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The Rhapso-Ds, Deerfield Academy’s Soprano and Alto a cappella group, have finished auditions and are now preparing for their upcoming Fall Koch Friday Concert performance. Every year, many singers across the student body audition for Rhapso-Ds, but that comes with a complex cutting process. Co-leader of Rhapso-Ds Clementine Beanland ’26 explained the difficulties of the audition process, and how her and co-leader Ilsa Borgen ’26 combated these challenges. “If you are a Soprano, and you don’t sing a Soprano song, it is hard to know if you are going to hold your weight as a Soprano,” she said. In these cases, the leaders would give the singer a callback, to “get more of a feel for their voice,” Beanland continued. In the audition process, Beanland and Borgen looked for those who could fill the positions as Altos and Sopranos. Beanland emphasized how important commitment is to being a part of Rhapso-Ds: “We had so many girls audition, and it came down to who would be able to put in full-time. If you are not going to pull your weight, there are other people that will.” Returning members of Rhapso-Ds are still required to audition. Nevertheless, Beanland mentioned that prior experience in the group guarantees a spot: “If you’ve been in Rhapso-Ds for three years, you deserve to be in the group,” she said. Bealand explained that returning members have demonstrated commitment to Rhapso-Ds over the years and have put in a lot of effort to remain in the group. During rehearsals after every Tuesday and Thursday night, members work to perfect their harmonies. Each rehearsal starts with a vocal warmup and then singers are broken off into groups so everyone can practice their piece in sections. After reviewing their individual parts, they come back together to rehearse in unison. When listening back to their singing, the singers “work on their blend and do finishing touches,” Beanland said. Beanland also commented on the environment she hopes to cultivate within the Rhapso-Ds. As a leader, Beanland stressed the importance of fostering an authentic and loving bond within the group. She mentioned that “in past years, there has been, sort of like, a toxic environment within the Rhapso-Ds,” adding that she feels like “not everyone has come to the table and been willing to come throughout the season ready to learn and sing.” However, Beanland and Borgen both emphasized the importance of being your authentic self while always having fun. This year’s environment and dynamic, specifically, has changed for the better. “I think this year, especially, people are really excited… [It feels] less like me being your leader and more like your peers that are here to help,” she said. This positive environment within the group has helped combat the negativity of competitiveness. The inclusive nature of the group allows the members to truly bond with each other and influence their performances. “We really do try to make Rhapso-Ds a democracy,” Beanland explained. Beanland and the members have many goals for the future of the Rhapso-Ds and future performances. One important one, Beanland said, is “trying to get a lot of songs done this year and really put in the work and effort.” As the Rhapso-Ds is a small sized group, singing and learning new songs as an a cappella presents challenges. Each singer must understand their part clearly to allow efficient rehearsals. One of the main focuses is to “learn how to transition from one song to another,” Beanland said. “When you start bare and start new, it is challenging to see if you have a really hard song.” Looking to the year ahead, Rhapso-Ds will be performing their songs during All School Meetings, a capella fest, and school events.

The interplay between the real and abstract also resonated with viewers. “I remember looking at the paintings and thinking they were a collection of free brushstrokes and abstract portrayals,” said Jonathan Xu ’28. “But when I looked closer, there were these realistic and delicate details of the flowers and leaves. I felt like I was inspired by the many layers of complexity in his work, and I think I might be trying to explore this balance in my own art.” Aho added that the Deerfield area was a fitting place to showcase his series of work. “Long before my son attended Deerfield, I spent time in that valley painting. 20 years ago, I painted the onion fields just down below, and at various turns in the river.” He then reflected on the openness of the area, noting how “the campus is broad, beautifully lit, and exposed in a way.” He added, “Considering the richness of the intellectual activity and the creativity that happens at Deerfield, I thought the meadow—the broadness of that open space—would make perfect sense to my audience.” Aho also mentioned his hope to capture an element of Deerfield that is often overlooked by students: “The area along the river is where fireflies occur during the summer, sadly, when all the students are gone. They last about a month, maybe six weeks, so the Deerfield students miss them. So I thought, in my paintings, to bring that magical experience of the fireflies to the community.” The artworks were left open to viewers to freely form their own interpretations and meanings. “Fundamentally, one of the first things that a painting does is it places us somewhere, and you come to stand before something and place yourself in front of another place,” he explained. “The other thing the painter does is they give you enough information to have an experience you’ve never experienced before. I’m not in the room, but I’m there connecting with you to say, ‘Here’s how I saw this, how do you see it?’” As a word of advice for young artists, Aho emphasized the importance of observation. “Look closely at the world around you— slow down, pay attention, and try to draw it or paint it,” he said. “And when you draw it or paint it, also realize that we don’t know what we’re doing. I’ve been painting for almost forty years, and I don’t know what I’m doing. That’s okay. Embrace the curiosity and ask yourself, ‘What is that out there?’ and then you have an experience that is truly, truly, your own.”

