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Argo 2021
Boston Latin School
Class of 2021
Page 2 Boston Latin School Argo
credits
Editors' Note Editorial Board
Aidan Chen, II Editor-in-Chief
Elizabeth Choi, III Editor-in-Chief
Katie Rouse, II News Editor
Joanna Lin, IV News Editor
Alanna Quirk, II Asst. News Editor
Kevin Zhong, IV Asst. News Editor
Alice Han, II Forum Editor
Jack Trapanick, II Forum Editor
Cinly Mo, III Asst. Forum Editor
Michelle Wang, V Asst. Forum Editor
Alessandra Woo, V Asst. Forum Editor
Irene Deng, III A&E Editor
As annual tradition dictates, each new pair of EiCs takes on the responsibility (burden?) of overseeing Ellis Seul, III A&E Editor
the production of the Argo’s Graduation Issue. We vividly recall our perception of this role as admirable, and
even alluring, to our ambitious sixie selves — three weeks of constant duress later, it seems that our attitude
Kelsey Chen, II Asst. A&E Editor
may have slightly changed. Maggie Olson, II Asst. A&E Editor
Taking on the behemoth known as Grad Issue seems less like wading into the shallow end of the pool
as it does being thrown into a bonfire head-first. It’s a world of kill or be killed (by Layout, who will actually Lilah Gutlerner, II Sports Editor
do so if we ignore their texts any longer than we already have).
Given all this, it would be an absolute travesty if we didn’t credit our terrific staff of editors, writers
Shane Sullivan, II Sports Editor
and associates for helping us accomplish this Herculean task. To our News, Forum, A&E and Sports Editors, Lauren Choy, III Asst. Sports Editor
thank you for churning out article after article even in light of less-than-ideal circumstances. Thank you to
Copy for deleting all of our Oxford commas (still not sure why that’s an Argo convention) and dealing with Darren Seto, III Copy Editor
the NINE late spotlights. Thank you Photo for miraculously editing more than 70 photos in about a week
(we’re still sorry!), and thanks again to Layout, because without their hours upon hours of toiling, the paper
Fiona Yuan, IV Copy Editor
you are holding in your hands (or reading on your screen) would not exist. Justine Wei, III Asst. Copy Editor
Now, onto our demonstrations of gratitude for the soon-to-be gone alums, leaving us for the raucous,
hectic, post-pubescent dimension known as college. Emma Lu, II Layout Editor
John, Emily and Esther, thanks for all of your continued efforts as our fantastic Newsies in spite of
senioritis (which Aidan still holds a grudge over). Also, John, you owe Elizabeth half of a lava cake.
Selina Tang, III Layout Editor
Next, onto Forum, which Jasmine and Alice headed so excellently. We’ll miss you both, and we certainly Theresa Huang, II Asst. Layout Editor
expect frequent visits (not just for the sake of stealing our food).
To Anna, A&E will feel incomplete without your motherly presence. Please don’t forget about us even Jenny Chen, IV Asst. Layout Editor
though you’ll be exactly 3,083.5 miles away (Elizabeth is feeling a little lost without you already).
Last, but certainly not least, in our Writing Sections, Sports! To the Ashleys and Eric, shoutout for the
Regina Chiem, II Photo Editor
phenomenal job you’ve all done in manning the section during a not-too-sporty time within the world. Mary Bosch, III Photo Editor
Production Alums! Even though we both came out of Writing Sections, we now know that y’all are the
backbone of our oft fragile club. Farewell to our forever iconic Copy duo, Alice and Cindy. No words can Karen Dong, III Asst. Photo Editor
do justice to how much we’ll feel your absence. Farewell to Andre, whose photography talents and sass will
certainly be missed. Farewell to our one-and-only Layout Father, Eric.
And finally, to our beloved, retired EiCs, Nadine and Julie, what will we do without you? Thank you for Copy Associates
all of the time, effort and dedication that you’ve put into the Argo, especially during a year as unprecedented
as last. Please never stop replying to our last-minute Production Week questions, even if they come up next Ziqi Zhen (II) Kevin Zhong (IV)
year as you’re both across the Charles. We’ll miss you both so much.
Now, without further ado, we present to you 60 pages of blood, sweat and tears. We hope you enjoy it :). Christine Hur (IV) Ailin Sha (V)
Love, Neil Jin (IV) Alessandra Woo (V)
Aidan and Elizabeth Ngoc Nguyen (IV) Michelle Wang (V)
Anne Wu (IV)
Argo
Photo Associates
Lauren Choy (III) Lindsey Jiang (IV)
Boston Latin School Sophie Sun (III) Andrew Lay (IV)
Madelyn Taylor (III) Alicia Moy (IV)
Ad Petundum Veritatem Layout Associates
The Argo strives, in accordance with the highest standards of journalism, to inform and inspire its
readers, to provide a forum for constructive debate, and to foster understanding among all mem- Marissa Ho (II) Evelyn Kwan (IV)
bers of the Boston Latin School community. Grace Pham (II) Logan Le (IV)
Ada Wu (III) Kevin Zhong (IV)
B OS T ON Susan Chen (IV)
L A T IN The Boston Latin
SCHOO L Faculty Advisor
School Association Ms. Moon
has proudly supported and funded Boston Latin Special Thanks to
School’s sports, extracurriculars, music, aca-
Ms. Ellis Mr. Hourigan
demics and publications - including the Argo -
Ms. Harari Ms. Skerritt
for over 160 years
BLSA
Boston Latin School Argo Page 3
news
Michelle Wu Connects With Boston’s Youth
By Joanna Lin (IV)
& Elyssa Cabey (III)
News Editor and Staff Writer
Discussing topics ranging from racial
identity to youth outreach, Boston mayoral
candidate and City Councilor Michelle Wu
held a press conference on May 10 to con-
nect with the city’s student journalists.
Over the course of the conversation,
Wu mentioned her goals for addressing
racism, emphasizing that the increase in
racially charged violence has caused many
people of color (POC) to worry about their
safety. She hopes to not only address Bos-
ton’s racial issues in the short-term, first
by maximizing resources to reduce the
hesitation of students of color returning
in-school, but also to continue in the long-
term.
Wu explains, “Communities are be-
ing marginalized and face violence on a
daily basis that long predates COVID-19.
