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HEIDI LIANG/DEERFIELD SCROLL We stand at a strange time for both the Scroll and journalism. Upon the arrival of the radio a century ago, the newspaper industry went into a state of panic. The newspaper industry lobbied politically, pressured advertisers, and monopolized the news—a period known as the Press Radio War. Those efforts succeeded in 1933, when the press forced the major wire services to stop providing news to broadcasters altogether. The press was trying to strangle this new medium in its cradle, yet the radio, ever accessible, won over the rural and working-class households unable to afford daily subscriptions. Radio became credible because specific people dedicated their lives to make it so. Edward R. Murrow arrived at CBS in 1937 with no reporting experience. Then, the radio barely reported the news at all, mainly just announcers reading headlines. What Murrow built, broadcasting live from London rooftops during the Nazi bombing of Britain, was something refreshingly different: eyewitness journalism, staked to a real person’s real presence at a real event. His reporting on the German occupation of Austria and the Munich conference demonstrated what the new medium could be. He made the radio credible through his well-known phrase, “This is London.” Then, in the 1950s, television came, and journalists dismissed it initially. Walter Cronkite became the most trusted man in America not because the new medium earned him that trust, but because he himself did, story by story, for two decades. The internet arrived, and the obituaries for journalism ran again. Bloggers would replace reporters, they would say. Anyone with a laptop could now publish. But the truth is unchanged, for the medium itself was neutral; only the serious work done within it gives it credibility. Which brings us here. Now, The Washington Post is hollowing out. The NYT has survived twice, ironically, by the political chaos of a single presidency, which drove subscription spikes. Sources of funding that sustained journalism for a century are no longer sufficient. A lot of people, especially high schoolers, get their news from social media feeds and algorithm recommendations, which are all systems that care about audience engagement rather than much accuracy, profiting off disseminating polarizing and exaggerated news. A 2026 Pew Research Center analysis tells us that a majority (57%) of Americans report having low trust at all in the press. The state of the industry is, to put it plainly, bad. And yet more people have access to more information than at any point in history. Voices that used to be excluded from the press now have platforms to speak. Credibility, however, needs to be earned by aspiring individuals. This is what the board has spent 100 volumes trying to learn how to do. We are no Murrow. We are no Cronkite. Many of us do not crouch on London rooftops, nor do we risk our lives. However, the principles that make up their work are not reserved for war correspondents and professionals. They are available to anyone willing to practice them, at any scale with any sort of medium. This is also partially what the Scroll is for: a place to practice. Every member of the board has shared a similar sentiment. When a writer publishes a story, they always feel a bit of discomfort knowing that their name is on it, that when someone mentions their article, they might need to buttress and defend it. The discomfort is the entire point. It is what separates a published report from a random post. A name is like a ledger, holding weight and context—every word makes a deposit. Cronkite’s broadcasts were authoritative through his work; his name, therefore, was synonymous with verification and trust. We have found, after over 100 volumes, that people who are inspired by the spirit of journalism are not hard to find on Deerfield’s campus. Everyone has an opinion about journalism—what it should be, and its shortcomings. Most people in 2026 might go about their entire lives consuming information without ever experiencing what it feels to be accountable for producing information. In order to facilitate true change, someone needs to sit down, put in the work, and put in their name. To attempt closing the gap between holding ideals of good, honest journalism and practicing them, we show up. We show up semester after semester, united by our will of getting the facts right, willing to say so publicly as well. The journalistic world outside changed many times over in the span of these one hundred volumes, and this paper was present for all of it. The Scroll became a place where each generation of Deerfield student editors worked out, in their own small way, what it meant to carry out student journalism honestly in the moment they were living in. The publication we inherit is 100 years of people who showed up and 100 volumes of bylines, headmasts, and writers putting their names up to their work. If you believe in the spirit of journalism and think the Scroll could better embody it, come join us to change that.