The Academy welcomed author, poet, and essayist Sarah Manguso on October 8 in an allschool meeting and in two Q&A sessions: the first open to all students and the second reserved for sophomore declamation winners. Student responses varied deeply—some walked away from her all-school presentation and Q&A sessions with respect and inspiration, while other students admitted to being bored and uncomfortable listening to Ms. Manguso speak. Maura Glynn ’28 believed she was “oversharing,” both in her work and when she spoke. At many points in Ms. Manguso’s allschool meeting presentation, students burst into laughter, sounds of disbelief, and heavy whispers. A recent article for the New York Times titled “The Intimacy of Anonymity” calls out a 21st century increase in oversharing, articulating a false sense of authenticity with the exposure of personal information and experience online. However, in contrast to the comfort with oversharing through social media, students are often uncomfortable with in-person authenticity—English Teacher Stu Wilson credited student outburst during Ms. Manguso’s school meeting presentation to nervous laughter, rather than high school immaturity. “It is an act of respect … to be like, I’m going to tell you something that is very personal, but I think you can handle it,” he added. Head of Graphics of the Scroll Ryan Bai ’26, one of the Co-Editor in Chief of Albany Road, Deerfield’s literary magazine, explained a theory he’d talked about last year in his Philosophy of Art class: artists expose themselves, and to someone who isn’t an artist, that can feel embarrassing. “It’s really brave for … Ms. Manguso not only to say these [statements] but also to publish them,” he said. In Ms. Manguso’s Thursday morning Q&A session, a student asked her why she chose to skip over certain sections of her prepared reading in her all-school meeting presentation, something she acknowledged at the time. It’s about the “emotional tenor,” she answered—when she reads, she’s aware of her audience’s engagement and energy. As Ms. Manguso admitted, she’s not used to speaking with high school students; her audience, she described, is often adults— in her writing—or college students, when she teaches creative writing classes. “She’s speaking more to my demographic,” Dean of Studies Lydia Hemphill said. Dean of Teaching & Learning and English Teacher Hadley Westman expressed a similar sentiment: “I think I’m more the target audience of Ongoingness than any of our students. I’m a parent of young children [and] a middle aged woman, so I found myself really enjoying reading her as somebody that I likely identify with more than tenth graders do,” she said. However, both Ms. Westman and Mr. Wilson touched on the larger meaning and impact Ms. Manguso’s writing can have on students. “A lot of [Ongoingness] is about the feeling of becoming a parent … so there was a part of me that was like, will this resonate with a sophomore class?” Mr. Wilson said. He added that his own experience influenced the impact Ms. Manguso’s memoir, The Two Kinds of Decay, had on him: his grandmother went through a similar neurological disease as Ms. Manguso, something he’s slowly learning about as an adult. “Hearing her be so raw and vulnerable about that experience … that definitely resonated,” he said. At the same time, he felt that the message students take away doesn’t necessarily need to be specific to the content, but he found instead that Ms. Manguso’s simple articulation of “something happening in your life that changes you” resonated with his students. English Teacher and Interim English Department Chair Christian Austin said, from his view, “The response [to her work] has been more … curious and surprised, because her form is so unique,” adding, “I think students are probably surprised and taken aback at how authentic and forthcoming she is in her writing.” In part, the English department’s decision to invite Ms. Manguso to Deerfield was grounded in a hope for a lesson in form, rather than content. “Art is great from an instructive standpoint,” Mr. Austin said—he hopes that students will learn from her unique brief but deeply impactful style, and, as he described, the way she is able to trace ideas and play with a sense of time while coming back to a central narrative and theme. “Exposure is really important,” Ms. Hemphill said. In Mr. Wilson’s experience, he often finds that a lesson may not land in the immediate moment, but it sticks with students going forward—as he put it, there’s often a “lightbulb down the road.” Ms. Westman articulated an idea of “multiple selves.” As a teacher, part of her philosophy is to encourage students to explore aspects of themselves they might not have been aware of—Ms. Manguso’s visit is another moment to find a new self, she explained. A student may find that her specific content emotionally resonates, but they may also find an interest in her profession and the type of writer she chose to become. “You kind of never know what text or writer will inspire a possible self in a student or a group of students,” she said, adding, “[Manguso] certainly was a really different representative of the writer.” In art, Ms. Manguso said, honesty isn’t inherently necessary—she believes it’s simply more interesting. “It feels more powerful if you make a piece of art and you witness people having feelings,” she said. Her work, as Bai said, is authentic and raw. “Think about the things you know to be true that no one’s saying,” Sarah Manguso told her audience.

