< Back Pain for Points April 24, 2026 at 12:00:00 PM Angela Tang ’28 Every year, Mercersburg Academy students are given the opportunity in some courses to receive a 3-point boost on their final term grades through a system called Earned Honors. To ‘earn’ honors, students are usually required to complete coursework that ‘enhances’ their understanding of the material at hand. For some classes, this may be extra assigned readings or being able to lead a class. For others, it requires thinking outside the box to deepen understanding of concepts learnt in class. Honors classes, as their name suggests, are designed to be more difficult than standard classes, but does writing an extra essay or two in English class or working on extra problems in math really translate to the difficulty of an honors class? Take the tenth grade English course, Power, Justice, and Authority. The class offers an earned honors option that requires students to, throughout the course of the school year, meet four major checkpoints: write an essay that is intended to be submitted to a competition or other venue; lead a class discussion; read an additional book and have a discussion with one of the four teachers about its themes; and, lastly, submit a creative piece of work that reflects analytical aspects of the book that the student is currently studying. Students are also required to read, annotate, and analyze a compendium of additional shorter texts to attend a seminar once per term, either in the morning or evening, outside of class time. After all of these tasks are completed, the teachers decide whether a student has earned honors or not. This extra work helps a student improve their writing and analysis skills, but many students have commented on it feeling like busywork. How much does this system, which is so based on extra and repetitive work, really help the student achieve a deeper understanding of material like an honors class can? Honors classes require students to retain information more efficiently and have strong independent study skills. They move faster than regular classes, and although this class may be more time-consuming, students ultimately are able to learn more than they would in a normal class. Students must already have demonstrated understanding of the subject at hand through their previous grades, or in some cases, placement tests. Honors language classes are often conducted completely in the target language, allowing students to reach fluency faster while challenging them through listening and speaking skills. Honors science classes require students to be able to handle a fast-paced class with a heavy workload. During assessments, students are tested not only on their understanding of concepts but also on their actual implementation. Through this rigor, they are prepared more extensively for AS classes. This raises questions about whether it is equitable for students of both pathways to receive the same grade boost when one involves simply completing extra work. I believe earned honors is a great way for students who want to achieve more in the classroom to improve, but ultimately it does not deserve the same point boost as an honors course would. Earned honors has, personally, helped me gain a deeper understanding of a book, and given me the opportunity to execute the concepts and formulas I’ve learned in math, but it can’t compare to the difficulty of an honors class. Maybe it’s time to start reconsidering the earned honors system and how much it really benefits the student. Previous Next

< Back To my best friend... February 2, 2024 at 12:00:00 PM Solie Stenger '25 Intergrade friendship: a social relationship or bond formed between individuals who are in different grade levels within an educational institution. When first reading this definition, you might think, “Yeah, I have friends who aren't in my grade,” but have you ever thought about the pros and cons of these relationships? I'm sure we have all had the cool senior friend who we keep around for higher social standing or ‘clout.’ We’ve also got that freshman who follows us around, making us feel like we're doing community service by showing them the ins and outs of this place we call high school. Inter-grade friendships have their ups and downs. While many may see them as too much to handle, or even uncomfortable, stepping out of the bubble of the grade you're in is often a good thing. It allows for social and personal growth, a sense of guidance, and a broader understanding of life outside of school. When I was a freshman in high school, my best friend was a junior. Not only was our friendship a fun one, but it also allowed me to gain insight into both the challenges and opportunities that awaited me in my future years. Our bond allowed me to prepare better for the future, and now as a junior looking back it truly did prepare me. I already know how to manage the process and pressure of college research and SATs piled on top of a difficult academic course load. Even though I may not have seen it at the time, the