HEIDI LIANG/DEERFIELD SCROLL Time is limited at Deerfield. Between academics, co-curriculars, extracurricular activities, socializing, and engaging with the Deerfield community, there is a lot that we need to fit into our 24 hours each day. I chose to come to Deerfield because of this business, reflective of the countless diverse opportunities that Deerfield offers. Throughout my freshman year, I chased these opportunities as fast as I could: I challenged myself to pursue excellence in every facet of my life. How well could I work in tandem with my chamber music group to produce our best possible performance? How fast could I improve as a writer for the Scroll? How special could I make my friend’s first birthday away from home? After hearing Head of School Dr. John Austin’s speech, in which he told the Deerfield student body that we were all here for a reason, I was eager to prove that I was worthy of my heritage. However, entering into my sophomore year with a heavier course load, bigger goals, more commitments, and a deeper involvement in programs and clubs, I’ve found that this pursuit has begun to feel more and more overwhelming. My commitments have begun to conflict, and I’ve felt like I have less energy to spend on pursuing excellence. When I spoke to my dad about this issue, he told me that I was trying to do too many things. He said that I should quit the Scroll, as I’ll likely be applying to college with an intended major in STEM, and recommended that I be practical with the activities I choose to continue. Similarly, when I asked one of my friends for advice about which co-curriculars I should sign up for next year, he told me that “sophomore spring and junior year is where you have to start being really logical about what you do.” He told me that if I don’t think that an activity will further my college application, I shouldn’t continue doing it. For the majority of my sophomore year, this mindset made sense. While perusing the internet during the summer, I’d come across a website called PrepScholar where a Harvard alumnus named Allen Cheng writes and publishes articles advocating against the well-rounded student archetype. In the particular article I stumbled upon, he wrote that “[t]here's no question that my work in science was my ‘spike’ and was the strongest piece of my application.” He argued that an activity doesn’t matter much in a college application unless you’re extremely good at it. As a result, I pared down my activities. I stopped going to French club meetings because I wasn’t particularly good at French. I stopped signing up for the rock climbing trips to the Central Rock Gym because I didn’t believe that rock climbing was an integral part of my identity. Quitting these clubs gave me more time, but recently, I’ve begun to regret leaving them behind. To an extent, I agree with Allen Cheng’s claim about the usefulness of extracurriculars, and at Deerfield, a college preparatory school, I’ve often found myself falling into the trap of believing that getting accepted into a prestigious college is the end goal. However, I also believe that this mindset, which results in rapid specialization early in life, is detrimental to long-term success and happiness. Take early sport specialization (ESS) as an example. ESS is when a young athlete focuses, often exclusively, on participating in a single sport, training with high intensity year-round. While committing to a sport early might seem like a good way to give an athlete a head start, setting them up for success, recent research has revealed its negative long-term effects. An Adelphi University professor who studies youth sports named Meredith Whitley said, “There’s this push to specialize earlier and earlier. But at what cost? For those young people, you’re seeing burnout happen earlier because of injuries, overuse and mental fatigue.” Research on ESS is still preliminary, but as more and more studies are done, results only seem to support her statement more. In the same way that early sport specialization limits young athletes to a particular lifestyle, specialization in high school limits us to specific engagements and interests. I have felt that my specialization has limited the scope of what I allow myself to participate in. Looking back, this is exactly the opposite of what my freshman self wanted me to do. Deerfield offers so many opportunities. Why shouldn’t we take them? At its core, high school is meant to be a time of discovery, of exploring interests so that we can figure out what we enjoy and want to dedicate more time to. Rushing through this process compromises this crucial goal. Further, specialization also restricts us to interactions with specific, set groups of people. I believe that the connectivity of the Deerfield community comes from students’ sometimes leisurely participation in a variety of activities; the reason why I miss the activities that I quit this year is partially because I miss the subjects, but mostly because I miss the interactions I had with people I wouldn’t normally talk to. What makes the Deerfield community a community is students’ willingness to take time out of their busy days to interact with people they may not know well. The narrative of specialization pushes people away from opportunities for these interactions. The Deerfield administration already recognizes the value of having multifaceted Deerfield students with their policies: underclassmen aren’t allowed to do concentration as a cocurricular, and upperclassmen aren’t allowed to do concentration for more than one term. As students, it’s up to us to change the narrative. If you ever find yourself feeling rushed to find something to focus on or externally pressured to quit an activity you genuinely enjoy doing, I would urge you to think carefully about your decision. Kristen Faulkner is an Olympic cycling champion. She started cycling when she was 24. Mira Potkonen is a two-time Olympic medalist in boxing. She started boxing at the age of 28. They found success in their sports, despite beginning later than their competitors, because they truly loved them. Time at Deerfield is limited. But spending it on building community and finding our passions is worth it.