Jim Davis
[...] And so, this is a way to speak out, to
build infrastructure, and organize across
the communities to end racism.”
The infrastructure and plans to
which Wu refers to consists of increasing Michelle Wu campaigns all over Boston in hopes to win votes.
access to affordable housing and expand-
ing citizen voice in city budgeting, as well remove the fares for public transportation. these policies, [and] have led every major women. [Wu] has been a huge part of the
as highlighting and investing in Boston’s By making Boston’s trains and buses more movement for progress and equity and transformation of our leadership by shep-
small businesses, especially those owned accessible, Wu hopes to alleviate traffic, equality in this country. And so, we intend herding through ideas that, a lot of times,
by POC and women. increase transit equality and reduce the to model on the campaign how we will lead people said were impossible.”
Boston Latin School student Maisha negative effects of motor vehicles on the an office.” Wu entered the 2021 Boston mayor-
Kazi (II) adds, “Small businesses really are environment. Born in Chicago, Illinois to Taiwan- al race in September 2020. With the elec-
the backbone of the city but can easily be The May 10 event is part of a series ese parents, Wu’s extensive history in poli- tion just five months away, a recent WBUR
neglected, so I really appreciate her atten- of virtual student press conferences, which tics includes working in Boston City Hall in poll found that 47 percent of those sur-
tion to them.” are part of a broader goal of reaching the the Office of Administration and Finance veyed had a positive view of Wu, ahead of
Closing the racial wealth gap is also youth of Boston. Wu’s campaign team re- in 2010, as well as being political and con- Acting Mayor Kim Janey. If elected, she will
one of the goals of Wu’s most well-known alizes that to maximize support and pas- stituency group organizer for Massachu- make Boston history as the second woman
policy: the Boston Green New Deal. Her 49- sion for her plans, they must reach out to setts Senator Elizabeth Warren’s campaign and first Asian-American to do so.
page plan addresses the urgency of climate all demographics of the city, including the in 2012. The year after, she was the second Assistant Head of School Mr. Ste-
change, the reasons why cities need to start youth. Her team currently works with stu- woman of color elected to the Boston City ven Chen concludes, “[People like Wu are
the race to save the climate in America dent-run organizations such as Youth for Council, and became the first Asian-Amer- currently] not represented in our politics
and, most importantly, her vision and poli- Wu and Boston’s Student Advisory Coun- ican and the first female president of color and leadership. This is an opportunity for
cies for a green Boston. cil and plans on doing so in the future if of the Boston City Council in 2016. young people [...] to see that there is no
Aside from the Boston Green New elected. Communications Director for Wu’s place where you can’t have a voice at the
Deal, another way Wu is tying in wealth Wu comments, “When it comes to campaign, Sarah Anders, notes the im- table. For Wu to have that voice and to be
equality with the environment is through the issues that our community is facing, pact Wu has made: “At this time, in Boston, that role model, regardless of your politics,
her “Free the T” initiative, which would young people have the greatest stake in the council is majority people of color and is pretty inspiring.”
BLS Succeeds at State Science Fair
year and how it affected the cir- dle-schoolers worked with their
culation of the air,” says Xu. advisor as they started to brain-
The state competition, last- storm and design their research
ing two to three days, was held questions that were later test-
virtually through an online plat- ed. Similarly, the high schoolers
form where students partook in received support throughout
30-minute competition blocks. the research process by receiv-
During these blocks, students ing feedback during Friday Flex
were evaluated in multiple ar- Blocks.
eas, including their scientific ap- The teachers reflect on the
proach, analysis of project, cre- challenges and differences this
ativity and project development. year. Ms. Jacobson-Peregrino
After giving their presentations, comments, “I know that during
Alice Liu (II)
students participated in an inter- an in-person experience, you get
view with their judges. to spend your day at the State Sci-
Having competed in previ- ence Fair, and it’s a bonding ex-
ous years, Liu notes that her ex- perience for kids to really develop
perience due to the pandemic has their sense of community and
been different, saying, “There shared interest.”
View the graph for Alice Liu’s (II) 2nd place MSEF 2021 science project. have been a lot more indepen- Despite the barriers that
dent aspects this year, whereas came with the experience this
By Darren Seto (III) topics ranging from molecular the Regeneron International Sci- in the past, it felt more connect- year, Mr. Balicki and Ms. Jacob-
Contributing Writer biology to computational biology. ence and Engineering Fair 2021, ed presenting to judges face-to- son-Peregrino were able to invite
Alice Liu (II), earning the where Lin earned a second-place face.” experts in biology and astrophys-
On May 5, Boston Latin overall second-place prize in the prize in the cellular and molecu- Behind the scenes, stu- ics to provide further insight on
School students showcased their high school division, presented lar biology division. dents received guidance from students’ projects and proposals,
independent research science her project entitled “Quantum Inspired by previous sci- Science Department Director Ms. contributing to their achieve-
projects and proposals at the Annealing and Turn Ancilla En- entific studies and the current Kathleen Bateman, eighth-grade ments.
2021 Massachusetts Science and coding with 2D Lattice Protein news, Alex Xu (IV) researched science teacher Mr. Scott Balicki Mr. Balicki reflects on the
Engineering Fair (MSEF), win- Folding for Drug Discovery Impli- the effects of COVID-19 on the and seventh-grade science teach- students’ success this year, say-
ning 27 awards altogether. cations”. John Lin (I), earning the air filtration systems in the sub- er Ms. Raquel Jacobson-Peregri- ing, “I am very impressed with
This year, the City and overall third-place prize, present- way. He monitored the air quality no. Ms. Jacobson-Peregrino led the students’ perseverance and
State Science Fairs implemented ed his project titled “Detecting underground starting at the be- the middle-schoolers through persistence throughout the pro-
a special division where students Differential Transcription Factor ginning of the pandemic. the Junior Division, while Mr. cess this year of adapting to new
could submit project proposals. Binding Using Single-Cell DNA “I wanted to see if Boston Balicki led the high-schoolers rules, and I’m just happy that we
Research projects and proposals Accessibility.” Both Liu and Lin authorities had responded ap- through the Senior Division. can provide students a venue to
were based on various science moved forward and competed in propriately to the threat this past Over the summer, mid- follow their passions.”