On September 10, media personality Charlie Kirk, 31, was assassinated while speaking at an event at Utah Valley University. Following his assassination, Deerfield students met with one another in an Open Table discussion in order to understand and examine Kirk’s death. Kirk began his involvement in the Republican party at 18, and his career included co-founding Turning Point USA, an organization advocating for conservative ideals. News of Kirk’s death sparked discussion at Deerfield. Dean of Ethical and Spiritual Life Jan Flaska said, “Following the assassination, conversations came up to me through Alasdair Mcdonough. I would even say that [the event] was already part of the dialogue at sit down tables.” He added, “Knowing students were talking about it, we had this gathering.” Alasdair McDonough ’27 helped organize this Open Table discussion with Mr. Jan. McDonough stated that “dialogue was really important and I also think it was really unique that at Deerfield, you could have people who you eat meals with and be able to converse about broader topics and respect their opinions.” Around thirty students attended the Open Table about Kirk’s assassination. Haley Hickman ’26 shared her experience at the Open Table: “it was really cool to see people from all parts of campus come together. At least thirty people were there and everyone was super respectful.” Tyler Long ’26 attended the event for a similar reason as Hickman. Long said that he “knew who Charlie Kirk was, but [he] didn’t really understand too much about their influence, so when [he] heard about their Kirk’s as-sasination, it struck [his] attention, wanting to gain more perspective from other students.” Though Mr. Jan and McDonough faced challenges facilitating a safe space for a discussion about political and polarized topics, Mr. Jan emphasized how classes at Deerfield enabled an open-minded community, embracing different perspectives and productive dialogue. “We do a lot of work to invite the right kind of conversation between [members of Deerfield]. We have a lot of ways for students to practice engaging in good conversations, so it went in a positive direction although there were strong, raw, and emotional claims,” he said. McDonough added to Mr. Jan’s points, explaining that “questions that were open ended and invited both sides.” Long described the discussion as “very successful in the sense that we were able to come together as a collective and see different people’s understandings about Charlie Kirk.” The discussion itself ranged from topics such as social media algorithims, why the media publicized Kirk’s death, and free speech. On the latter topic, Mr. Jan shared, “we really shouldn’t fear having a conversation. I believe we are very careful about politics in a way we aren’t about other values. We aren’t a perfect school, but always aspiring to be better, and politics are fair game in these conversations.” Adding onto Mr. Jan’s comments, McDonough highlighted the importance of having healthy conversations across campus. He believes that “it’s healthy to have an outlet in which to express [ideas] that’s not judgemental and creates a collective understanding of your peers.” McDonough emphasized the importance of facilitating peaceful and productive dialogue both in larger political spheres and within the Deerfield community. Hickman echoed McDonough, saying that the Open Table was “definitely successful.” Sensitive topics that are often overlooked due to their controversy are addressed through Open Tables, something that is important in a diverse community such as Deerfield. To meet the need for healthy discourse, he hopes that Open Tables could become a “more ritualized thing – maybe every Sunday after Sitdown.” Frequent opportunities for conversation helps us “understand what’s happening outside the [Deerfield] bubble,” McDonough explained. Ultimately, the Open Table acted as a leeway for many students to engage in respectful, productive, and politically controversial topics in the wake of Charlie Kirk’s assassination. Many left with a broader understanding of the event, and beyond that, a more comprehensive outlook on their peers and the environment that surrounds them.

After the 2024-2025 school year concluded, faculty gathered in June for a 3-day workshop on the usage and integration of artificial intelligence in a classroom setting. The program, led by external strategic advisor Eric Hudson, focused on developing AI literacy among educators. On his website, Hudson describes the process as an “AI playground”, where discussions and “guided activities” are held to help participants “recognize AI’s power and its pitfalls and to understand how their own work and learning will (and will not) change in response to an AI world.” Dean of Studies Lydia Hemphill found it helpful to “have time to play around with AI and be shown what different AI…resources there are.” She mentioned how teachers tinkered with generative AI by creating worksheets for class and cooking recipes for personal use. When asked about its effects, she said, “People really appreciated the time…to be able to marvel at what AI can do, and also be wary of what it can do.” History and Social Science Department Chair Brian Hamilton mentioned how, even though the workshop was optional, “faculty attendance approached 100%.” As the Academy continues to address widespread AI use, some faculty members have already introduced AI resources into their courses and classwork. Last year, Science Teacher Aidan Carroll allowed students in his Intro to Computer Science class to use generative AI when completing certain assignments. He implemented a two-part system in which students would submit their project and then take a test about their own code, explaining, “Students could use AI to create a product…they [are] proud of. But anything they turned into me, they were responsible…for looking at every line of code and understanding how it works.” Mr. Carroll emphasized that this idea stemmed from the consideration of a future world where “AI is going to be around, and it’s not about being scared of it. It’s about knowing how to use it and how not to use it.” Max Ng ’27 reflected on his experience in the class last year, saying, “AI was really beneficial for beginners like myself, especially in computer science, to learn in more personalized ways and help me with projects.” Science Teacher Ben Bakker also introduced AI into his Honors Physics 2 and Digital Logic classes last year. In his Digital Logic class, he provided an example of