HEIDI LIANG/DEERFIELD SCROLL Magnify, to increase the apparent size of, as a lens does - Dictionary.com The word “Magnify” commonly conjures the image of a microscope, scientists in white coats and bulky plastic goggles fiddling with glass trays and pipettes, staring at particles through a lens. However, people rarely associate the term “magnify” with human lives—our own existences. I certainly did not, especially when I arrived at Deerfield. Before, everything seemed “normal”: wake up, go to school, go to dance, drive home, homework, sleep, repeat. The regular routine. Now, ordinary occurrences seem like we experience them through the heightened vision of a microscope. Freshmen declamations took place during Winter term, and I waited eagerly for the assignment to reach my classroom. As 4 weeks passed by, it was finally time to declaim. I psychotically paced around my room, declaiming my piece repeatedly. Recordings on my phone stacked up, each slightly different in meter, tempo, and intonation. “It's a tie!” Immediately, I felt relieved; at least my piece was “good” enough to tie. Pre-Deerfield, I infrequently exaggerated the gravity of assignments that involved competition. After I lost, I was elated for my friend, but part of me still itched, “what if?” Thus began my days of snarky remarks about my loss in casual conversations; somehow, I couldn’t shake the feeling that my efforts weren't enough. I noticed my actions, yet I couldn't hold back. “Winning” rose to prominence, encompassing my existence and highlighting personal shortcomings. Starting at ten, I danced competitively. My earliest memories are of my instructor guiding us through the competitive environment with pressure. We were urged to aim for perfection, which can often be a commendable goal for athletes. Thus, a main focus of my life became competitions; specifically, winning them by any means necessary. The success-driven mindset I obtained at a young age stayed prevalent throughout my life and translated into academic atmospheres as well. My declamation was a manifestation of the competitive avarice I received from competing early in life. Additionally, Deerfield breeds a setting where people are surrounded by exceptional persons, “weapons.” Upholding and navigating one’s place in academia becomes a priority, and students tend to emphasize not being viewed as “lacking” in a daunting milieu. Competition is not always a negative. It can be an excellent motivator for people aiming towards success. Athletes can thrive in challenging environments that push them to win. However, the pressure to achieve frequently morphs into something that limits people from flourishing. High expectations implemented on individuals can create hyperfixation, and that enlarged -focus can cause students and athletes alike to err. Often, the minds of significantly stressed students before a test will go blank, or athlete’s worrying about their coaches' desires to win will perform weaker than usual in a game. These instances are an example of the adverse effects of having astronomically high -expectations that can be impossible to accomplish. According to Stanford neurologist Andrew Huberman, in stressful or challenging moments, humans have a propensity to narrow their field of vision. Peripheral locations blur as one’s eyes pivot towards their nose. A certain task physically becomes an all-consuming focus. In the cognitive field, humans in closed atmospheres - like Deerfield - “zoom in” on previously insignificant issues whilst outside elements grow cloudy. The first step towards “zooming out” is ameliorating turbulence; putting things into perspective. Placing aside personal obstacles or outside pressures to appreciate what's in our periphery—what has become leftovers in our psyches. My eyes had narrowed towards the declamation’s result, and uncrossing my eyes became a necessity—to peer around at what was now blurry by my own consent. Just as researchers amplify minuiscule microbes with microscopes, or athletes stress over unreachable -expectations, I amplified the declamation’s gravity, allowing the result to engulf features of my life. However, I quickly pulled my eyes out of focus and began to visualize the “bigger picture.” The declamation was a mere step on an infinite staircase, not worth travail. Magnification is not a quant issue specifically pertaining to a select group of people; it applies to every Deerfield student. One bad math grade plunges us into disarray, a “lousy” sit-down meal dictating whether or not students show up, 2,000 word essays encompassing endless hours of time. These events understandably impact our lives, especially in environments like Deerfield, where our entire lives center around a three-hundred thirty- acre campus. In a close-knit atmosphere where the majority of endeavors are academic or athletic, it is easy to prioritize those concerns over outside life elements. Putting things into perspective is not disregarding taxing or stressful events, but rather “unfocusing” enough to clear the hazy bounds of our perception. The desire to succeed should not stand as something that people completely disregard, nor should having high -expectations for yourself be. Rather, it is more beneficial to approach disappointing scenarios with a broader mind. Remembering that not every dilemma is catastrophic, and eventually it will fade from importance. Curtailing hyperfixation isn’t giving up;, it is managing expectations and mental disturbances by accepting outcomes, even if they are unsatisfactory. Switching scales of view is a skill that protects human well-being. Without it, we are standing at the center of a circle, unable to see the circumference. Zooming out requires initiative, but once one’s mental/physical vision is cleared, and the desire to achieve resides to a rational degree, issues tend to resolve, and the brief four years of high school become extensively more enjoyable. I offer a more adequate definition of “Magnify.” Magnify, to exaggerate physical attributes or nominal conundrums; as a lens does.