common rants she would express about how stressful being a junior was, to my freshman self, gave me tips and tricks that I now value. Through exchanging our thoughts and values, I was also able to mature quicker and gain greater self-awareness. This, however, goes both ways, as from the junior perspective, being friends with a freshman may not have necessarily seemed “cool,” but it allowed her to learn to adapt to different social groups and situations. This adaptability is key in life outside of the cliques and drama of high school. Everyone has an inspiration – whether it's your best friend or Lebron James. Intergrade friendships allow for personal older mentors in a growing teenager's life, which is essential. Being a teenager is hard; you’ve got to learn the ropes of high school, know who to avoid, and learn how to carry yourself, among other things. Being thrown as a small fish into the tank that is a high school full of older sharks is quite unnerving. Having someone to aid you through this vast sea is extremely helpful. While introducing yourself to students in other grades may be uncomfortable, recognize that older and younger friends allow you to grow and learn. In the long run, these friends who serve as mentors and influences will benefit you in extraordinary ways while providing a lasting connection. Previous Next

< Back How much is too much? January 23, 2026 at 12:00:00 PM Ethan Shi ’27 “Seventeen hundred!” yelled one of the senior organizers, “Any more from over there?” The sophomore group in the back collectively clenched their teeth, paused for a long time, and finally shouted. “EIGHTEEN HUNDRED!” The crowd erupted in excitement and burst into cheers. Amid the noise, there were expressions of disbelief and worry. And that's right. How can a high schooler spend that much money on an event that's meant for fun and relaxation? That was an actual moment in the 2026 Mercersburg Senior Auction, an event hosted by the seniors, in which they sell clothes, trip opportunities, meals with a faculty member, a picnic or pie, and ultimately, the opportunity to exchange roles with the Head of School for a day. Most of the items end up slightly overpriced but in the laughable and cool range. However, a few of the auctioned items sell at a crazy price, and it’s natural to worry that people will regret their choices once the adrenaline fades, especially in a room full of teenagers caught up in the moment. This makes us think about potential regulations of the senior auction–not to kill the fun, but to protect students from making decisions that they later regret. F irst, the senior auction should establish a clear limit on how much students can bid. To me, it’s five hundred dollars, but it could fluctuate from there. At the auction, students are surrounded by cheering, competition, and friends watching. This environment pushes students to bid higher than they normally would. After a short burst of excitement, contemplation and regret often follow. Therefore, a clear bid limit would balance emotion and logic in bidding rather than engaging pure impulse. Moreover, the auction should not be a place for rich students to flaunt their financial capabilities but a place of equitable fun for everyone. Students who are unable to make high bids may feel left out or pressured, and that's not what we want at Mercersburg Academy. A bid limit ensures equal play, and the increased crowd this attracts can even make this event more enjoyable and competitive. Cool-down periods could also balance out the mania. When the bid amount exceeds a certain threshold, students take a break to cool down, reflect, and decide whether to continue bidding. This policy would reduce impulsive decisions driven by pressure and excitement, helping students spend money more responsibly without taking away the fun. Some people may argue that the senior auction should be completely spontaneous. They believe that the unpredictability and craziness are what make the event special, and they are not wrong in some ways–the energy in the room is part of what makes it memorable. However, excitement shouldn’t come from a loss of responsibility. When the price is high enough, the line between rationality and emotional influence blurs. Therefore, adding a few safeguards to prevent overspending will protect students while preserving the spirit of the event. Previous Next