using AI to design new circuits, but only after students had developed a firm grasp of fundamental skills. Associate Editor of the Scroll Katherine Ni ’26 shared her experience in Honors Physics 2, saying, “AI helped to compile data and complete tedious calculations…and thorough conversations with it also helped me a lot.” However, she explained that the work could be inaccurate at times, and plenty of revisions needed to be made afterwards. Mr. Bakker stated that students shouldn’t use the tool as a “lookup engine” and instead “be curious and creative and reflect on [their] own learning and have deep conversations with it.” He called AI a disruptive technology, clarifying, “I think any disruptive technology is good in the sense that it calls you back to your root purpose…[and helps us understand] how we can use this technology to help us do things better.” Instead of focusing on the finished product, Mr. Bakker urged everyone to consider the learning process and how AI can benefit that: “The world doesn’t need more high school history papers, and the world doesn’t need more solved high school physics problems, but it does need better thinkers who have learned how to learn.” This year, he plans to direct students toward a deeper and more thorough use of AI that assists their learning process. As the department chair of the History and Social Science Department, Mr. Hamilton discussed the use of AI in research-oriented history courses, offering an example of using AI to scan and transcribe 300-year-old manuscripts of Deerfield Pastor John Williams for better recognition. He mentioned that the AI’s recognition was not “error-free… but it was easier to start with than just squiggles on the page.” Dean of Teaching and Learning and English Teacher Hadley Westman also mentioned that an AI Task Force has been created, composed of faculty from various sectors of school life, and has set up an “AI lab” in the library. She explained that the space offers ten designated laptops with AI-infused tools like Google Gemini and NotebookLM, which teachers can request “if they’ve identified an area where the use of AI might augment a particular lesson or portion of an assessment.” Despite examples of prior use, the Academy has implemented restrictions against AI use. The newly installed firewall this year prohibits students from accessing AI resources when connected to school Wi-Fi. Mr. Caroll cited how, as a result of the firewall, concerns about equity influenced his decision to “take a step back from using AI this year.” Mr. Hamilton echoed similar ideas, stating that the department will adhere to a “precautionary principle” as they tackle “AI slop” and “hallucinations.” Even though there is no mandate for widespread AI use, Ms. Hemphill explained how the Academy still encourages teachers to “be imaginative, try different things… elicit curiosity in our students, and not pretend that AI isn’t there.”

The Deerfield Intro to Dance Class has become a cult classic amongst the athletes of Deerfield Academy—particularly with the Deerfield Lacrosse team. In fact, the class is currently one of the most highly sought-after courses that Deerfield offers, and has become increasingly competitive in the selection process over the past year. Dance is unique compared to the other art programs available at Deerfield. In no other class can students have the privilege to move their bodies so passionately and elegantly, in raw and often beautiful displays of self-expression. Never before have athletes been so vulnerable and confident in the name of dance class—a true intersection between athleticism and expressivity that athletes on campus crave. Intro to Dance contains a rich history, including many distinguished alumni. In fact, it seems that a direct correlation exists between athletic performance and taking the class. Star athletes such as Liam Appleton and Quinn Stankovits, who now play Division I lacrosse following their time at Deerfield, have taken Intro to Dance. While some might attribute their athletic accomplishments to talent and ability alone, many entertain the idea that dance has a lot to do with their success at the highest level of college lacrosse.  It’s pretty obvious who takes the class, as the students who do so are often found busting a move  wherever and whenever they can. Whether it’s in class, on the fields, and during sit-down meals, Dance can no longer be escaped on campus. Dancing has become so contagious on campus that the SLO had to create a new clause in the student handbook to quell the rebellion. Students are not allowed to dance from 8:30 am to 6:00 pm during the day.  Dance’s impact on the athletes of Deerfield culminated in an intense lacrosse match against Choate last spring. Following a dazzling goal scored by an Intro to Dance alumni, a goal not so different from that of the precise twirls and powerful bounds seen in Dance class, put Deerfield up at a crucial time in the game. Unfortunately, the brilliance of the goal scored became subdued by the heavenly celebration that followed. The player ran before the stands, and in a magical moment of pure improvisation combined with a love for Dance, they began to strut their stuff. The celebration was stellar, as the dancers synchronized their movements and pranced about. Nobody in attendance could recall how long the performance lasted, but one thing became clear—there was no more lacrosse to be played that day. The pure beauty and power in the performance had moved the Choate players so much that they burst into tears… Everyone burst into tears that day after witnessing such a spontaneous work of art.  Some claim the events of that faithful day were a gift from God, but those who have witnessed the power of Intro to Dance can attest to its profound impact on students. The impact is so profound that many believe that some members of the lacrosse team are simply dancers who play lacrosse. In a stunning turn of events that validated their speculations, numerous lacrosse players have decommitted from their respective universities to pursue a future in dance. As a result, students anticipate that Deerfield’s next dance showcase will have some new faces eager to showcase their newfound love for dance. The impact of Intro to Dance on the students and athletes who took it cannot be overstated. The class offers an opportunity to engage with Dance as an art form like never before. But for those aspiring Intro to Dance students, good luck getting the class, since the process has become extremely competitive.