Spring is here! Look outside, and you’ll find passionate games of spikeball, hacky sacks flying through the air, and just maybe a disgruntled junior exclaiming “I’m so cooked” after receiving their latest grade, yet your gaze is soon averted; students lying in hammocks and lounging in chairs, all whilst cries from the river are heard all around. Goodbye winter-blues. Hello Spring! Fear not, Deerfield. Here is your foolproof guide for the Spring. For the underclassman reading this list, spend more time with your proctors! Although the constant “I’m gonna miss this place” and “it goes by so fast” can be quite tiring, proctors have great wisdom to pass on (even if it doesn’t seem like it). You’ll be saying the same thing as them before you know it! Most importantly, enjoy the rest of the year. Spring as an underclassman is fleeting, and soon the feared junior spring will arrive. Despite the constant whining, spring as a junior really isn’t nearly as bad as it may seem. Juniors do experience an uptick in work, between finals, co-curriculars, and AP tests, but the truth is that we students love to complain, and playing the victim is a whole lot easier than owning up to subpar time management. Junior Ted Freedman ’27 touched on his experience amidst the onslaught of work. He said, “It’s definitely the busiest I’ve ever been, but I can definitely organize my time.” Many juniors also experience a “Deerfield midlife crisis”. As they say goodbye to their senior friends, the inevitable end of Deerfield begins to creep in. Still, most take it in stride. Ted said, “I’m already super excited for my Senior Spring. The last few months will be great!” For juniors “going through it”, the light at the end of the tunnel comes in the form of the coveted Senior Spring, the final stage of senioritis. It is truly a time to be “un-locked”, as the students say. Seniors can be found taking it easy in their classes, homework, and forgoing general responsibilities. Senior Bryan Gianvecchio 26’ said, “ Being so unproductive actually kind of stresses me out because it feels so weird having nothing to do.” He elaborated on how he makes use of his time, adding, “I have been able to spend a lot more time with my friends.” Seniors, spend your extra free time cherishing the fleeting moments with friends. Soon enough, you’ll find yourself blanketed by a melancholic nostalgia, reminiscing about the days of glory. Be prepared to see a few tears at graduation!

SENIORS Last Train to London — Electric Light Orchestra Recommended by Addie Williams-Ness Focus — John Summit Recommended by Bryan Gianvecchio JUNIORS Say Why — Zach Bryan Recommended by Eliza Todd Welcome To Japan — Strokes Recommended by Jason Ko SOPHOMORES Weird Fishes/Arpeggi — Radiohead Recommended by Jewel Suh Harvest Moon — Neil Young Recommended by Heidi Liang FRESHMEN Killer Queen — Queen Recommended by Julia Pantano Brasilian Skies — Masayoshi Takanaka Recommended by James Leung

At Deerfield, the Greer Cafe has become a cornerstone of student life. Whenever open, students can be found ordering food and conversing at tables nearby. Here are the top 5 Greer items ranked! Chicken Caesar Wrap A versatile item that can be a filling snack after cocurric or a last-minute dinner, the chicken caesar wrap is a choice that won’t disappoint you. These wraps also appear at Wednesday walk-through lunches, so be sure to not miss those meals! Chicken quesadillas Yet another walk-through meal item, chicken quesadillas are a perfect choice to snack on or bring to a game. They’re delicious, mess free, and quick. Get some guac on the side and this meal will be hard to beat! Poppi soda Poppis are one of the most popular sodas on campus. The Raspberry Rose and the Holiday Cranberry flavors are a new twist on a refreshing drink that is perfect after practice or a sunny spring day. Nothing beats that popping sound and fizz. Froyo A healthy and scrumptious alternative to ice cream, you are bound to find your favorite froyo out of the many flavors available. Froyo always hits right, no matter the season; be sure to sprinkle on some toppings! Strawberries and Nutella A tried and true combination that can’t go wrong. Whether on a hot day or you just trudged through a foot of snow to the Greer, this item is something you do not want to miss. These large cups of strawberries don’t have a single faulty one—they must only select the finest!

