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The sun is somewhat out. The weather is somewhat getting warmer. So believe it or not, the spring season has arrived. There are thousands of articles out there forecasting spring trends, but there is only one article that accurately predicts the spring fashion scene at Middlesex, and that is this one. With careful consideration for New England’s bizarre weather and Middlesex’s unique blend of diverse styles, I gathered from a diversity of student opinions, and this spring’s style direction is clear: authenticity and audacity, to wear what you want however you want. Athleisure: no other word can make me more speechless than the noun athleisure, but yes, it will be a trend. From sweatpants of every shade of grey to hoodies with boxy fits, athleisure is the ultimate harmony of comfort and functionality, and this clever fusion is the appeal of this sporty genre of clothing. Luke Power ‘24 gives us an exclusive insight that “Lululemon” will be prevalent on the Middlesex campus, as their blend of synthetic materials will provide the lightweight durability necessary for the boiling temperatures ahead of us. Just picture the track team repping the athleisure drip before a meet, or the tennis athletes polished in sharp polos. Flowers: without a doubt, floral prints will be back this spring and summer season. According to Natalie Jean ‘27 and Amrita Tromge ‘26, flowers are symbols of joy, love, and beauty, and their presence will be blessed on the Middlesex circle. Within this similitude, however, the great variety in floral prints will establish individuality and unique personality. Should it be a flowy, white dress, embellished with cute floral embroideries with neutral colors? Or will it be a chic, black top, shaped like a giant rose perfect for a night out? Whatever it is, wear the one that is most authentic to you, and wear it with brave audacity. Sophisticated colors: soft, icy blues and rich, pomegranate reds will be dominant colors in the spring. The diversity of colors on the rainbow is highly embraced, but its saturation is softened to a more elegant, neutral tone. Subdued blue, cloud pink, and pastel beige were all recurring colors of the recent runway shows, and these colors have taken place on sweaters, maxi dresses, trench coats, statement belts, minimalist bags, and even ballerina flats. Keep an eye out for these colors in your shopping list, for they are perfect to compose an immaculate spring fit. Statements, as always: to continue on with the themes of authenticity and audacity, statement pieces are and will always be a trend. Josh Richards ‘26 advocates for a niche, distinctive footwear product— the Nike Lahar. At far, the shoes may look like sneakers, or maybe a pair of boots, but up close, one would realize that it really is neither— the Lahar is an indestructible statement piece, with heavy-duty, lasting rubber soles and embroidered with the ubiquitous Nike swoosh. Likewise, Amrita Tromge ‘26 advocates for garments with “sheer fabrics,” a statement choice that captures both lightness and graces for a warm spring day. Indeed, sheer clothing has been widespread in SS24 fashion runways, dominating both menswear and womenswear. If you still have that eccentric sweater, those odd pair of sneakers, or an avant- garde accessory hibernating in your wish list, there is no better time to embrace your inner authenticity with confident, daring audacity. Sixing Wang

This year on February 22nd, 2024, 1,600 high school students flew across the country to Leighton, Massachusetts for the Harvard Model Congress Conference. Here, young minds gather to solve problems caused by the generation before them; and as they simulate Congress, we get a look at the future legislators of America. There was no shortage of demand to be in Model Congress this year as 61 students applied for only 32 spots. So why do students want to be in Model Congress? What makes it so important? To most it seems like extra schoolwork that has to be done on top of the test-ridden days at Middlesex. Freshman Diana Davidson disagrees saying she had an “overall positive experience.” However, this was not Diana’s first time when it comes to debate, taking part in Parliamentary Public Forum, World School Styles, Policy, Debate, and Model UN. But despite Model Congress being just a pretend reality, it fosters interest in real-world issues. “I’m really interested in politics from a biotech policy standpoint,” Davidson stated. At 15, students have begun to think about agricultural dilemmas and AI-powered farming. Model Congress, however, was less of a commitment than made out to be as returner Nick Weise talked about how it was “about an hour a week of preparation.” When asking Weise about how Model Congress differed from last year he stated that “[there were] different coaches (Dr. Mancuso) this year so obviously it was a different style of preparation.” However, on the other hand, “meetings are more fun your second year because you're not as nervous.” In Model Congress, students have to take the role of current congresspeople and senators, which can pose a challenge when high-school students have to cosplay 65-year-olds. However, when asked if they found it hard to put themselves into the shoes of these politicians most said it was surprisingly fun. Faculty Co-Advisor Benjamin Kulas believes that “it can be interesting and rewarding when one