Why do we matter? The real-world practice of traditional journalism continues to falter, and common newsrooms are slowly losing significance. To many, it seems futile to chase this falling practice. To us, it’s not. For the past century, the Scroll has built generations of communicators, listeners, writers, questioners, and leaders. We learn, we laugh, we experiment, we mess up, and we find purpose in language, in community, and in remembering. We see value in learning to challenge each other, ask deeper questions, explore our community, and write thoughtfully. Most of all, we see value in understanding ourselves, understanding Deerfield, and understanding what it means to communicate well. To celebrate 100 years of legacy and laughter, we’re featuring a series of reflections from past Editors-in-Chief. We hope you find joy alongside us as you read and learn what the Scroll means to us, and what it has meant to generations of writers before. ROBERT MCCARTHY ’90 I loved my time working at the Scroll. It was great to work with a lot of friends and classmates, and progress as writers and stringers to Editors. There was a great sense of purpose and community. I also remember how wonderful it was to write editorials on the issues of the day, and I somewhat ineptly tried to compare the end of single sex education at Deerfield to the end of the Cold war with the Fall of the Berlin wall in 1989. ‘ Overall, it was a wonderful, foundational experience that allowed me to find my voice as a writer and communicator. SUNSHINE CHEN ’23 The first thing you see when you step into my college dorm is a copy of The Scroll hanging on the wall — specifically, the “Sunshine 19th Birthday Edition.” The print, a surprise birthday gift from my managing editors and close friends Jerry Huang ’23 and Clara Chae ’23, contains my articles and their birthday wishes. In our three-person group chat, one of our recent messages is a photo of past Scroll execs — Anna Guerrini ’25, Chloe Xue ’25, Nico Pfeifler ’25, Theo Schulhof ’25— and me standing next to The Crimson’s printing press. We all ended up at the same school, and every Monday this semester, I lead comp (training sessions) for Chloe and Nico, who are now joining The Crimson’s Magazine. It’s disorienting to put into words the effect The Scroll has had on me. When I first received John Liu’s text asking for a reflection, my instinct was to message Jerry and Clara, and then Tony He ‘22, Harry Niles ‘21, Orlee Marini-Rapoport ’19, and Josh Fang ’19. A long line of Scroll Board have come before me and led the way. To our readers, I hope that perhaps one day, our paths will cross as part of the same tradition. KAITLYN XIA ’24 The Scroll has shaped my experience by fostering stronger connections within the Deerfield community and teaching me lasting lessons about communication, collaboration, and storytelling. By featuring the voices of students, faculty, and administrators alike, the Scroll bridges the gap between different parts of campus life. Each article offers a glimpse into the perspectives and experiences of others, allowing readers to see beyond daily interactions and understand the people who make up Deerfield on a more personal level. Through its coverage of individual stories, achievements, and campus events, the Scroll cultivates a sense of appreciation for the diverse contributions that enrich our shared environment. Beyond the Valley, the Scroll extends the Deerfield experience to prospective students and alumni. For those considering Deerfield, reading current students’ reflections offers an authentic insight into the community. For alumni, the Scroll serves as a thread that keeps us connected to the place and people who shaped our formative years, allowing the spirit of Deerfield to transcend time and distance. ANNA GUERRINI ’25 In freshman year for my first Scroll assignment, I had to do something so dreaded, so completely terrifying that I almost quit that instant: I had to interview a stranger. I had to reach out to a person I had never met, arrange a time to meet in person, and ask them questions. For 14 year old me, this was the most mortifying, anxiety-inducing task imaginable. Yet, I did it. When talking about my Scroll experience, I must often mention the constant battles against exhaustion copy editing papers, the blissful Saturday evenings spent laughing with my friends, and the reflective walks across campus distributing the latest issue with a mix of fear and joy: proud at what I had written and hoping the campus would regard my work with at least some modicum of approval. But in college, what I have found most helpful about my Scroll experience is all of the times it forced me to talk to strangers. Unlike at Deerfield, if you don’t make an effort to meet people at college, you simply won’t. After a month of hoping my new best friend would just come up and start a conversation with me, I decided it was time to take matters into my own hands, Scroll style. “Hi, what’s your name?” I asked a complete stranger on a Friday night. “What did you do over the summer?” I asked someone in my Physics lab. “What are your thoughts on AI?” I asked someone in my math section. The Scroll taught me the art of the cold open, the careful theater act of being fearless in the face of a 50-50 chance of rejection. In college, that translates into the art of making.