< Back “MVGA” January 16, 2026 at 12:00:00 PM Liam Blanchard ’26 On January 3, 2026, the United States launched a raid into Caracas, Venezuela. During this mission, President Nicolás Maduro and his wife were apprehended. Despite tensions rising over the course of months, this was still a rather unexpected event. Operationally, the mission went off without a hitch from the perspective of U.S. forces. Operators from Special Forces Operational Detachment–Delta executed a ground assault on Maduro’s compound, where FBI agents took him into custody. A helicopter took minor fire that did not prohibit flight, and no U.S. casualties were recorded. From an operational standpoint, there are no complaints to be had. However, the motivations behind the raid are questionable. In 2020, Maduro was officially indicted by the U.S. Department of Justice and was thus deemed a criminal in the eyes of the U.S. judicial system. The charges labeled him a narco-terrorist. Maduro’s removal has allowed the United States access to one of the world's largest oil reserves. The U.S. is set to receive half a million barrels of oil a day, and the operation also threatens oil imports from Venezuela to China. The legality of the operation is in question. While it is largely agreed that the operation violates international law, it exists in a gray area under U.S. law. Based on precedent set during the 1989 capture of Panamanian dictator Ferdinand Marcos, courts will likely defer decision-making authority to the executive branch. A particularly dangerous aspect of this raid is the U.S. assertion of global law enforcement authority. While the buildup was highly publicized, the raid itself still came unexpectedly. This raises a broader question: when does a situation require U.S. intervention? Across the world, there are countless streams of illegal activity that interfere with American interests. How do we determine which causes are worthy of intervention? After spending decades engaged in foreign wars in the Middle East and Central Asia, it is crucial that we define our role in global enforcement. The United States has committed to aiding the Venezuelan government in “making Venezuela great again,” but what will happen in ten years? After spending twenty years in Afghanistan, the Taliban regained control almost immediately following the withdrawal of U.S. armed forces. If the goal is nation-building, it will require a vastly different approach. It would be a significant financial undertaking and carries the risk of a similar outcome. While I maintain that the United States must stand as a positive force for humanitarian aid and support those in need, I remain uncertain about this operation. The motivations and legality present difficult obstacles to overcome. Additionally, I am not convinced it was the place of the United States to capture a world leader, illegitimate or otherwise. Time will tell whether this was the correct course of action and what repercussions will follow. Previous Next

< Back Viva la cultura! October 31, 2025 at 12:00:00 PM Alle Garza ’27 Every year, National Hispanic Heritage Month occurs from September 15 to October 15. When I first came to Mercersburg Academy, the idea of celebrating different cultures was intriguing to say the least. At Mercersburg, I was introduced to an abundance of traditions such as white/blue coat and the boxer/bikini run. I was surprised by the way people interact every day here. Stepping into an entirely different country from my own with its own rules, language, and atmosphere was a culture shock. I would often have issues trying to translate a funny picture in Spanish to my friend, who only spoke English, as they didn’t understand the slang or the purpose of the joke. I would also have trouble mixing up different words that would make sense to me, but to somebody else, it would be a completely made-up word. As a freshman, I was surprised when I saw four of my closest senior friends walk up to the stage and give a presentation about what being Latino means to them. In that moment, I felt a surge of pride fill my heart. The feeling of being represented and recognized is one of the most powerful feelings anyone can ever experience. Latinos have a small representation in the school; it’s not every day you see someone with a similar background walking around. Ever since joining the Latin Hispanic Student Union, I’ve been educated on different Hispanic cultures and traditions. People often confuse different Latinos, and conversations are filled with curious remarks such as “Do you speak Mexican?” or “Is Puerto Rico a part of Mexico?” I want the whole world to see that Latinos are composed not only of just Mexico, but an incredible amount of wonderful Latino countries and communities that resonate a strong cultural identity. In my junior year, I made the important decision to celebrate my culture and hold an official title at the LHSU. It isn’t easy giving a presentation in front of the whole school; it’s quite nerve-racking. Nonetheless, the confidence in my heritage guided me to speak my culture out loud. While other board members and I were working on the presentation, a single question kept arising: “What does being Latino mean to you?” I don’t know, what does being Latino mean for me? I kept asking myself that. Easier said than done, right? I mean, I'm Latina, shouldn’t that be it? I asked my mom what it meant to her: she gave me a well-thought-out response, but it wasn’t mine. It didn’t speak to me. With the help of the board members and more help from my mom, I think I came up with a suitable response to the dying question. Being Latino means that I have the privilege to share my culture in a community where I feel welcomed in my identity, to promote the pride that comes with being Latino, and to educate those who are curious about what makes me, me. Previous Next