Page 4 Boston Latin School Argo
seniors
CONGRATULATIONS TO OUR
ANNA AURELIA AND ALL OF
THE LATIN SENIORS!
Love,
Mom, Dad, Roan, Pa, and Tanner
Boston Latin School Argo Page 5
seniors
This is just the start of your many
accomplishments.
We are very proud of you.
Congratulations Nolan and to the
whole BLS class of 2021.
Love,
Dad, Mom,
Ty, and your
grandparents
Congratulations Dani!
From graduating Well done! We are so
kindergarten to graduating high proud of all you have
accomplished and the
school and everything in between wonderful young woman
we are so proud of you! you have grown into. Your
future is shining bright.
Love, Mumma, Dad, n Chad
Love,
Mom and Grandma
Page 6 Boston Latin School Argo
news
Farewell to Faculty Members
By Jenny Chen (IV)
Contributing Writer
Mr. Gavin Ms. Holm Ms. George
Six years of teaching at Boston Latin School will After teaching at Boston Latin School for 20 years, Ms. Kristen George has been a music teacher at Bos-
come to an end this June for Mr. Daniel Gavin, as he Ms. Wendy Holm, AP Economics and AP United States ton Latin School since 2010, but this summer she will be
moves to Burlington High School in Burlington, Ver- History teacher, will be retiring at the conclusion of the moving South for a new adventure.
mont. 2020-2021 school year. Ms. George states, “I have two little ones, who are
At BLS, Mr. Gavin has taught a diverse array of Ms. Holm says, “When I made my decision [to re- four and six, who I have wanted to homeschool since they
subjects, including German, Facing History and AP tire], I did not feel confident we would be back to a ‘nor- were born, and we were looking for an opportunity to do
World History. He has advised many clubs, including the mal’ school year in the fall, and I didn’t want to do anoth- that [...] The pandemic gave [us] some time to sit back and
German Club, Academic World Quest and Let’s Erase the er year that was ‘different.’ I made my decision over spring look at what we want for our family life.” Her destination
Stigma. break, and I’m very happy to end on a happy [note].” will be the outdoors and nature of Western North Caro-
The pandemic has influenced Mr. Gavin’s decision For the past two decades, Ms. Holm has been an ac- lina.
to leave BLS. With COVID-19, it has been harder to visit tive member of the BLS community while teaching two In the past 11 years, Ms. George has taught Funda-
family, and his wife wanted to be closer to them. Earlier AP classes. She was part of the National Honor Society mentals of Music and Music Theory as well as directed the
this year, a job opened up at Burlington High. He applied Teachers Committee and has helped run after school de- middle school choirs. She has also advised Gospel Choir,
and got the job. tention and Public Declamation for countless years. BLS Black Leaders Aspiring for Change and Knowledge
Grace Sullivan (II), who has known Mr. Gavin for One of her students, Xiangan He (I), comments, and Cru.
two years, says, “Mr. Gavin inspires me every day to al- “Ms. Holm is one of the reasons why I’ll be studying busi- Grace Sullivan (II), a member of Gospel Choir, states,
ways be more kind to the ones around me.” ness [and] economics in college. She’s the reason why I’ve “Ms. George has taught me confidence, [and] she is the
Mr. Gavin wants his students to remember that come to treasure econ.” most supportive teacher one will meet.”
“once you’re my student, you’re always my student [...] Ms. Holm concludes, “I am forever grateful I get to Ms. George says, “I’m really, really going to miss my
I’m just a Zoom call away.” end my career here.” students. Shout out to the Gospel Choir, in particular.”
Mr. Baugh Ms. Wong Mr. Rosado-Torres
Mr. Michael Baugh will be retiring after five years Ms. Ada Wong will be retiring after two decades After 11 years of teaching Algebra 1 in Room 024
of teaching Physical Education at Boston Latin School. of being a middle school guidance counselor at Bos- at Boston Latin School, Mr. Manuel Rosado-Torres is re-
Mr. Baugh has spent 25 years teaching overall. ton Latin School. tiring.
Even though many teachers have decided to depart from Ms. Wong has also advised BLS Asian Students Besides teaching Algebra 1, Mr. Rosado also advised
this school due to the pandemic and remote learning, Mr. in Action, Wolfpack Volunteers, Dance Club and To the Talented and Gifted Club during his first two years.
Baugh mentions the pandemic did not affect his decision. Write Love on Her Arms. Mr. Rosado states, “It’s been 33 years, and I said,
One of his favorite memories at BLS is “watching Ms. Wong states, “After being in BPS for 30 plus ‘I’m ready for my next adventure.’ You know when it’s
the joy on student’s faces when they do something they years, I feel that it is time to retire.” She says that her time to leave.” He also mentions that he will miss the
thought they could never do athletically.” favorite memories here at BLS were the annual Asian “wonderful” kids at BLS, and working with Lambda Clus-
Carolina Lugo Diaz (IV), who has known Mr. Baugh Nights. ter teachers Ms. Catherine Arnold and Ms. Molly McDon-
for over 10 years, states, “I think Mr. Baugh has always Karen Mai (I), who has known Ms. Wong for six ald-Long.
pushed me to be great — he’s always pushed me to be years, states, “[Ms. Wong] is a great person; she was Ms. Long, who has shared the classroom next to
the best version of me, and I’ll always appreciate him for one of the first faculty that I met. She always checked Mr. Rosado for over a decade, says, “I’m so grateful that
that.” She also mentions that one of the biggest things in with us and how we are doing.” She also appre- Mr. Rosado spent the last leg of his teaching career at
she had learned from Mr. Baugh is that actions matter ciated knowing that Ms. Wong was always there for BLS, and I look forward to sharing in the joy that his re-
more than words. her. tirement adventures will surely bring!”
Boston Latin School Argo Page 7
news
YouthCAN Calls for Climate Education
By Ross Wilson (VI) ers have about the bill is that it does not
Contributing Writer provide the curriculum needed to ed-
ucate students about climate change.
Over the past year, Boston Latin It only requires teachers to cover a set
School Youth Climate Action Network number of subjects.