YONG DING/DEERFIELD SCROLL April Fools’ Day came and went at Deerfield this year, and despite the constant surveillance of the Student Life Office, some students found ways to “fool” others. Since I live in Doubleday, I was in the middle of all the chaos. Which, in turn, allows me to rank some of the better pranks that took place around Deerfield this year. 1. The Marriage. Did you go to school meeting on the first of April? For those who missed it, sucks to be you (you probably didn’t get a 96 on that math quiz anyway). Here’s a recap: A highly publicized wedding was interrupted in an act of passionate love! 2. Febreeze Bombs This journalist is very disappointed to report that fart bombs now constitute vandalism. Well, people have been creative, as Deerfield students often are. As Steve Jobs stated, “Innovation distinguishes between a leader and a follower.” Clearly, Deerfield is chock-full of future leaders. In a move of sheer genius, some freshmen decided to construct their very own “Febreeze bombs,” turning the hallways into a chemically induced war zone. 3. Baby oil shenanigans Door handles were slippery that day. 4. The Refrigerator A group of sophomore boys had the genius idea to dump out the contents of a refrigerator at the foot of an innocent freshman’s room. Expired milk, peanut butter, jelly, chocolate milk, and an assortment of unrecognizable foods! It is difficult for me to report on this incident as the traumatic smells continue to haunt my nightmares. 5. The Conversation Starter Cards Unfortunately, these were quickly disposed of before some had the chance to enjoy them. According to my sources, someone who claims to be from Deerfield’s “best satire magazine” swapped out the conversation starter cards at the tables. They were … very interesting, at best, covering topics that will not be discussed in this article. An honorable mention goes to the Student Life Office, which managed to keep a sense of peace during April Fools' Day. However, the innovation and creativity of Deerfield students prevailed as always!

COURTESY OF THE CSGC OFFICE Three pillars define the Center for Service and Global Citizenship: global studies, sustainability, and service, according to Jordan Brown, Director of Summer Programs and Assistant Director of the CSGC. CSGC programming—from trips to summer grant opportunities—allows students to gain “three p’s,” Associate Director of the CSGC Office Beatrix Giraldo explained. “Place, perspectives, and participation … I like those lenses,” she said. The office’s trip offerings for the 2025-2026 school year include previous destinations such as Spain, Germany, and France, as well as new ones such as the Galapagos Islands. Mr. Brown said that the trips give students an opportunity “they couldn't otherwise experience on their own.” Ms. Giraldo added, “It's learning. It's hard work.” Two to three teachers usually lead each trip. “They go beyond their role in caring for the students, and in caring about the learning experience, they put in so much time. We couldn't do it without them,” Ms. Giraldo explained. Deerfield developed strong relationships with other institutions and organizations through communication, trust, and mutual interactions. For example, the trip to the Bahamas is hosted by the Island School in the Bahamas and their research center, Cape Eleuthera Institute. “Thanks to the partnership, we are able to connect with the scientists and to expose students to real field research while visiting the school,” Ms. Giraldo said. Another example is the trip to the Dominican Republic. Math Teacher Sheryl Koyama not only led the trip for years but also served on the board of a local Dominican organization partnering with Deerfield, Cambiando Vidas. Ms. Giraldo emphasized the program’s focus on local, authentic, and direct interactions through the community-based and local economy beneficial activities across all trips. During the trip preparation process, the leaders aim to find partnering programs with deep local knowledge. When they’re choosing hotels, they make sure those are locally owned so the trips contribute to the local economy. “That’s what we want our students to experience, a very direct contact with the culture and the language,” Ms. Giraldo said. The Academy’s partnerships with organizations shape the trip experience, but the students also contribute, encouraging their younger peers to be active and involved. According to Mr. Brown, this sense of community and willingness to support other Deerfield students continues even after graduation. “[This spirit is] the reason a lot of people choose to come to Deerfield,” he said. Graduates pause