< Back The ugly duckling December 12, 2025 at 12:00:00 PM Audrey Hau '26 During my squash match last weekend, I got into a conversation with my opponent about things we disliked about our schools. She thought about it for a moment. Then, she looked me in the eyes and said, firmly, “Judgment.” We live in a society of judgment. From the reels we watch to the moment someone pronounces a word slightly differently, our lives are plagued by constant evaluation. And while judgment once stemmed from biological necessity, much judgment in the modern day is superfluous and does more harm than good. There is no modern risk of being kicked out of the tribe or fed to the wolves for saying something unconventional, but the social consequences frequently feel just as severe. So why do we still love to judge? Whenever I judge someone, I feel a sense of pleasure in a malevolent way. I feel like a duck laughing at the ugly duckling. Malicious gratification seems the simple explanation for why we judge. Does that make it permissible? Kantianism, aptly named after philosopher Immanuel Kant, evaluates an action based on the intention behind it. Kant loved the Good Will – the only thing, he said, that was good intrinsically. If my intention behind judging is merely to make myself feel good, that doesn’t seem compatible at all with the Good Will by Kant’s definition; this intention has no regard for the receiver of judgment. Under Kantianism, most judgments are unacceptable. Interestingly, though, I think that many of us are unconscious of this intention. Just like a child who doesn’t choose to feel happy after eating chocolate, we feel satisfaction after judgment, unconsciously reinforcing the feedback loop. But this does not excuse us. At some point, we learn that eating too much chocolate is detrimental to our health. In the same way, we learn that judgment is detrimental to our - and especially others’- well-being. Another reason we may not feel like judgment is such a bad thing is that we’re just expressing our opinion. No one else has to accept or listen to our judgment. However, this view undermines the effects of judgment on the receiver. A few months ago, I read an excerpt from Consider the Lobster by William Foster Wallace. In questioning how a lobster’s suffering should be quantified, Wallace makes a distinction between pain as a neurological concept and suffering, which involves the response of the victim. I think looking at the consequences of actions through suffering is a good way to determine whether or not an action should be performed. Though a judgment might not intend to cause pain, it could still cause hurt. If we agree that actions that cause suffering should not be performed, then judgment that has the potential to cause suffering is impermissible. There are many ways to combat the ugly aspects of judgment while also freely expressing your opinions. One way is to frame personal opinions not as judgments but simply as opinions. Take “me personally,” for example. Both an obnoxious tautology and a Gen Z favorite, this term restates an opinion to emphasize its subjectivity, making it seem less judgmental. However, even turns of phrase like these can hurt when the judgment is negative. In that case, the prospect of spreading positive opinions and lessening negative judgments seems like a panacea. More compliments in the world would do a great deal in terms of reducing unnecessary suffering, no matter how small those individual incidents may be. After all, positive judgments make us feel good too – so why not choose the healthier brand of chocolate? You might even get a spectral nod from Kant Previous Next

< Back Seal The Storm February 14, 2023 at 12:00:00 PM Talia Cutler '23 The seniors have recently taken part in a four-week, X-block seminar advertised as “ Healthy Relationships and Sexual Health. ” These X-block meetings resemble middle school anatomy class, with basic diagrams of genitalia, mnemonics to remember consent, colorful and outdated charts of what LGBT+ stands for, and a crowd favorite, clipart of unicorns and rainbows. I like to believe that faculty and staff are not naive and realize that these meetings are subject to ridicule well before the auditorium has cleared. I would also like to believe that faculty and staff realize that these meetings accomplish very little. If the school were concerned with proper sexual health education, they would be giving it to the underclassmen as they start to mature into boarding school life. Now I realize that as the “COVID class,” seniors have missed what the school referred to as comprehensive sex-ed. However, rather than starting from square one, I believe that these X-block meetings should meet seniors where they are, so to speak. Last year, the Opinion page ran an article expressing concern about the lack of structured conversation around sexual