(YouthCAN) has been advocating for AP Environmental Science teach-
the Massachusetts State Legislature to er Mr. Timothy Gay says, “You need to
create bills that combat climate change. provide [teachers] with quality lessons
One of these bills, House Bill 614, to teach [students].”
has been formally introduced in the YouthCAN members have also
Massachusetts State House. The bill worked with the Mass Climate Educa-
proposes that all schools teach students tion Organization (MCEO). MCEO col-
in grades one through twelve about cli- laborated with State Senator Julian
Catherine Arnold
mate change and its impacts. It still has Cyr on the bill, sharing their ideas and
to go through the full legislative process hopes for what it will address. Both
and therefore has been sent to the Mas- groups also talked with Senator Cyr’s
sachusetts Joint Education Committee Chief of Staff, Patrick Johnson, to run
to be reviewed. ideas by him and eventually convince
YouthCAN President Zoe Naga- the senator to write those ideas into the
sawa (I) explains, “The hope is that bill.
if [students] get a sense of the human The legislative process that the
impacts of the climate crisis, they will bill has to go through has multiple YouthCAN lobbies with the Sunrise Movement.
understand how deeply it affects every steps. First, it has to gain a majority
single aspect of our lives, and they will vote in the Massachusetts Joint Educa- bill will still take time. The bill would would ensure that students are taught
be better equipped to help combat it.” tion Committee. Then, the bill has to take effect on January 1, 2022. School the full consequences of climate change
The bill would affect science, so- travel to the full House for deliberation, districts would then need to implement on communities, especially those of
cial studies, history, and technology where it would be changed and refined the curriculum by August 1, 2024. color.
classes at BLS. YouthCAN Officer Quyen before going to the Senate. The Massa- Advocating for climate policy is Ms. Catherine Arnold, the Youth-
Vo (IV) adds, “I hope that the curricu- chusetts State Senate would then make not new to the club, which was founded CAN club advisor, reflects, “Everyone is
lum they build will include independent their own changes and revisions to the in 2007. It has previously advocated for being taught across disciplines because
units on climate education and connect bill and send it back to the House for a students to learn about climate change we need to be teaching students to think
to existing curriculum.” final vote. and how it impacts them and their in terms of the big ideas of sustainabil-
One concern, however, that teach- If passed, implementation of the neighborhoods. For example, Bill 614 ity and climate as one of those issues.”
Moroccan Exchange Joins Students Across Oceans
By Sarin Chaimattayompol (V) world and expand their global knowledge and climate change. Despite possible lan- but different time zones and Zoom issues
Contributing Writer through Zoom and Google Classroom. guage barriers, the conversations were made it difficult to connect with their
Throughout the program, the di- easily facilitated. peers.
From January to May, Boston Latin rectors assigned work and discussions for Participant Joshua Rand (IV) says, Mr. Brian Smith, a ninth-grade
School’s Class IV students participated in the students to converse with one anoth- “We also had a lot of discussions that World History teacher, elaborates, “I
a virtual exchange with students from er. In the beginning, asynchronous work were very insightful and fun. [...] Laugh- think [a] challenge was coordinating
Morocco to deepen their understanding was distributed on Google Classroom for ing along with other people is always a schedules and identifying the time to
of global awareness. the students. Some assignments includ- good way to connect.” host live meetings with BLS students and
The Morocco Virtual Exchange was ed describing the courses they took at This program was coordinated by Moroccan students given the time differ-
an opportunity for American students to school, and their hobbies as well as doing BLS History Program Director Mr. Thom- ence. I do think once we got up and run-
engage with people outside of their coun- self-reflections. Later, they would create as Kennelly and his colleague from Aga- ning, everything was fine.”
try and examine their differences and videos on the Flipgrid platform introduc- dir High School in Morocco, Mr. Kamal Regardless of the challenges, mul-
similarities. In the process, the students ing themselves and creating video tours El Chaoui. With the help of the Clough tiple students and teachers expressed
developed strong connections with one of their neighborhoods. Center for Global Education and the Ste- that the experience was authentic and
another. Students also had the opportu- vens Initiative, they made it possible for genuine.
During a typical school year, BLS nity to chat with one another via live students to build relationships with teen- Mr. Kennelly concludes, “The big
students would meet the international synchronous Zoom meetings during agers from across the Atlantic Ocean. takeaway is to support the students in
students in person. Due to the COVID-19 weekends. While most topics related to The successful initiation of the pro- developing their empathy for individuals
pandemic, however, that option is no lon- cultural differences and societal issues, gram did not come without challenges. from different backgrounds and cultures
ger a possibility. Students were still able to students also discussed subjects ranging At first, the sessions were supposed to be and help to support their global under-
engage with their peers from across the from music and holidays to world peace one-on-one discussions among students, standing and awareness.”
FemInSTEM Hosts Scientist Shaita Picard
By Ailin Sha (V) By listening to and meeting with these speak-
Contributing Writer ers, Shiferaw hopes that students can realize the sig-
nificance of making connections since students now
On April 27, Boston Latin School FemInSTEM have contacts with numerous women in STEM. She
hosted a guest speaker event with Ms. Shaita Picard, explains, “Another thing I want people to take away
a data scientist at Genospace and a BLS alumna. is how important networking is and that wherever
The event was held via Google Meet, where doz- they go in life, they should always try to connect with
ens of students attended. Ms. Picard talked about her other people. I hope they utilize that skill for years to
career as a data analyst and her experience as a wom- come.”
an in STEM. FemInSTEM itself was founded three years ago.
Co-President of FemInSTEM Juliana Abramson Prior to the pandemic, its members would often con-
(I) explains, “We wanted to host Ms. Picard as a guest duct lab experiments at school. Since club meetings
speaker because she works in a science field that you were held in person, it was a challenge to find scien-
normally wouldn’t learn about in BLS classes, and we tists who were able to travel to the BLS campus and
want to give our members as much exposure as possi- speak to the club members.