is assigned the identity of a legislator who might have different political views than one’s own.” The practice of being assigned a politician ahead of time and researching their identity is specific to Harvard, which Middlesex is once again attending after a period of journeying to Philadelphia for the Penn Model Congress. “There's a theatrical element to it,”  Kulas stated, observing that “you have to think about the motivations and mindset of the person you’re playing, almost like a character in a play.” He worries that as politics in America have become more and more inflammatory, Model Congress could, too. In a post-Trump world, “we have seen attacks on identity introduced into everyday politics.” Kulas noted that this development makes roles harder to play because in real life politicians are “crossing boundaries that conflict with the ideals of our society and, especially, with the aims of Middlesex.” So what is Model Congress fundamentally teaching students? Well for one, it teaches negotiation: an important skill not just to have in a congressional hearing, but in real life. The Harvard Model Congress way of not writing legislation until you’re there fosters a work environment where students must create legislation although hypothetically disagreeing with it. This is a value that Middlesex holds, and a value that as individuals we should do our best to maintain in a politically tense moment in history. The lessons taught by Model Congress are sure to be brought into the world outside the Middlesex Bubble, as senior Florence Morlock heads to college. Morlock stated that she’s “considering going into foreign policy and working in the committees [she] was in, [she] feels like it could be fun.” So why does Model Congress matter? In a world where you are bombarded with political ideologies in everyday life, why should you take the time out of your week to pretend to be a politician you may fundamentally disagree with? The answer is evident: Model Congress is making students think about things that would otherwise never cross their minds. Whether it be climate change or the border crisis, students are learning about the issues that will affect them far more greatly in the future. Model Congress is fostering the future lawmakers of America. Kat Stephens

Deadened by the never-ending clockwork of classes? Dreading the liminal hours between dinner and study hours, in which despite your best efforts, you have absolutely no clue what to do? Desiring some flavor in an otherwise monotonous series of repetitive schedules? Behold, for I present to you the panacea to all your earthly woes: clubs!! (*some exaggeration may have been involved in the above claim.) But as you know, to be real, around 80% of these clubs never actually…do anything. A few of these clubs (*ahem*) have met a grand total of zero times in the timeframe of a whole semester. That’s a lot of days! Would investing approximately 60 minutes for your self-proclaimed “passion” be such a Herculean labor? Who knows! Nevertheless, the club scene at Middlesex still thrives on — thanks to the clubs that actually do meet. While accounting for every single one of those would be impossible to do in a single article, below, the author presents a list of the best (in her opinion!) clubs on campus. Baking Club Book Lovers’ Club Chess Club Common Sense Club Cooking Club Creative Writing Club Finance Club Gender-Sexuality Alliance Helping Hands Improv Club Indoor Track Club Math Club MX Music Festival Nutrition Club Photo Club Physics Club The Anvil WSC Debate Club Genetics-GenoMX …to be honest, this list was chosen basically on the basis of having actually…met…noticeably. The stats: Total # of clubs “existing” (at least officially): 88 # of clubs on list: 19 % of clubs actually doing something: 19 / 88 = 21.6% Nothing to say here, but numbers are numbers — and objectively I think we can all say that 21.6% is not really a majority. But 19 is still a lot! These clubs provide spaces where individuals with shared interests can come together as a community. You don’t even have to officially join (if that sounds like too much commitment) — you’ve probably noticed that the majority of club events are just sign-ups or show-ups. Ultimately, it’s quite simple: clubs = low-stakes + high-fun. So why not? Morgan Kim

Whether the name sparks memories of riotous laughter at witty quips from favorite seniors, or dreams from the forbidden naps you take from the aisles, everyone at Middlesex can recall at least one chapel that has stuck with them through all their years at this school. But what exactly is it that makes a chapel so special? To many, the task of approaching writing a chapel seems impossible; how in the world does one condense their entire experience into one 10-minute speech that aspires to change a student's life? Although Chapels are a place where one can share something they find important, they are intended to be far more than just an objective story about one’s experience. Indeed, Chapels are a place where students have the opportunity to impact their peers and open their eyes to different perspectives; Ms. Smedley beautifully describes the significance of this opportunity, telling seniors before they give their speeches that “If one kid can walk out of that chapel feeling more supported, less alone, or more inspired because of what that senior said, they have succeeded.” This invitation to imagine