contact on campus. The author said that the limited Wayfinder conversations about contraceptives were not sufficient enough to count as comprehensive or even as a serious discussion surrounding anatomy and sex. At the first of the “ Healthy Relationships and Sexual Health” sessions with eleventh graders and seniors, the lawyers who spoke to us about consent framed sex as transactional. Their “everyone’s a potential liar” perspective is incredibly harmful to adolescent development, undermining the emotional aspect of nearly every scenario they hurled at the student body. School policy does very little to combat this. Sex is a subject on campus that needs to be handled both sensitively and with care, not lumped into hour-long sessions on the anatomy of a penis. We have to take into account that there is a difference between proactive and reactive, and these sessions feel as if they fall into the latter category. This is a pattern displayed in daily student life. On weekends, couples are nearly hunted down with golf carts and flashlights, making campus into an arena of fear and embarrassment. This is transparently a humiliation tactic. It is not only dangerous but a violation of respect between teens and their school. While I understand that Mercersburg cannot openly condone sexual contact, their methods of dealing with the reality of campus is frankly embarrassing. They are archaic and patronizing all at once. If there is truly concern about educating the student body on sexual health and healthy relationships, there would be time taken to listen and develop a real curriculum, rather than relying on fear mongering by lawyers and their “gray area” stories, hypotheticals about this-and-that, and vague punishment. Students see through this facade, and we deserve more. Previous Next

< Back Mercersburg: Not a College Prep School September 30, 2022 at 12:00:00 PM Cricket Tatone '24 Here at Mercersburg, we pride ourselves on being a “college-preparatory” school. However, I strongly disagree with the attitude that Mercersburg prepares students for higher education. One issue with claiming that we are a “college prep” school is overscheduling students. On an average day, students start classes at 8:50. While I think that 8:50 is a great time to start the day, with the amount of assignments and other tasks spilled on students each day, this is hardly generous. With four rotations in a school day, and a school meeting and advisory once a week, students have no breathing room. After the scheduled class day, we have to rush off to two hours of PGA, and then many students have various nighttime commitments. Commitments such as proctor duty, News, and help center duties take up almost two and a half hours at night. With a jam-packed schedule, it’s very difficult to exercise good time management and healthy habits. Rather, the lack of time in the day can induce unhealthy habits, such as skipping meals for the sake of time, sacrificing sleep, and constantly being stressed out of your mind about the next required appointment. This begs the question of whether Mercersburg is truly a college-preparatory environment. Multiple teachers have told me, “You’re going to get to college and have no idea what to do with all of your free time.” When students are constantly overwhelmed by their commitments, it becomes less about managing time in a healthy manner and more about surviving each day. Another reason why I don’t consider Mercersburg a college-prep school is because of its shift away from Advanced Placement courses. Although unrelated to the overscheduling issue, the abandonment of AP courses places students one step further from being “ready for college.” Many colleges accept AP test scores as college credit, and this can help students save time by skipping general education classes in college. Since teachers are no longer required to help us prepare for the AP exams, students must self-study, which becomes another time commitment. Meanwhile, the “Advanced Studies” classes maintain the same amount of homework as the former APs. In conclusion, besides the fact that we live on campus, I don’t think that Mercersburg can be so widely regarded as a “college prep” school. Previous Next

< Back Gimme MOE respect April 21, 2023 at 12:00:00 PM Devin Rotz '24 I am currently in my fourth season of Rivers and Trails, and I have always felt that people never view outdoor education programs as something that involves athleticism or exists on the same level as programs that fall within the athletic department. I constantly have to argue my case for what makes MOE programs athletic and challenging. Many do feel that traditional sports are more physically challenging and demanding. Many of you may have come here to be challenged by one of the athletic programs, but I did not come here for that purpose, nor do I intend to experiment with any of our athletic programs. But that does not mean that those who do not participate in athletics, like myself, don’t want a challenge. The idea of a challenge varies