Seeking to improve student mental health and in person interactions, the Student Life Office (SLO) is implementing a new cell phone policy that restricts phone usage during the day. On March 14, students received an email entitled “Deerfield’s Healthy Use Policy for cellphones - 2025-2026 school year.” The email outlined new rules for phone usage, including new phone confiscations for underclassmen during study hall, the extension of phone prohibition to 6:30 p.m. on weekdays, and confiscated phones returned by the end of the next academic day. Under the updated policy, students will only have full access to their phones on the weekends, starting Friday night except in the dining hall. The new rule also includes an addition to a night policy where sophomore students will have to put their phones into the lockboxes the school introduced last year for the freshmen class. The main purpose of the new cell phone policy was to encourage a “healthy use” of cellphones. The administration explained that “ongoing research continues to reveal a close relationship between excessive use of phones, and particularly social media, poor sleep, and higher risks for anxiety and depression.” Head of School John Austin emphasized the importance of students putting down cellphones to get to know and interact with each other in his speeches. The revised policy continues Deerfield’s expansion of its core values while simultaneously attempting to address mental health and phones’ propensity to act as ‘experience blockers.’ The Student Handbook states that the cell phone policy is guided by the community priorities and two of Deerfield’s Core Values: “face-toface interactions characterized by joy and generosity of spirit” and “shared experiences, large and small, as sources of relationships, identity, and community.” Members of the Deerfield community expressed anger, disappointment, but also joy with the new phone policy’s implementation. Uyi Inowan ’28 believed that “there should have been an open line of communication about extending the policy…when asking students about the phone policy it should stop being a good or bad question and more of a conversation of pros and cons.” Furthermore, he thought that “one year [of the night time phone policy] to me would’ve been enough.” Isaac Chen ’28 feels as though “the atmosphere of the campus as a whole feels more lively,” with the further implementation of the heads up ideology that Deerfield has adopted. He also talked about how much better it is to be at a school where everyone is not walking around on their phones. Many initial concerns about the new cellphone policy and its impacts were quickly put to rest. “I was concerned with what it might do to the dorm space, but I have been pleasantly surprised by how the students have handled it,” said French Teacher Brian Hunt, a former Doubleday 2 resident who now resides on Scaife 1. Students with concerns about the new policy are encouraged to contact Ms. Creagh. “[Ms.] Creagh cares first and foremost about your well-being and is somebody who is willing to listen to students,” Dr. Hunt added. While the new phone policy may have generated controversy and division among the community as of this moment, the administration explains that more time is needed in order to fully see the effects that the new phone policy has on the community.

Deerfield Varsity Field Hockey (DAVFH) joins their new head Coach Hannah Goodrick-Armstrong this year. Coming from the Loomis Chaffee School as a coach for Varsity Water Polo and Varsity Field Hockey, Coach Goodrick-Armstrong brings over a decade of coaching experience across a variety of levels and sports to Deerfield. She played field hockey for Williams College, coached field hockey at Loomis Chaffe, and served as a head coach for both youth and collegiate club water polo. Coach Goodrick-Armstrong’s excitement for coaching at Deerfield is rooted not only in her own passion for field hockey, but also in the strength and dedication of a team filled with talented and hardworking players: individuals who push each other both on and off the field. “I absolutely love it. It has been an incredible beginning to the year and the fall season … I feel really lucky to be a part of [the team], and it all stems from the players that are on the team,” she explained. Although Coach Goodrick-Armstrong has been part of various sports in her coaching history, field hockey has always been special to her. Her desire to lead a program herself stemmed from how much the sport added to her life, inspiring her to give back to young women through the sport. Due to the similar size and nature of the student bodies at both schools, the transition from Loomis to Deerfield has been smooth for Goodrick-Armstrong. “It[Loomis] is a place like Deerfield,” she said, “[Deerfield] has such school spirit, so much support for these programs, and just really incredible student-athletes. It seemed like a great fit.” The support of the team extends beyond just the players; it includes the help from the assistant coaches Ellie Bicknell and Muffie Masambani ’20. Coach Goodrick-Armstrong mentioned that they both have been a vital part of the team’s success this season, saying, “Coach Bicknell has been with the program for many years and has really just taught me so much about where the program has been and where we’re hoping to bring the program.” Coach Masambani, a Deerfield alum and former member of Varsity Field Hockey, went on to play at Amherst College and helped Coach Goodrick-Armstrong understand the program’s culture. Players have also noticed the growing relationships Coach Goodrick-Armstrong has built with her assistant coaches. “I’ve definitely seen her relationships with Coach Masambani and Coach Bicknell grow so much, and she has been building trust with us the same way she builds trust with them, and it’s really cool to see them get so close and work off of each other really well,” said lead captain Peyton Wierl ’26, and a four-year member of Varsity Field Hockey. Coach Goodrick-Armstrong also mentions that it is not just the coaches that lead the team, the captains are a foundation for this year’s success as well. She said the 2025-2026 captains, Peyton Wierl, Ilsa Borgen ’26, Chloe Cleaves ’26, and Lilly Oliver ’26, “work together seamlessly.” “They each fill slightly different roles, their leadership styles are slightly different, they