what you might have needed to hear as an underclassman sitting in those seats is something that particularly struck me because it truly encapsulates the essence of what a good chapel is able to achieve: a relatability with the audience that makes them feel seen or supported without ever having to have directly spoken to the person giving that speech. Even the notion that the senior might never know how much their speech has changed a student’s perspective is compelling to me, as that unthanked gift that the senior has given through sharing their story is a unique mark of the generosity and humility that this community represents. This is not to say that one should merely spew out philosophical life lessons in their speech, however, for Ms. Smedley says that like an English essay, “there has to be an abstract and debatable theme–a message–AND a lot of concrete examples of that message.” To fully engage and connect with the audience, some level of relatability–if not with the immediate content of the speech but the emotions or conflict tied with it–must be attained. Ms. Smedley recalls one Chapel that particularly struck her as embodying this concept of relatability particularly well. Hayden Girolamo ‘23 spoke about his time as a camp counselor helping kids to sail and focused primarily on helping one boy in the process. Such a simple story may seem to be something of minute importance, but the themes that Hayden presented through such a grounded event prove that one does not have to make some abstract compilation of all the deeply transformative experiences in their life to make an impactful speech. Ms. Smedley further commends Hayden as he “took what [she] consider[s] a common everyday experience about what every teenager goes through and made it this really special story,” proving that one doesn't have to undergo some life-changing or traumatic event to produce a speech that can deeply affect its audience. Indeed, Ms. Smedley rejects this idea that something radical must have happened to a student for their chapel to have true significance, for she notes that when “some kids say ‘oh, I can only give a chapel if I have some traumatic or dramatic event,’” or “‘my life’s been too easy,’” she affirms that it is not the drama or radicality of the speech that one gives that is important, but the purity of its message, stating that “your life can be easy or good and you can talk about babysitting like Owen [Barry ‘24] did, or sailing like Hayden,” and it would still have a profound impact.  Students too assert that oftentimes the simple and seemingly silly stories end up as their favorites because these pure anecdotes are not only memorable but have a certain relatability that sticks with kids longer than some long-winded philosophical spiel. Ellie Calo ‘25 and Maggie Cabot ‘25 recall Shira Waxman’s ‘23 chapel on a variety of small ridiculous events from her soccer trip, which from merely producing a humorous catalog of these tiny moments, created an incredibly memorable and hysterical speech that has stuck with students a year later. The ability to make a beautiful message from an uproarious speech about such a specific moment is something I find to be particularly impactful when listening to seniors give their speeches because it is a window into a small moment of that person's life that can encapsulate what they value as an individual in a uniquely pure and personal way. In general, the thing that makes all chapels so special is the vulnerability and generosity that the seniors display. The image that they represent when they stand on that podium not only reflects them as an individual, but also serves as an example to the underclassmen of the humility of this community. Seniors are directly giving back to students and teachers alike by sharing their experiences and stories with us all, and this charity is something that Ms. Smedley states students should take “great pride in.” Although there is no one “right way” to write a chapel, those made with the intent of giving back to its audience–whether through a heartfelt ode or the blessing of laughter–are always the ones that manage to prevail in students’ memories long after they are spoken. So the next time you consider dozing off during a chapel, I implore you to reconsider, because the gift of hearing one’s story is a blessing far too special to take for granted. Catherine Bain

Join Harrison in his discovery of new French teachers M. Roodly Jean and M. Konrad Herath’s plans and hopes for the Middlesex French Program. Have you ever been greeted with “Bonjour !” or “Ça va ?” as you walk down the hallway at the basement of Eliot Hall? If you have, you might remember feeling M. Jean and M. Herath’s contagious enthusiasm and positivity. If you haven’t, I encourage you to experience the place where you will discover the most authentic and welcoming learning of the French language and Francophone culture, from using your imagination to make posters about future scooters, to reading and talking about the French immigrant experience by Tahar Ben Jelloun, to laughing at a skit about a foreigner in Paris at the Soirée Francophone. As an avid French learner curious about the future of this academic department, I sat down with the two new French teachers to discuss their backgrounds, surprises as well as difficulties during their transition to Middlesex, changes they have implemented in the program, and plans for the