depending on the person, and for me, learning new skills and attempting various outdoor activities is how I’ve decided to challenge myself. I always hear about MOE programs being made up of the “leftovers”—the people who didn’t get into their first choice PGA and have no other option. In fact, MOE requires an application, and many of the programs are highly selective. But for those who really love the outdoors or just want to try something new, that thought process about MOE is insulting. Is it even a sport? Yes, MOE programs are sports. What really are the major differences between a traditional sport and a MOE program? We have five practices a week, Saturdays we go on trips to local and/or distant places, and on occasion, we go on trips for multiple nights. On Saturdays we are up early and out hiking, climbing, biking, or skiing, applying the skills we learn throughout our training. We don’t compete for a championship or an M Cup, but, just like any PGA, we practice, learn, and, most importantly, bond as a team. We learn to work with each other, communicate, and improve individually just like other athletes. Our programs have instructors who encourage us, challenge us, and are there to help us just as much as any coach. Whether or not my argument changes your view on MOE programs, at least consider how the things that our perceptions and the things we say impact others. And let’s begin treating MOE with the same respect as all of the Academy’s teams. Previous Next

< Back Let's not be elephants in the room November 1, 2024 at 12:00:00 PM Rhiannon Myhre '25 On Tuesday, September 10, I found myself sitting in the crowded Simon Student Center, patiently waiting for the 2024 presidential debate to start. It is fascinating to me that I am finally at an age where I can form my own opinions about my country. What I found even more surreal was watching former President Donald Trump and Vice President Kamala Harris step up to their respective podiums in real time and seeing them stare each other down as they began to face off in one of the most important debates in the presidential election. In that moment in the SSC, watching both candidates go head-to-head, I couldn’t believe how passionately I felt towards Vice President Kamala Harris. Harris not only approached the debate with elegance but also with a fierceness of delivery apparent to all. Harris’ promises to protect women's reproductive rights, support the small businesses of America, and improve the affordability of healthcare for the public make her the exact woman I want to endorse in this year's presidential election. Whenever I am approached with questions about my opinions on the election, I usually respond saying, “If Donald Trump wins the election on November 5, then that will be the day that I will lose all my rights as a woman.” Donald Trump's “concepts of a plan” mean that as an American woman, I will be stripped of all my basic and fundamental human rights. Therefore, I shudder to think of the damage he will do in a second term as President. Harris gives me hope. She gives me the sense that I will have a safe future in this country. She assures me that we will not return to the past but instead create a new and equal future. Previous Next

< Back Major incentive January 16, 2026 at 12:00:00 PM Audrey Hua ’26 Audrey Hua ’26 Last Monday, I heard the best advice someone has given regarding nascent generations. The question was, How do you catch the attention of kindergartners? The answer? Oh, that’s easy. You bribe them. The reason that this advice is so veritable is less attributable to the fact that it is good advice qua advice, but to how alarmingly effective it has become with each new generation. Raffles for going to breakfast? Gift cards for wrapping kids’ toys? Do we do anything for itself anymore? The truth is, it’s not enough for something to just be innately good . We, hungry scavengers restlessly salivating after the next achievement, have moved to an almost purely reward-driven system: we must see the potential benefits, or we won’t do it. There is nothing inherently wrong with being reward-driven; throughout all antiquity, from hunter-gatherers to the tiny ants displaced by hunter-gatherers, all living things act for the sake of receiving something in return. But observing my peers, I’ve noticed a shift towards material rewards, leaving intrinsic rewards neglected and devalued. Recently, I received an awakening jolt in a conversation with a friend about college. We were talking about what we liked about our respective “dream” colleges. His eyes lit up. I saw an emotion in his eyes like craving. He wanted to go to his dream college because of the people he might meet, the courses that were offered. In my college search, I had not yet encountered many emotions: desire, anxiety, desensitization, jealousy, but I had not yet truly encountered craving. I was struck because here was someone who wanted to go to college not as an end, but as a means. Not for the shiny badge of honor, but because he had to