and support the current peers; current students look forward and help the community. This process of finding ways to help the people around is challenging yet rewarding, Mr. Brown described. “It's important that we're all continuing to push ourselves outside of our comfort zone, learn new things, and make new connections,” he said. Associate Editor for the Scroll Rory Hartblay ’26 extended his interest in food security through the CSGC grant program. Partnering with a local farm in California this past summer, he helped make and distribute locally grown food. Reflecting on the impact the program had on him, Hartblay expressed his appreciation for the meals Deerfield dining hall prepares. He noted that many areas across the country lack access to three meals a day. “I got a better understanding of why it’s important to think about gratitude and why we’re so thankful to have access to food ourselves,” Hartblay said. For students thinking about their own involvement in the summer grant program, Hartblay suggested, “[Do] a bit of investigation into your own community and see what’s lacking.”

As winter season comes to an end and spring approaches, Deerfield’s fields and courts begin to fill with energy once again. Every game day is built on weeks of preparation, early practices, team meetings, and developing chemistry. This spring break, athletes from Golf, Lacrosse, Baseball, Water Polo, Softball, and Rowing travelled to various locations to refine their skills and prepare for the upcoming season. Conversations with the captains and players across all six teams manifested a common theme: the preseason trip was more than just improving their performance; it was about strengthening the bonds central to Deerfield’s athletics. For many teams, connections developed as much off the field as they did on it. The baseball team, for example, Captain Jack Welch ’26 described how the team’s trip built chemistry beyond practice creating space for those bonds to form naturally. Spending time together as one unit “helped a lot… just being around everyone, sharing every meal together… in a non-baseball setting,” he added; the camaraderie is expected to be carried into the season, with players becoming more comfortable “holding each other accountable… to create a winning culture.” A similar emphasis on connection appeared in the rowing team. Girls’ Rowing Captain Ariana Djunic ’26 explained that the team’s biggest improvement was learning to move as one unit, “putting the team first… making sure the boat was moving fast. It’s not like yourself moving faster.” In rowing, a sport defined by synchronization, this shift toward collective performance is essential. To build unity, the rowing program focused on bringing the entire team together. Boys’ Rowing Captain Sasha Djunic ’26 described how preseason integrated new and returning athletes. “We tried to… do a lot of things outside of rowing… so that everyone felt like they were a part of it,” he said, with the goal of becoming “one boathouse instead of a couple boats.” Activities like team meals and a trivia night helped create connections that extended beyond individual lineups. Other teams focused more than integration and were forced to adapt in different ways. Boys’ Varsity Lacrosse Captain Cooper Brozek ’26 pointed to limited field time due to weather as a key challenge. Still, the team adjusted, “We found a new field… and made the most of the practices we could get in,” he said, “Each day… relationships start to build.” Even with those setbacks, consistent time together allowed relationships to develop. Across all the teams, preseason trips helped shape how athletes are approaching the season ahead. For rowing, that means measuring progress against strong competition. Ariana Djunic noted the team’s excitement to “see what we can do against our strong competitors… and how we improve over the course of the season.” For baseball, the focus is more direct. Welch emphasized a shared goal of competing for a championship, adding that the team is “excited just to… get on the field with everybody and win some games.” At the same time, preseason carried added significance for senior leaders. For Sasha Djunic, it was an opportunity to set a standard that lasts beyond this year, with an emphasis on “pass[ing] on the tradition and community to the younger guys… so they can hopefully pass it on.” Taken together, these experiences reflect a consistent outcome across Deerfield’s spring teams. While each program approached preseason differently, they all pointed to stronger relationships, clearer goals, and a more connected team environment heading into the season.