Genospace
ble to a variety of STEM careers.” With the pandemic, however, the club hosts vir-
Ms. Picard graduated from BLS in 2011 and tual events every month, alternating between guest
Boston University in 2015 with a Bachelor’s De- speakers and officer-led introductions to various
gree in Human Physiology. She explained that she STEM fields. Previous speakers include an astrophys-
had originally wanted to go to medical school, but icist, two biologists and a current resident physician.
changed her mind; instead she now works at Geno-
Ms. Picard speaks about her career. As anticipated, the virtual format enabled students to
space, a biomedical company based in Boston that Although the event itself went smoothly, the listen to scientists from across the globe, from Germa-
uses molecular data to customize medical treatments officers initially ran into some unexpected technical ny and South Africa, speak about their experiences.
and accelerate the development of medical drugs. difficulties. Though the event was scheduled over Mr. Nathaniel Tucker, the faculty advisor of Fe-
Ruth Shiferaw (I), the other FemInSTEM Zoom, minutes after the meeting began, Ms. Picard mInSTEM, hopes that the event with Ms. Picard al-
co-President, reassures attendees by saying, “Not emailed and said that she could not access the Zoom lowed students to broaden their horizons. He states,
knowing what you want in life is completely okay. Ms. link. After several minutes of frantic emailing back “There are a lot of different ways that STEM can look
Picard changed her mind in her mid-20s, so it’s com- and forth, Shiferaw was able to set up a meeting on [...] and hopefully people will be aware of the differ-
pletely fine to not know what you want to do.” Google Meet, which Ms. Picard joined moments later. ent opportunities that are offered to them.”
Page 8 Boston Latin School Argo
seniors
CONGRATULATIONS...YOU DID IT!!!!
Mia, we are so very proud of
you and all of your accomplish-
ments you achieved in the past
6 years. You have grown into a
lovely young woman with the
brightest of futures ahead of
you. Thank you for being so
amazing! Reach for the stars.
WE LOVE YOU!
Look out Salve Regina!
With love and pride
today and always.
Mom, Dad, Fionna and Charlie
Boston Latin School Argo Page 9
seniors
Schola Latina Bostoniensis
Veni,
Vidi,
Vici
Ensuite, pour étudier à McGill
Olivia:
We are so proud of who you are and all
that you have accomplished. Go change
the world. Your next adventure awaits!
With love,
Mom and Dad
Congratulations,
Is a b e lla !
N o w , a lif e o f y o u r
o w n b e g in s .
Love,
Yo u r p r o u d p a r e n t s & A b b y
Page 10 Boston Latin School Argo
seniorsBoston Latin School Argo Page 11
news
Europe Day Event Engages Students
By Azalea Thompson (II) a meeting with students could be
Staff Writer organized.
To begin the presentation,
On May 14, the French and Consul General Mentré covered
Irish Consuls General met with the origins of the EU and France’s
Boston Latin School students to role as a founding member. He
speak about the European Union talked about the early stages of the
(EU). EU’s formation and also touched
The event was organized in on its present challenges and
honor of Europe Day, which the achievements.
EU observes on May 9 to celebrate Next, Consul General Moore
peace and unity in Europe. discussed the growth of the EU, its
The featured speakers were principles and impact on Ireland.
Arnaud Mentré, the Consul Gen- She detailed the transformative ef-
eral of France in Boston, and Lao- fects the EU has had on the coun-
ise Moore, the Consul General of try since it joined in 1973, includ-
Arnaud Mentré
Ireland in Boston. Consul Gener- ing economic and social changes.
als are responsible for overseeing She said that the Union trans-
foreign commerce and trade. To- formed Ireland to become a more
gether they discussed topics relat- outward-looking and diverse
ed to the EU, from its origins to its country, and mentioned how it
social and economic impacts. Over impacted her own life.
135 people attended the meeting, The students who attended Arnaud Mentré, Boston’s French Consul General, met virtually with BLS students.
including students taking French the presentation completed as-
and AP European History. signments about the event, such AP European History teach- ed, students had the opportunity common values. They also talked
French teacher Madame as answering questions and tak- er Mr. David Fleming says, “We to ask them questions. Question about how citizens of EU Mem-
Carole Lapointe explains how ing notes. The topics discussed wanted to make sure [the speak- topics included the national iden- ber States identify with their own
the talk came to be, saying, “The relate back to the curriculum of ers] talked about those things [...] tity within the EU, its cultural im- country and the EU.
French Consul’s assistant contact- classes such as AP European His- [so they] could personalize the pacts and Brexit — the withdraw- Attendee Sarah Connolly
ed me. We have a good relation- tory since they study the founda- experiences of people in their na- al of the United Kingdom from the (II) reflects, “This really made me
ship with the French Consulate.” tion of the EU and its impact on tions, and they could personalize EU in 2020. During this portion of appreciate how connected we as
Madame Lapointe put the French Europe and the world, as well as the history. [...] That’s the benefit the event, the speakers discussed Americans are to the rest of the
Consulate in contact with the economic and national sover- of outside speakers.” in greater detail how the EU con- world even though it feels like we
BLS History Department so that eignty. After the speakers present- nects different countries under are so separated at times.”
Academic WorldQuest Crushes Competition
and nationals are held in Washington, through the AWQ club. Because the com-
D.C. To safely hold tournaments amidst petition is only open to high schoolers, An-
the pandemic, however, both the region- drew Yu (VI) was unable to participate in
al and national championships were held the tournament this year. Yet, he still felt
virtually this year. welcomed by the environment the club
The BLSAWQ club prepared by created.
studying topics given in advance from the Yu explains, “Since everyone else is
association that hosts these competitions, in high school, I could really reach out to
the World Affairs Council of New Hamp- them. During meetings, we wouldn’t just
shire. The club split these topics among be studying. We also have time to talk, and
themselves for further research, and club they assisted me in adjusting.”
members built presentations around their Students also appreciated that the
assigned topic to present to their team- competition allowed them to look past the
mates. information from the news with which
Although the team was successful they are typically surrounded. Instead,
in their competitions, members noted that they learned about relevant diplomatic re-
Ms. Skerritt
technical difficulties, particularly during lations or cultural events that they other-
the regional competition, did create some wise would not have known.
added stress. Another online challenge Students also took a step back from
that accompanied the club was virtual re- the competitive aspect of the competition
cruitment. In the end, however, they were and took time to better understand the
Academic WorldQuest wins first place in Massachusetts. able to put together a solid team. topics in the real world by listening to a
Team captain Sylvia Posever says, guest speaker talk about their nonprofit
By Halima Mohamed (III) team members Aidan Osowiecki (II), Car- “In person, you get to sit with your team- organization. AWQ puts emphasis on be-
Staff Writer rie Wang (I), Ourania Parastatidis (II) and mates, huddled around this little circular ing a global citizen, not just a citizen of a
Sylvia Posever (I) were able to win a ban- table, and you get to answer questions single nation.