next few years. Born and raised in Haiti and speaking French, Jean found his passion in teaching French after switching his major from Chemistry to French at Bowdoin College. Before coming to Middlesex, he had taught at a private school in Connecticut. Like Jean, Herath had his desire to be multilingual early on growing up in Dhahran, Saudi Arabia, and surrounded by Arabic. “I was very much in the same place as a lot of students at Middlesex right now, so you don’t have to speak a language at birth or be in a 100% immersion environment to get really good at a language,” Herath notes, “If you want to learn a language, opportunities are always open to you.” This philosophy captures the essence of the Middlesex French program. When talking about their transitions to the Middlesex curriculum and lifestyle, “easy to put myself into the fold” was a constant refrain. When he first stepped foot onto this campus, Herath was surprised about how hard Middlesex students work. “The amount of workload is incredible,” he says. The day is not limited to the classroom and does not just end with the last bell; it continues with athletic practices, club meetings, and even conversations in French in the dining hall. Looking forward, a big potential change is more elective courses. Some of these, as displayed in the course catalog, are Literature, Court-Métrages, Films, and Culture of the Francophone World in the Caribbean Islands and North America; in Asia, Europe, and the Islands of the Pacific and Indian Oceans; as well as in Culinary Arts. Students who are interested in exploring the cultural aspects of French or hoping to pursue AP in their junior or senior year could take advantage of such electives. The two, one a fan of the natural landscape and the other who loves an adrenaline rush, are also actively brainstorming new travel opportunities to Francophone countries and territories, taking students “beyond the classroom.” More feasible and less costly opportunities, such as a trip to Montreal during a long weekend rather than long-distance flights, can be very appealing. “Expanding the Circle,” as Jean aptly puts it, is what defines the French program and the Middlesex experience of learning a foreign language. “Don’t close doors that you don’t have to,” Herath echoes, seeing students drop French after they’ve met the minimum requirements to graduate. Instead of thinking of French as a language requirement you must pass through to graduate, it can also be engaging and enjoyable, even “the highlight of your day” when you have more to choose from. Yes, learning French takes place in Eliot 1 and 11A, but it can also take place in the French castles of Rhode Island studying francophone architecture, the Quartier Français in Louisiana learning about immigration, and the gardens of Morocco appreciating the intersection of nature and art. The French program built by Mme. Chantal Jordan over the past decades has been exceptionally strong, and Jean and Herath hope to be good stewards of that foundation. Continuing the focus on a strong grammatical base and intellectual conversations on a daily basis while adding more diversity to the learning experience, they together run a department that educates and prepares students to be the “citoyens du monde” — global citizens who master the language, appreciate different cultures, and absorb perspectives. Harrison Huang

Welcome to another news section poll! In this article, we’re here to take a lighthearted journey through the highs, lows, and hilarious moments that make up our Middlesex life. First up, I tackled the question of what theme song best encapsulates the rollercoaster of Middlesex school life. Some suggested “The Final Countdown” by Europe, while others voted for “Where'd All The Time Go?” by Dr. Dog and even “Jerusalem.” The winner? Definitely “Nonstop” from the musical Hamilton, as Middlesex keeps us grinding nonstop, fighting like we’re “running out of time.” Picture this: you wake up on a peaceful Sunday morning to the sweet sound of birds chirping, refreshed and ready to lounge in bed the entire day. Suddenly, you remember that you have a mountain of assignments to complete, three tests to study for, and you open your phone to see your English teacher’s email about the new essay you have to write. Would Middlesex students procrastinate, or would they spend the day grinding? On a scale of 1 to 10, almost a third of Middlesex students answered that they would most definitely procrastinate, while only 2.9% of academic weapons choose to tackle the demon of work. In fact, some even admitted to procrastinating on answering the poll itself! Middlesex students may not have mastered the art of climbing up the ladder of abstraction, but we certainly have mastered the art of falling asleep anywhere and everywhere. From the theater during community time to the floor of Ruth’s classroom and to Mr. Mahoney’s math class, students have nodded off in the most bizarre places. Shoutout to the poor soul who fell asleep on the toilet seat in the RCC bathroom! Talk about sleep deprivation! The ultimate dilemma remains whether to cram or sleep before an exam. The majority opt for the sensible option of getting a good night's sleep, leaving their fates to the hands of God. However, some still swear by the power of last-minute cramming, fueled by cans of Celcius and sheer desperation. Finally, on a change of tone, I asked students which Harry Potter house they think their dorm best represents. BP stands loyal as a true Hufflepuff, while Higginson and Kravis tie for Gryffindor and Ravenclaw. Surprisingly, an unexpected number of people voted for Clay to represent Slytherin (better watch out for this sneaky bunch!). And there you have it! A small glimpse into the life of Middlesex students. Remember, no matter how stressful everything gets, keep calm and carry on procrastinating (or maybe not). After all, the best memories remain to be three a.m. conversations and it’s all just part of the Middlesex experience! Jessica Wu