be with that group of people. Because he could not imagine spending his four years elsewhere. Yes, college was a means to an end, but the end was not material. It might be argued that the goal of being in a certain community of people, of following your passion, is also material. Intrinsic rewards are often difficult to distinguish from extrinsic ones. Without going into semantics, though, there is something that sounds instinctually right when we say, “I want this because I love it,” versus, “I want this because that’s what everyone looks up to right now.” A good question that seems to differentiate between the two is: What would I choose if I already had enough money, respect, and security? I later found myself finding a college that I craved. For once, I shifted away from the name, the glory, the praise, and felt myself longing to meet this philosophy professor who wore pink and purple dresses covered with upside-down cats. At that point, I had already accepted another college offer. I am beyond excited and grateful to attend that college. But sometimes, a part of me wonders, did I make the wrong choice? Was I motivated by the wrong type of reward? All that is to say, intrinsic rewards do not always have to exist in the absence of extrinsic rewards, and extrinsic rewards are not all necessarily bad. We need to eat and sleep, and at the end of a day, the current world requires us to pay for those expenditures – extrinsic rewards literally keep us alive. But in a word, increasingly materialistic, we should rethink at least our major transitions, like college, getting a job, and choosing our friends. On a hopeful note, there are many ways in which we take intrinsic motivation as a significant factor in the decision. Relationships are one. While money, networking, and resources often weigh in on who we choose to spend the rest of our lives with, connection on a personal and emotional level is still high on the list of desirable traits for a partner. We don’t look for partners like we look for colleges. Personally, I hope that doesn’t ever change. Previous Next

< Back The dessert desert September 26, 2025 at 12:00:00 PM Alice Yoo ’27 At Mercersburg Academy’s dining hall, a variety of dishes are served daily, showcasing the school’s diverse community. Students get a taste of the world through dishes such as beef goulash from Hungary, chicken souvlaki from Greece, and tandoori chicken from India. We are being fed a cultural experience. Then, it’s time for dessert. The White Coats come carrying trays, and the dining hall buzzes as people wonder in excitement, what’s for dessert? Suddenly options shrink dramatically: sugar cookies, chocolate pudding, maybe brownies. We see a pattern here. Desserts are largely American. Rarely do you see a bowl of cellophane-wrapped fortune cookies–the only dessert with an East Asian twist. And I repeat, a twist. While the effort to diversify main dishes in the dining hall is commendable, it still needs to reach the dessert menus. Of course, there’s a reason main dishes are called main. However, desserts are just as much a part of global food traditions as entrees. Why does our imagination have to hit the brakes at the American bake sale? The fortune cookie highlights the problem, regardless of its bland flavor and stale texture–not to mention how it often comes missing a fortune. Despite its association with Chinese food, the fortune cookie has a precursor from Japan: Tsujiura Senbei, brought by Japanese immigrants to California between the 1880s and the early 1900s. The modern fortune cookies we know now were developed in California, explaining why they are a far cry from desserts enjoyed across Asia. The issue isn’t that fortune cookies aren’t authentic. Surely, many enjoy the fun of cracking one open to reveal their fortune inside. The problem lies in having one ambiguous, Americanized dessert as the sole representative of an entire continent’s desserts. To clarify, there is nothing wrong with a good apple pie or a chocolate chip cookie. They are timeless favorites for a reason, bringing us a sense of comfort and familiarity that always hits the spot. Expanding the menu doesn’t mean replacing what we love and enjoy. Instead, it means adding more to our list. There is a whole new world of desserts we have yet to discover. Imagine the dining hall serving sesame balls from China, gulab jamun from India, sfouf from Lebanon, malva pudding from South Africa, nalysnyky from Ukraine, brigadeiros from Brazil, or lolly cake from New Zealand. Offering them, even occasionally, would give students a broader insight into the picture of global dining. The dining hall has made admirable improvements in diversifying entrees, and now it’s time to extend that effort to desserts. Including desserts from around the world is more than a way to add variety; it’s a meaningful gesture of inclusion, celebrating the rich cultural traditions and offering students a taste of home. After all, the final taste of a meal leaves the strongest impression. Previous Next