On April 17, the Boston Latin School ner and prize money for BLS. and it’s really fun. In the past, Mr. Gavin Club advisor Mr. Daniel Gavin
Academic WorldQuest (BLSAWQ) team The Academic WorldQuest champi- [would] bring us doughnuts, and it was an adds, “This team enjoyed every minute
took 23rd place out of 105 teams compet- onship is a trivia-style team competition overall great experience. But online, there of preparation and competition — not
ing at the national competition. that tests students’ knowledge of current have definitely been some challenges.” only because they loved the material they
Coming off their first-place win at world affairs. Typically, regionals are held Despite the virtual format, members were studying, but also because they loved
the regional championship in March, at a chosen institution in Massachusetts still enjoy the connections they have made working with each other.”
Gotta Escape Em’ All : Science Team Pokémon Event
By Lena Thai (V) Science Team member Simon Hay Sutton Officers quickly sketched a Pokémon and Lucy Yu (II), BLS Science Team In-
Contributing Writer (VI), comments, “The event overall was re- attendees attempted to guess which one it ternal Liaison, says, “We [usually] do it as
ally fun and cool. Some things brought us was. a fundraiser, [...] so that we can raise some
On May 12, the Boston Latin School out of our comfort zone. My favorite event Planning for the annual event start- funds to sponsor some of our competitions
Science Team caught their Pikachus to was the bird’s event, [because] my team ed in late April. As officers brainstormed and events. [...] It was definitely a good
host their annual escape room event with got a hundred percent on that.” and organized their plans and ideas, they idea to make it free, though, because it en-
a Pokémon theme. The avian activity had attendees realized that a Pokémon theme could ap- couraged a lot more participation.”
The escape room was made up of match Pokémon that were inspired by ply to all topics of science being presented Their aim was to increase atten-
skill-based events that correlated to dif- real birds to what habitat they lived in. while adding a fun twist. tion and engagement from BLS students,
ferent Pokémon types. Attendees were Other stations also directly correlated to Admission to the event was origi- specifically seventh and eighth graders.
put into teams and assigned to breakout Pokémon types, such as the water quality nally five dollars, much like their previous With the Pokémon event, they were able
rooms over Zoom. Each club officer rotat- station with water type Pokémon, the cir- escape rooms. This year, however, the club to achieve this goal.
ed around the rooms with activities that cuit labs station with electric type and the decided to make the event free, because Officer Megan Li (III) concludes,
reflected their own scientific expertise. The astronomy station with dark type. not enough people registered to attend. “Overall, the event went pretty well; we
assigned teams had to complete activities The event concluded with a tiebreak- Due to these circumstances, the event be- had a decent amount of people attending.
based on these topics to receive badges. er inspired by the Who’s That Pokémon?, came more accessible and casual for stu- It was slightly chaotic, but that’s how all
One of the winners of the event, BLS a segment of the actual Pokémon show. dents. Science Team stuff goes.”Page 12 Boston Latin School Argo
seniors
“Nothing can dim the light that
shines from within.”
-Maya Angelou
Congratulations Olivia!
Love Nana and Auntie Susan
CONGRATULATIONS DREW!
I AM SO PROUD OF YOU AND YOUR MANY ACCOMPLISHMENTS DURING YOUR SIX
B e a t r ix K n ig h t :
YEARS AT BLS. I KNOW YOU ARE OFF TO NEW BEGINNINGS AT UNION AND I CAN’T
WAIT TO CELEBRATE YOUR GRADUATION WITH YOU AND HELP YOU PREPARE FOR THE
NEXT PHASE IN YOUR LIFE. GO WOLFPACK!!!
Z ig w h e n th e y z a g .
I LOVE YOU,
MOM
A lw a y s re s e a rch .
O p tio n s , o p tio n s , o p tio n s .
G o to O h io , M e g a n .
W e a re s o p ro u d o f y o u , a n d lo v e y o u ,
a lw a y s !
First Declamation, November 4, 2015 M om and D ad
Congratulations Brielle!
We are so proud of you!!!
We love you!
Mom, Dad, Katelyn and ShannonBoston Latin School Argo Page 13
seniors
Congratulations Class of 2021!
Congratulations, Jessica!
We love you.
Grattis Maia & Linnea!!
We’re so excited see where your journeys take
you next. Stay true to yourselves and don’t
forget to have fun! We love you always.
Mamma & Pappa
Congratulations Ashley!
We are so proud of you.
With Love,
Dad, Mom, John ‘14, and Richard ‘19Page 14 Boston Latin School Argo
forum
Vaccine Mandates Won’t Help Vaccination
those living in Massachusetts have re- Indeed, a Vox article corroborates
ceived at least one dose and 50 percent that nearly a third of those who are un-
have received both shots — promising vaccinated cite distrust in the govern-
numbers indeed. As a growing number ment and vaccine as reasons why they
of individuals continue to get vaccinat- refuse vaccination. This combination of
ed, a vaccine mandate in Boston may not medical and government distrust will
even be necessary. only cause families, who are already hes-
On the other hand, the legality of itant or neutral on receiving a vaccine,
a mandate for a public school system in to react angrily against a mandate, as
the first place is still not a settled matter. seen with mask and social distancing
While vaccine mandates themselves are mandates.
Courtney Hergesheimer
legal, the COVID-19 vaccine has only Viviana Wallace (III) agrees that
been approved by the Food and Drug “people are still doing their research and
Administration for Emergency Use Au- are skeptical [of the vaccine] [...] I was
thorization (i.e., it has not been through skeptical before, but now [that] I’m ful-
the complete, regular approval process ly vaccinated [...] [I] think the vaccine is
due to the circumstances), and language worth it.” Therefore, the best way to in-
within the policy allows people involved crease our vaccination rates is by allow-
in public institutions, which might oth- ing families to see its success in reducing
erwise require vaccines, to refuse them hospitalization rates and voluntarily
as a result. This provides families with sign up, rather than forcing them to get
A student receives their first COVID-19 vaccine. the grounds to reject a school mandate. the jab against their wishes.