What is the decision-making chain for snow days at Middlesex? In February, the school’s decision to have a Snow Day surprised students and families, all thanks to a misleading and poor weather forecast and news predicting a severe snowstorm that never materialized. Snow Day, when a school closes due to heavy snowfall or extreme weather, lets students experience the beautiful scenes of the snowy campus with a precious break away from academics. Middlesex School's Snow Day decision-making process piques curiosity, prompting the question: how is the decision for a Snow Day ultimately made? When it comes to deciding on a snow day, “safety” is the top priority. In the words of Karlyn McNall, the Assistant Head of School, safety in and out of campus stands as the most significant factor in a decision-making chain. Due to the danger derived from severe weather conditions, including the possibility of car accidents, inaccessibility to campus, and frozen pathways, Ms. McNall underlines that schools have become “more cautious,” as a notable amount of the community’s population resides off-campus. Ms. McNall says that “making a decision that accommodates the needs of the community” acts as a main driving force for the final decision. Moreover, the members of the community who are closely involved with the decision include the Facility Team led by Steven Legassie, Eric Kester, the Chief Strategic Planning and Communications Officer, Karlyn McNall, the Assistant Head of School, and Bessie Spears, the Head of School. According to Ms. McNall, the following describes the step-by-step decision-making process for the snow-day decision. The Facility Team, run by Steven Legassie and staff regularly takes note of the weather forecast to ensure the opening of campus through local news, various weather forecasts, and applications. When the weather forecast indicates the high possibility of a snowstorm or extreme weather conditions, communication will be done with the Assistant Head of School, Karlyn McNall, to further discuss the decision to call a snow day. Through the information provided by the Facility Team, Ms. McNall evaluates the validity of calling a snow day decision through confirmation of weather conditions, learning about the decisions of other boarding schools or schools around the region, and further discussions with staff of the team. Bessie Spears, the Head of the School, makes a final decision on calling for a Snow day, through a thorough examination of various factors including the possibility of schedule conflicts and the safety of the community. Mrs. Spears informs Mr. Kester, the Chief Strategic Planning and Communications Officer, of the notification of Snow Day to the members of the community. Finally, Mr. Kester and other members of the administrative team are responsible for informing the decision of the Snow Day decision to both boarding and day students, Day students’ families, Faculty, and other populations of Middlesex. The schedules of Academics, athletics, and artistic groups’ are adjusted accordingly through changes in the syllabus, for example. Although the decision-making process for a Snow day may be perceived as rather simple, the effort and steps required for the call constitute a significant amount of research, consideration of factors, and discussion to fully meet the necessities of the community. Led by the diligent efforts of the Facility Team, Karlyn McNall, and Bessie Spears, a careful evaluation of weather conditions, regional decisions, and potential conflicts ensures a comprehensive approach. In the unpredictable world of New England weather, Middlesex School remains dedicated to ensuring the well-being of its students and faculty. Matthew Yoon

READ THIS ARTICLE. STOP SCROLLING. Skibidi Toilet, Fanum Tax, Kai Cenat, and the Rizzler are all terms that enthrall Middlesex students these days, especially junior Jack Francini. Even in creating that last sentence, I admit that I scrolled on Instagram Reels for a break. Yet in that time of mental stimulation, I have no recollection of what I saw. It could have been one of those cat storyline videos with the “Unstoppable” song playing in the background, as generated by AI, or even a video of a low-quality car crash in Russia.  KEEP READING THIS ARTICLE. STOP SCROLLING. Although at the surface my inability to recall these 10-second streamlines of dopamine may appear benign or even humorous to some onlookers, in reality, this issue is an imminent danger to every student at Middlesex and the minds of every user online. For all Middlesex students, these videos, though hilarious, kill our drive and focus as academics. For many of my classmates, including myself, screen time can surpass 5 hours, and at times even 10, taking time out of our already packed schedules. When doing homework, many of my peers, and I as well, use these stimulating videos to avoid any looming work that appears daunting.  