025 The sound of the future: how AI is changing music Cara Buck ‘29 Read More Oct 17, 2025 Say it loud: Fall Spoken Word Kate Sui ‘29 Read More Oct 17, 2025 Cutting creativity Ethan Shi ‘28 Read More Oct 10, 2025 Groovin’ back in Maddie Mamoudis ‘27 Read More Oct 10, 2025 Muse or machine? Shelly Shen ‘26 Read More Oct 3, 2025 Homecoming: Arts take the stage Rachael Zhang ’28 Read More Sep 26, 2025 Unity in paint Amy Ye ‘29 Read More

< Back Lights, Camera, No Action? January 27, 2023 at 12:00:00 PM Anish Shrestha '24 On our highly driven campus, anxiety naturally rises when discussions of college come up during lower-middle year. References to early decision, the CommonApp, and SATs are all tossed around apprehensively. Yet one word (or two actually) currently dominate national headlines: affirmative action. Recently the Supreme Court heard the cases SSFA v. Harvard and SSFA v. UNC , and now the future of affirmative action lies in the hands of a predominantly Republican-controlled court. Legal analysts are already forecasting the program’s imminent demise by the next application cycle. If you’re worried about what this might mean for you as a prospective applicant, I’m certain your college counselor can advise you better than I ever could; I’m here to discuss why affirmative action requires revision and how it is indicative of America’s systemic pattern of socioeconomic and racial inequality. As the plaintiffs in the Harvard and UNC cases, Students for Fair Admissions (SFFA) has acclaimed nationwide attention as a nonprofit representing predominantly Asian and Pacific Islander Americans. Under Executive Order, John F. Kennedy established "affirmative action to ensure that applicants are treated equally without regard to race, color, religion, sex, or national origin.” Whereas affirmative action was intended to grant total equality irrespective of race or color, the students in the case feel that they’ve been wrongly denied in favor of other underrepresented minorities. In supposed alignment with the original principles of the civil rights movement, SFFA argues that “a student’s race and ethnicity should not be factors that either harm or help that student to gain admission to a competitive university.” In layman’s terms, their allegation is the same affirmative action used to protect the equality of all minorities is now pitting opposing racial minorities against each other for spots at elite schools. Completely repealing affirmative action would detract from decades of progress in racial, gender, and socioeconomic representation in higher education. Considering that there is a historic correlation between socioeconomic status and race, one could say that the two go hand-in-hand. As a consequence of xenophobia and systemic racism, issues like redlining and city funding deficits have prevented generations of people of color from accessing quality education. Affirmative action has simply been used to paper over the cracks. What we really need, however, is to reform affirmative action to rest on the grounds of socioeconomic status as a whole and not entirely on race. If need-based admissions take precedence over race-blind admissions, then college campuses stand to benefit from a plurality in the student body that feature all kinds of walks of life crossing race, creed, and political orientation. Even with government measures such as the No Child Left Behind Act, public schools are still struggling to bridge the gap between underprivileged and upper-class education. With the plethora of educational opportunities available in public, private, charter, boarding, and home schooling, a universal education system is seemingly impossible. Nonetheless, we still must invest more in public education to level the playing field for the sake of equity and the future of the nation. That being said, affirmative action (as it is) only puts a measly bandage on the nation’s deep wounds caused by the systemic oppression of minorities. It’s about time we have a serious conversation about the equity of the American education system from K through 12 rather than just about the end product of the college admissions process. Previous Next

< Back The tragedy of knowing October 17, 2025 at 12:00:00 PM Audrey Hua ’26 This piece is part of a monthly column called “Philosofly,” which takes everyday anecdotes to challenge commonly held views and expose questions we hide. “When all candles be out, all cats be gray.” The enlarged picture of a giant black cat, accompanied by the suggestive words of John Heywood, flashed across the board. All of us laughed. The undertones couldn’t be more obvious; in dating terms, it meant that when the lights go out, everyone looks the same. I am a long-time defender of seeking personality over looks when it comes to the dating scene. But can you choose who you love? Though it feels morally right to love someone for their internal qualities, there is an innate attraction we feel towards external appearances. If you love someone for their appearance, can you just decide to stop loving them (because you think it’s wrong)? It is one thing to model your dating philosophy off of John Heywood, to desire generics and lower your standards. It is another to get your heart to listen. I once thought, with a resounding certainty, that knowledge was the only necessary condition for action; knowledge of the right path, even if subjective, is all a person needs to act in the right way. In fact, it would only be logical to follow what you know is right – why would someone willingly do the wrong thing? All that changed, however, in my sophomore year, when I encountered a certain comestible: Christopher McSweeney’s cheese dip. That thing became my archnemesis. Tempted by its irresistible aroma, I hesitantly dipped a tortilla chip into its viscous folds. After the first bite, it was over. I knew I had lost. A childhood spent under the meticulous watch of an immunology-doctorate mother, of rainbow plates and herb-steamed vegetables in every meal, could not prepare me for the depraved taste of a crunchy chip slathered in melted cream cheese. Did I know it was unhealthy? Yes. Did I return to that putrid pot every Sunday with dog-like loyalty? Without question. The Greeks had a word akrasia, which literally translates to “weakness of will.” It describes the phenomenon of acting against one’s better judgment. I find this an awfully accurate description of a struggle I seem to face daily. My judgment of the right path often clashes with my impulses, so often, in fact, that it almost feels intentional. Personality over looks, but what if that guy in the boarding line is just really fine? Health over indulgence, but what if it’s just one more chip? On a more serious level, akrasia is embedded in our identities as Mercersburg Academy students. We see the “BS” of standardized testing, recognize grade inflation as meaningless, understand that nonchalance is performative—yet we’re still taking SAT boot camps, still devastated by rejection emails, still waiting sixty-seven minutes before we respond to a crush’s text. We’re caught in the very systems we critique. Maybe we are all hypocrites. But I’ve realized that in life, the hardest choices aren’t usually ones where we don’t know the right answer. It’s the ones where we do know the right answer, but we can’t make ourselves choose it. “Video meliora proboque, deteriora sequor.” – Ovid. That’s the great irony we face, the tragedy of knowing. To know the better path and still choose not to walk it. Previous Next