Regardless of the legality, the more im- In the case that vaccination rates
By Selina Tang (III) maximize the number of vaccinated stu- portant discussion is on the morality and are not high enough, BPS should con-
Staff Writer dents, Boston Public Schools should not reality of a mandate. sider an incentive system instead of pun-
require students to get vaccinated in or- Despite most researchers and gov- ishment. Mr. Michael Galego, a biology
All over social media, students der to come to school as it will cause too ernment officials confirming that the teacher, explains, “For instance, if you
have been flaunting their COVID-19 much backlash; they should instead give vaccine is completely safe, many still are six feet apart and you are a vaccinat-
vaccination cards to show off their new students incentives as a more effective have concerns about the vaccine’s neg- ed student, you can take your masks off
freedom and safety from the virus. Not method of driving up vaccinations. ative health effects, while other groups indoors [...] These incentives that we can
all have been vaccinated, however, due While the vaccine does not elim- may have fears due to centuries of rac- offer to get people vaccinated seem to be
to a wide variety of reasons. Thus, as inate the virus, it prevents individu- ism in healthcare. a better way of encouraging people to-
hundreds of universities and workplac- als from contracting and spreading Cameron Kelley (III) finds that wards vaccination without the negative
es are implementing vaccine mandates, COVID-19. In fact, according to Dr. Gyp- there are “very polarized opinions, as side effects of forcing a vaccine that they
many are wondering if public schools syamber D’Souza of the John Hopkins almost anything remotely politically view as scary.”
should also be considering one to ensure Bloomberg School of Public Health, as related is today,” and many like him be- Ultimately, BPS should allow fam-
the safety of their students and faculty long as 70 percent of the population is lieve that “if the government [and public ilies to make vaccination choices on
when we return in the fall, lest a critical vaccinated, the country can achieve schools are] [...] able to mandate vacci- their own as the majority already have
mass of unvaccinated students come to herd immunity, which all but guaran- nation for all people, that is just one step or wish to get one. A mandate may only
school and threaten the community’s tees infections will stay low. Fortunately, toward a more authoritarian govern- push the remaining families away from
safety. Although it is certainly crucial to USAFacts reports that 65 percent of ment.” getting vaccinated instead of toward it.
Working During the Summer: The Sacrifice Is Worth It
By Gabriela Vasquez (II)
Contributing Writer
As the year comes to an end, Boston Latin School
students count down the days until they can finally be-
gin their long awaited summer vacation. Most years,
around this time, the halls become emptier, and stu-
dents are able to socialize and relax more because finals
are over. Even though many students miss out on this
fun time of year as they remain in the virtual setting,
there is one thing that is still a common thread among
most BLS students: many are given the opportunity to
work a summer job. One privilege that BLS students ex-
perience is the vast opportunity to explore different op-
tions for summer employment. One must ask, however,
whether these summer jobs are actually benefiting stu-
dents. Working a summer job, all in all, has many more
Dieuwertje Kast
benefits than drawbacks, as they allow students to gain
many life skills.
It is normal for high school students to feel over-
whelmed by the many career paths that lie ahead of
them after graduation. How can a person commit to
one without dipping their toes into the field first? Sum-
mer jobs allow for this exploration. Students can even
explore paths that they never would have considered.
One resource BLS provides for students is the Boston Although homework is a vital part of our education system, sometimes it is assigned in excess.
Private Industry Council office (PIC). Through PIC, In addition to gaining connections, a summer job students for years to come.
students are presented with job opportunities in many allows students to meet others with similar passions. Nayeli Quiles (II) adds, “Summer is a great time to
different fields, such as law, business and more. Work- This gives students the ability to explore the world be- explore careers through jobs such as paid internships,
ing in a field of interest can allow a student to either yond our BLS community, build a network of people because these options are very limited over the school
confirm that they are interested in pursuing that ca- they can relate to during the summer and allows stu- year, as they can conflict with clubs or sports. So get-
reer, or show them that it’s actually not for them, and dents to actually have fun while working. Some believe ting these kinds of opportunities in the summer helps
that they should consider another. This gives students that students who work in the summer are confined to me gain work experience, and learn to make good fi-
a great sense of security in regards to what they will their role at work. Students, however, work less hours nancial decisions as well.”
pursue after graduation — for instance, what they will than adults, giving them plenty of time to have fun In addition to students gaining financial literacy
major in in college. with their friends after a workday. Additionally, be- skills, they also can learn many more competencies. It
Additionally, summer jobs are a great way to cause many summer jobs are in the city, students are does not matter where a student works; it does not need
network. Astrid Wilder (II) remarks, “If you’re work- closer to many fun spots around Boston, allowing them to be a fancy job in order for that student to gain some-
ing with people with the same interests as you, that’s more of an opportunity to socialize around the city. thing from it. Whatever job a student decides to work
a great way that you can make friends. It’s also a good Working during the summer, moreover, can at, Ms. Lucey Gorrill, the BLS PIC advisor, remarks that
way to make connections in a career, like networking, allow students to gain many important life skills. For “[They will learn] communication skills, how to engage
because you can meet adults in the field and connect instance, the obvious benefit of earning an income with adults, responsibility and just how to accomplish
with them, which can be a great resource for the fu- during the summer also comes with the responsibility something outside of the school setting. These are all
ture.” Knowing adults in the field that one is interested of being financially conscious. Learning to deal with foundational skills that will help with any future job.”
in can be beneficial, as it can lead to that person ob- money is a skill that students at BLS will need long after Working a summer job is a great way to prepare for the
taining even more experience beyond their BLS career. they graduate, so getting that practice now will benefit future, while still having fun as a teenager.Boston Latin School Argo Page 15
forum
Is BLS’s “College Commit Culture” Toxic?