connect really well with the other players on the team, and I think a lot of our early-season success contributed to their leadership,” Coach Goodrick-Armstrong added. The captains have been an essential part of helping the team stay focused and build the team’s bond. Together, they have set goals for the season: to make the New England Preparatory School Athletic Council tournament and contend for the championship. Beyond tactics and technique, Coach Goodrick-Armstrong emphasizes a positive team culture rooted in gratitude, reflection, and collaboration. One of the most unique traditions she introduced is the use of green notebooks labeled “DAVFH.” These serve as journals where players are encouraged to reflect, set goals, and express gratitude daily. Inspired by a college coach who once told her to “take the time to be grateful for what you have each day.” Coach Goodrick-Armstrong uses these notebooks as a way to help athletes stay grounded and present. Before every practice, players are given time to journal quietly, a brief pause in the day that helps them reset and mentally prepare. Wierl also noted that the notebooks have improved the team culture and positivity. “I love that, I think it’s a great idea!” she said. Complementing this routine is the “quote of the day” tradition she brought to Deerfield. At the start of the season, Coach Goodrick-Armstrong selects daily quotes, prints them out on sticky notes, and places them inside the players’ notebooks. As the season has continued, she has passed on this responsibility to assistant coaches and players, allowing the team to have more flexibility and take ownership. The addition of the quotes were in hopes of encouraging both motivation and reflection, helping the players develop the mindset they need to succeed, not just in games but throughout their time at Deerfield. Coach Goodrick-Armstrong frequently expresses her gratitude for every player on the team, emphasizing that it’s not just a group of individuals, but a united program with purpose and cohesion at every practice. “I’m grateful that we have 46 players in the program and all 46 are quite bought in, which is incredible,” she said. For her, this level of commitment across both the Varsity and Junior Varsity team is a reflection of the culture the players have built, one of mutual respect, goals, and love for the game. Each athlete plays a role in shaping the team’s identity, showing up every day ready to support one another. Coach Goodrick-Armstrong believes this is what turns a good team into a great one.

Any Deerfield student who came during their freshman year can share their experience at Camp Greylock during their orientation day. Camp Greylock is a long-held Deerfield tradition, where new freshmen are kept from unpacking in the Village and instead, ushered off on buses for an overnight stay in Becket, Massachusetts in matching class t-shirts. Camp Becket was the original camp where Deerfield held freshmen orientation, but after the COVID-19 pandemic in 2020, Becket stopped accepting schools and Deerfield turned to Camp Greylock. Describing the origin of this tradition, Dean of Residential Life Dr. Becca Melvoin said, “We wanted to level the playing field. We want students, no matter their background, to start with a shared experience.” Students engaged in many activities together away from campus, whether those were playing icebreaker games in the camp gymnasium, sharing first meals together in the cafeteria , or making smores by the campfire. In small cabins, students experienced their first Deerfield boarding night in sleeping bags. The next morning, many students also took the swim test before being granted time out in the water. “It was a really nice way to make friends on the first day and it kept me from not being homesick,” said Liesel Stitch ’28. Many upperclassmen look back on Camp Greylock fondly. “It was fun to be in an environment that forced me to get to know all the new faces around me,” said Grace Lodge’27, adding, “I think it’s great we all have something to bond over.” On the other hand, some students found that Greylock prevented them from making meaningful connections. “I thought it was too short of an experience for me to get close to anyone. Because the cabins were chosen, I didn’t get to pick who I wanted to spend time with,” said Olivia Minn ’28. Some students felt that Greylock only made surface level friendships, rather than ones that lasted through the year. In their minds, the purpose of the trip was to make meaningful connections with their classmates but failed as it only prolonged the time it took them to make lasting friendships. Aelahni Valdez ’28 explained, “I think I was able to get closer through sports teams and classes. I don’t think Grelock helped a whole lot.” Many students, like Aelahni, felt they made more sustaining memories outside of Greylock and didn’t see Greylock as an opportunity to make meaningful connections but to merely get to know the people who were going to surround them for the next four years. One of Dr. Melvoin’s favorite parts from her trips to Camp Greylock are the Deerfield stories that the freshman proctors share by the camp fire. This is a tradition where seniors meet with the new class, tell them about their experiences at Deerfield, and pass along pieces of wisdom or simply humorous anecdotes. “They can be very powerful to hear,” she said. “I remember that some of [the stories] were really funny and embarrassing,” said Gabby Aguilar ’28, adding, “That was really nice, to have someone go up and be vulnerable in front of people they didn’t know yet.” Students like Stitch have had a positive experience overall at Greylock, which kept them busy, avoided homesickness, and an opportunity to get to know the faces of their freshman class. Even though some students disliked the forced connection at Greylock, most of them agree to the fact that Greylock was a necessary experience to get closer with their class. “I think it’s fun, and something you can reflect on back to your freshman year,” said Stitch. No matter if Greylock was a positive or negative experience, it’s still one thing that that freshman class will have in common for the rest of their Deerfield careers. According to Dr. Melvoin, the school isn’t planning on changing the Greylock freshman trip in the near future but the SLO is always open to suggestions for new ideas.