COURTESY OF DEERFIELD COMMUNICATIONS For years, Deerfield and Brunswick Boys’ Varsity Lacrosse have been widely regarded as one of the most intense rivalries in prep school lacrosse. For the past four years, Brunswick has consistently won. However, on March 28, Deerfield ended Brunswick’s four-game winning streak by triumphing in a nail-biting 9-8 victory. The game was packed, as students, faculty, and parents from both Deerfield and Brunswick filled the stands. Since many people were in attendance, the tension and pressure for both teams to perform increased greatly. Lucas Ward ’28, a sophomore new to the program, played in this game as a goalie for the first time in the season. He expressed his feelings going into the game, “It was a little nerve-wracking… but I was confident … because the defense had my back and I know the coaches believed in me so the nerves went away really quick.” He later described the post-game celebration, saying, “After the game, it was chaotic, everyone was on a high after beating Brunswick.” Throughout the first half, Justin Scalzo ’27 performed well at faceoff, which led to goals from Giacomo Chapman ’26 and Kellar Kelusky ’27. The game started out in Brunswick’s favor, and at one point, Deerfield was down 5-8. Despite the early deficit, they did not give up. A spectator of the game, Winnie Underwood ’28, described her experience watching and noted the tension throughout the game. “Because both the Brunswick and Deerfield parents were there, there was a lot of built up tension which made it even more exciting especially because no one knew what the result of the game was going to be,” she said. As the score tightened, the atmosphere around the game became more nervous, and each second made every play more critical. By the fourth quarter, Deerfield regained momentum and narrowed the gap when Cooper Brozek ’26 scored three goals in the second half. The intensity on the field was matched by the energy on the sidelines, and by the spectators as well. The Academy came back as they tied the score, with the goal made by Kellusky making it 8-8, with under a minute remaining. The teams’ desire to win was clear as they fought to maintain the tie, and hopefully close out with a win. Dean of Ethical & Spiritual Life PhilRel Teacher and Assistant Coach Jan Flaska commented on this deficit, “If you want a chance, you can’t be behind by much. You may not be winning, but keeping it close gives you a chance.” The team truly desired to possess this chance, as they continued to persist in continuing the tie. In the final moments of the game, Brunswick attempted to regain control, but Deerfield’s defense, led by Henry Oliver ’26, Leif Anderson ’27, and Jarron Crosbie ’26 stayed strong. Ward mentioned the power of the defense, saying, “[The defense was] big, they’re able to get the ball out and cover some of Brunswick’s big players.” With 27 seconds remaining on the clock, Griffin Cepiel ’26 scored the game-winning goal, which sealed the victory for the team, with the final score being 9-8. Flaska admired Cepiel for this goal, but also noted, “In lacrosse, there can be unassisted goals, and assisted goals. The last goal was a team goal. It was a goal by many.” Describing the game-winning goal as one “by many” reflects the success and harmony of collaboration that Boys’ Varsity Lacrosse maintains. Ward also described the animated energy of the players after they left the field: “After the game, it was chaos, everyone was on a high after beating Brunswick.” This victory placed Deerfield above Brunswick in ranking, demonstrating a victory over one of the most decorated teams in the country. Deerfield successfully moved up from 8th to 4th in the country after this victory. The team’s bond also increased after the match. Anderson highlighted the team’s chemistry, saying, “I think we have a very well-rounded team and guys play their roles very well to come together and work as a unit, but we are always striving to be better than the last game.” As Anderson described, the team’s success was due to their ability to work together.