Yes, Commit Culture Is Toxic No, Commit Culture Is Not Toxic
By Cinly Mo (III) By Jessie Wang (IV)
Assistant Forum Editor Staff Writer
Graduation season is here, and one If you log onto any form of social
question looms over the majority of the se- media around mid-April, you might be
nior class — where will they commit to col- swarmed with college decision reactions
lege? Constant questioning and unsolicited featuring ecstatic students celebrating ac-
advice overwhelms them every day, from ceptances to their dream schools. That is
“what colleges did you apply to?” to “what commit culture, which provides more ben-
were your statistics?” and “what did you efits than drawbacks when it comes to the
write your supplements on?” Even the most students’ efforts and learning.
well-meaning people can fail to understand It is no secret that college is demand-
how intrusive it feels to be bombarded with ing. In fact, getting into college is quite im-
questions about college decisions so fre- pressive in itself, and admittees should be
quently. The very act of publicizing college proud of that feat on its own. In four years,
commitments breeds toxic grounds for a professors cover many difficult subjects.
college-centric mindset that bases one’s Commit culture allows a smoother tran-
self-worth on a commitment and discour- sition, placing an emphasis on education
ages alternative careers not involved in during one’s high school years.
pursuing a secondary education at a uni- All of the effort students put into
versity. their studies is ultimately rewarded. Com-
It is no secret that the effort and mit culture encourages them to work hard-
preparation of getting into college has er during high school, which majorly pays
slowly taken over teenagers’ lives. Students off when the students head to college, an
joke about doing extracurriculars that look objectively tougher environment. The focus
good on their résumé, taking as many APs on academics significantly increases stu-
as they can, getting little sleep and being overwhelmed and stressed all just to get dent engagement.
into a good college. This spirals into a damaging competition of who will sacrifice The payoffs of commit culture are not only limited to the absorption of ed-
the most for the chance to go to their dream college. ucational material but also include the positive development of many essential
In fact, the whole concept of idolizing a single “dream school” is toxic in and skills. Since admission to more prestigious colleges requires a high GPA and various
of itself. It encourages students to put all their eggs into one basket, telling them- achievements, students are driven to challenge their own limits and exceed expec-
selves that it is the only place where they will be happy, and that if they do not get tations, refine both their problem-solving skills and work ethic. It also gives them a
in, it is just further proof of their failures. It convinces them that nothing mat- taste of what college will be like mentally.
ters except gaining admission into their dream school, no matter what the cost is, High school students often can begin to learn college material, either outside or
which is certainly not the case. within their schools. For instance, AP classes and accelerated courses can translate
When students find out someone else is committing to their own dream into college credit and help the student get ahead. Commit culture motivates stu-
school, they are quick to scrutinize and analyze them. Fellow peers become com- dents to exceed expectations when it comes to learning. Instead of having students
petitors, reduced to mere GPAs, test scores and achievements, only reinforcing a learn the material taught in high school solely for their current class, commit cul-
brutal zero-sum mindset. Gauging the achievements of those attending students’ ture gives the students incentive to pay attention to all the content during their high
ideal schools places pressure on younger ones to reach the same numbers for this school years, relieving many from having to do more work in the future.
shot at “success.” Furthermore, commit culture also encourages students to take extracurricular
The college commitment process builds the kind of competitive atmosphere activities, which would allow students to engage in interests they may enjoy and
that places stress on students and leaves many feeling inadequate because they possibly pursue later. Aside from that, there are numerous advantages to partaking
either were not admitted to the school of their dreams, or their college goals do in non-academic activities. Playing a sport, for instance, reduces stress and improves
not include attending the most prestigious of institutions. But that should not be physical health.
the way the world works; the commercialization of the college process and push- High school is an explorative period to begin thinking about the next steps of
ing high schoolers to attend highly selective and well-known universities inevita- life when one matures. Students can explore different subjects and extracurricular
bly comes at the expense of others feeling self-satisfaction with their own college activities while pondering what path they want to take. They are encouraged to think
choices. about their future ahead of time, rather than coming up with last-minute decisions.
According to Arne Lim at Inside Higher Education, “[It is important to rec- While some may argue that commit culture discourages other paths like trade
ognize that] the admission scandal is not a by-product, it is a direct product of be- school or community college, the manifestations of commit culture themselves are
lieving you have to do whatever you can to get your kid into this school. [...] We not innately college-centric. Just because commit culture currently places an em-
hate those [U.S. News and World Report] rankings here, we absolutely abhor those phasis on going to college, doesn’t mean it can’t be more diverse than that if society
rankings. You will always hear [...] college is a match, it is not a reward.” allows it to be. Commit culture does not restrict its application to only colleges but
Beyond this, the focus on what college students are attending can not only also can encompass every other career path.
damage one’s sense of self worth, but also lead to students with less traditional Some may also claim that the idolization of dream schools makes people view
plans feeling judged. A college-centric environment sets the bar for achievement their peers as their enemies. A competitive environment, however, is not as harmful
exceptionally high and punishes anyone who falls short. The reality is that many of as people think. The whole point of dream schools is to find the top students and
these young adults who do not pursue four-year colleges go on to have wonderfully provide outstanding education for those high-ranked scholars. There is no way to
productive careers in their own fields of interests. eliminate a competitive environment without also getting rid of those types of op-
Although nobody can truly be blamed for romanticizing the glamour of at- portunities.
tending college, there should be more to being human than one’s achievements. Commit culture is often misunderstood as being the mindset that causes high
The rapid drive society takes toward traditional but unhealthy measures of valida- schoolers to stress over resumes and spend hours doing unpleasant tasks with no vis-
tion can force students to miss some of the most valuable lessons and experiences ible benefit. There are many clear benefits, however, that come as a result of the work
high school can offer. Overpublicizing college commitments reinforces the harmful students put in. In fact, commit culture ultimately inspires many to contemplate
notion that the validation of getting into a good college, particularly the ones being their next steps. Like every guidance counselor suggests, thinking about the future
ranked highly, is the only path to being successful after high school. is absolutely imperative and such an initiative may impact your future for the better.
Ask the Students: Is BLS’s “College Commit Culture” Toxic?
“No; I see no problem “Yes; it reinforces the lie “It’s motivating when
in honoring those who that highly exclusionary they are being cele-
wish to celebrate their colleges are better than brated and toxic when
achievements and their other schools because it’s forced upon and
peers for their outstand- of how few people are pressuring people too
ing work.” admitted.” much.”
Kyle Donovan (I) Ben Zaborski (II) David Rivkin (III)
“You shouldn’t have to “Yes; it makes people “Yes; it puts pressure
announce where you’re feel that they aren’t on people and may
going to college. People allowed to change their cause them to make
can warp commit cul- decisions.” a choice they’re not
ture as toxic; it doesn’t happy with.”
have to be.”
Parker Hastings (IV) Zoe Nazaarchu (VI) Ena L. Nealon (V)You can also read