How long have you been teaching at Deerfield? This is my second year. What drew you to Deerfield in the first place? Family. We have a lot of our family, especially Mrs. Dollhopf ’s father, but a lot of our family is outside of Boston. And so we wanted to get closer to them than we had been in Pennsylvania. What school did you teach before you came to Deerfield? We were at the Hill School, in Pennsylvania, for 25 years. What is most satisfying moment you have in the classroom so far? That’s really tough. I don’t know if I have one single most satisfying thing. I think it’s any time students are engaged and are curious and excited about what they’re learning, having fun, learning a lot of math at the same time. And I’ve had a lot of those moments, so it’s hard to pick just one. What do many students misunderstand about math? I think math is much more about why things work than just how to do things. I think a lot of people approach math kind of like a recipe book that they just learn methods rather than really understanding it. And I think the students that take the time to understand it, to ask the question why, understand the question why, more deeply. What’s your favorite part of being in OBC? To see the guys on Thursday nights and hearing what they’re up to and bringing them snacks sometimes. What are they up to? It depends. A lot of them are getting a lot of work done, working really hard and worried about whether they’re gonna get enough sleep that night, because of how much work they have to do. What’s your least favorite part being in OBC? The stomp, which has been something starting this year. It’s really disturbing to the people that live in the dorm, the little kids that live in the dorms. Finally, if you weren’t a teacher, what would you think you’d be doing? I don’t know, I’ve been a teacher my whole life, so it’s hard to think of something else. I’ve never thought of something different...I just really enjoy teaching!

There seems to be a new movement shaking campus recently... quite literally shaking certain buildings on campus. It started in the much loved upperclassmen boys dorm of O’Byrne Curtis (affectionately known as OBC or O-Block by its residents). The ruckus took campus by storm. Soon, DeNunzio and Simmons shook. What dorm will feel it next? A new trend has taken campus by storm: The Deerfield Stomp. It started on one gloomy night a few months ago when the boys assembled on the second floor common room of OBC. Faculty peace fully rested and lounged on the first floor, blissfully unaware of the chaos that was about to ensue. Fifteen boys prepared for war. Armed with tables, their feet, and heavy objects, they were ready. An eerie silence fell over the second floor. Knowing students on the first floor hunkered down in their rooms...waiting... fearing what was to come. At 9:45 EST, the stomp commenced. The weight of about fifteen boys, three tables, a few chairs, and some other large objects were all bouncing up and down in unison. Booms erupt with each strike of the floor. The silence was gone. The peace was over. It was stomping time. OBC shook as the group smashed the floor. Then, as soon as the sneak attack began, it was over. The sounds of the soldiers retreating were followed by doors slamming and locking. Silence fell again over OBC. It wasn’t a peaceful silence this time. It was the silence felt after a big battle in war. The damage was done. They waited in silence for retaliation from the first floor. The dorm wasn’t the only thing that shook. The hall residents shook with anger. In the past, the residents often fought back against such behavior. Everyone remembers when hot dogs were thrown around OBC and they were denied parietals for the next weekend. After all, it makes perfect sense to say if you’re going to play with hot dogs you don’t get to have women in the dorm on weekends, right? The hall residents tried to shut down the stomp but with little success. While the soldiers rested for a few days, the stomp came back stronger than ever. More men filled the dorm. Allegedly, this time boys from DeNunzio, Simmons, Field, Louis Marx and even Doubleday rushed into OBC. Another stomp occurred. Some men were unfortunately captured for their atrocious acts of war against the residents of the first floor of OBC. The leadership of the stomps remained unharmed. Then, the stomps spread. DeNunzio and Simmons shook one fateful night. Pillows and couches smashed up and down on the floor right in front of a dorm resident’s door. Known for previous shenanigans involving speakers and megaphones between the hours of 12:00am and 3:00am, DeNunzio had some men ready to continue the Deerfield stomps. However, there was only ever one stomp in Denunzio. In contrast, OBC has had quite a few stomps. The battleground of Denunzio just isn’t the same as OBC. Seems like there’s less ammunition in DeNunzio to carry out the stomps. Yet, the stompers have been quiet recently. No one knows for sure who the leaders are. Some low ranking men in the stomps have fallen, but no one of note. They wreak havoc a ton at nights, causing dorm residents to both fear and despise their presence. When and where will the next stomp be? No one knows. However, it will likely be in OBC based on the track record of stomps. For now, first floor residents can rest.