THIJS WITTINK/DEERFIELD SCROLL DP Pope ’26 is a postgraduate student-athlete at Deerfield Academy this year, competing in the following three varsity sports: football, wrestling, and baseball. For Pope, sports have been a constant part of life for as long as he can remember, shaped by his family background and early exposure to athletics. From a young age, Pope was inspired by his college athlete parents. He described an “unspoken rule of having to play a sport in every season” in his family that required him to play a sport each season, something he said kept him active and helped him build connections with others. His father introduced him to all three of his sports, and Pope began playing tee-ball at age five. By second grade, he had already developed a strong interest in football, which would later become his primary focus. Following in his father’s footsteps, Pope is now deciding which school he wants to pursue college football at. Pope’s journey was interrupted last year when he suffered a knee dislocation that sidelined him for his entire senior season. The injury forced him to step away from competition at a time when he expected to be fully active in his final year. After his recovery process began, a friend who knew both Pope and Deerfield introduced him to the postgraduate program. Pope decided to apply and spend an additional year of high school athletics and Deerfield Academy, returning to competition in a new environment with a new team. This fall, Pope joined Deerfield’s varsity football team and quickly made an impact. One of his most memorable moments came early in the season against Phillips Academy Andover in a home game that marked his return to competitive play. “I was a little hesitant coming back from injury,” Pope recalled. “It was the fourth quarter and I got the ball at the five-yard line, and I took it in for a touchdown. That was my first time on the field in about a year, so being able to score the winning touchdown and be with my Deerfield brothers meant the most to me.” His performance after recovery stood out not only because of the moment itself, but because of the example it set for teammates. Sam Peake ’28, also a running back, said Pope’s approach to recovery and competition left an impression on younger players. “As a fellow running back, I couldn’t have asked for a better mentor,” Peake said. “Even though we only played one game together when we were both healthy, it was so awesome to see how hard he's worked to recover from his injury.” Beyond his performance on the field, Pope also became a steady presence in the locker room. Teammate Crosby Fay ’28 remarked, “DP is one of the most mature and humble people I have ever been around and this rubbed off on the entire locker room. As an older guy, he served as a mentor for many of the underclassmen and still does months after the season.” His dedication to the sport has most definitely rubbed off on many of the younger players, helping the team grow all together. As his time at Deerfield continues, Pope said he has tried to focus less on individual outcomes and more on the habits built through athletics. “I think playing sports teaches a lot of discipline,” he said. “Same with school and other rigorous tests, there’s a lot of effort and work put behind the scenes in order to see those results whether on the field or in the classroom. It takes a lot of time, dedication, especially when no one’s watching you.” Pope’s athletic journey has inspired development on and off the field, shaping him into the person he is today. With his high school athletic career nearing its conclusion, Pope is still in the process of deciding where he will continue playing football at the college level. For now, he remains focused on finishing his final Varsity Boys Baseball season strong and contributing to his team in any way he can.

ALBERT YUK/DEERFIELD SCROLL When Mr. Hamilton learned that he had been selected as Deerfield Academy’s next Dean of Academic Affairs, his first reaction was “tremendous gratitude.” The appointment followed a comprehensive search process that began with a Thanksgiving application and moved through multiple rounds of interviews with faculty and senior administrators. He noted that the process was intentionally uniform and thorough–a reflection of the importance of the role as Dr. Bruder prepares to step down next year. Mr. Hamilton spoke candidly about following Dean of Academic Affairs Anne Bruder and Former Assistant Head of School for Strategy & Planning and Former Dean of Faculty Ivory Hills, referring to them as “immensely tough acts to follow.” Still, he expressed deep appreciation for the mentorship he has received. “My relationship with Dr. Bruder has been the most meaningful of my professional life,” he said, noting that she consistently encouraged him to take a “student’s-eye view of our academic program” and to question assumptions about how learning happens. Students say that perspective is already visible in his classroom. Anne Kelly ‘27 described him as “very engaging” and said he “cares a lot about the subject he teaches,” adding that he makes “a class like history, especially U.S. history … interesting.” Even when covering topics like economics before lunch “in the middle of winter,” Kelly recalled, “he would start shouting at random points,” making class a “lot of fun” and keeping everyone energized. Looking ahead, Mr. Hamilton believes independent schools stand at a crossroads. “We’re looking at an especially perilous yet promising moment in the history of secondary education,” he said, citing disruptive technologies, declining literacy, and disaffection with civic life. Yet, he remains optimistic about Deerfield’s future. His goal, he explained, is to “preserve what we’re doing that works really well and also to reimagine what school should look like.” Drawing on his experience as the History and Social Science Department Chair, Mr. Hamilton emphasized the wisdom and generosity of Deerfield’s faculty. “My colleagues are really motivated by love – by real love,” he said. He hopes that strengthening that spirit of collaboration will define his leadership in the years ahead.