KEEP READING THIS ARTICLE. STOP SCROLLING. However, in this process, our anxiety only proliferates as our time diminishes. When writing an essay, for example, I often take breaks on Reels that surpass my actual writing time, not only hindering my productivity but, more importantly, my ability to think critically. With these breaks, I completely forget what I am even writing about as Kai Cenat videos with Subway Surfers gameplay displayed below completely occupy my short-term memory, a memory critical when finding nuance in an essay, as specific claims with unique analysis add flare and depth to one’s writing. These dopamine disruptors also cause a problem during the school day. Have you noticed an increased tendency in your classmates to leave a discussion to get water or go to the restroom? This is due to our phones, devices we have become so obsessed with that we leave crucial class discussions to tend to our notifications or watch a TikTok. Even when we do not have our phones, when in class, students' attentiveness to the class conversation or lecture has evidently diminished, as Skibidi is not only an addiction but a mechanism that reduces one’s attention span. Perhaps the Chinese Communist Party, in cahoots with TikTok executives, many of whom have close ties with the party, have made TikTok an educational tool for children by banning any unacademic videos in the app because of their awareness of the harm that instant-dopamine applications such as TikTok have on young minds.  KEEP READING THIS ARTICLE. STOP SCROLLING. Of course, this prioritization of education over entertainment seems unparalleled in China, where the academic standards differ drastically from those of the U.S. TikTok executives might have served this addictive device to American children so that Chinese children can, in essence, have the upper hand, easily lining their pockets with cash from a content-consuming generation of Americans. Furthermore, these brain-rotting videos take away from something even more important than our academic endeavors: our sleep. I, along with many of the readers of this article (most likely adults, as a child’s attention span is doubtful making it this far in the article) have certainly scrolled through our phones prior to going to bed. This presents another problem: blue light. As we scroll through “looksmaxxing” videos on Instagram at night, our eyes take in blue light. This strains our eyes and keeps us alert and awake, disrupting the body’s circadian rhythm, which in turn keeps us awake hours past when we would have fallen asleep without our phone, promoting grogginess, lowering attention spans, and consuming our time––all aspects that feed into the vicious cycle of brain-rotting dopamine hits. KEEP READING THIS ARTICLE. STOP SCROLLING. Having illustrated the harm of Instagram reels and TikTok, I have a challenge for you: do something for 30 minutes without looking at your phone; finish reading articles that are not vital to read; and watch a Netflix show from start to finish. If you complete these tasks, take on harder endeavors like hour-long meditations or longer, productive study sessions without a break. I am not saying this because productivity is necessary, but rather because we need to become more human through being attentive, an alertness that will heighten our senses and increase our long-term dopamine levels and thus happiness. Let’s bring an end to Skibidi. GOOD JOB! YOU FINISHED READING SOMETHING WITHOUT WATCHING SOMEONE LOOKSMAXX IN THEIR BATHROOM MIRROR! Will Cohen

Reviewing Usher’s questionable halftime performance This year's Super Bowl Halftime Show left viewers divided as they tuned in to witness Usher take the stage. The performance, which aimed to bring back the nostalgia of the early 2000s, stirred up a whirlwind of opinions, with some praising it as a trip down memory lane and others labeling it as lackluster and uninspiring. For many fans, Usher's appearance on the grand stage of the Super Bowl brought back fond memories of his chart-topping hits and iconic dance moves that dominated the entertainment industry in the early 2000s. From "Yeah!" to "U Got It Bad," Usher's discography is packed with timeless classics that have left an indelible mark on pop culture. His ability to effortlessly blend R&B, hip-hop, and pop has solidified his status as one of the greatest entertainers of his generation. However, despite his impressive catalog of hits, some viewers found themselves underwhelmed by Usher's performance. Critics pointed out what they perceived as a lack of energy and excitement, with some even describing it as dull and forgettable. The absence of any major surprises or guest appearances also left many feeling disappointed, especially considering the high standards set by previous Super Bowl halftime shows. One of the main criticisms leveled against Usher's performance was the perceived flatness and inconsistency of his discography. While his early 2000s hits undoubtedly struck a chord with fans, there was a noticeable absence of any recent releases or new material. This led some to question whether Usher's performance was more about nostalgia than showcasing his current artistic relevance. Despite the mixed reviews, it is essential to acknowledge the impact that Usher's performance had on many viewers. For those who grew up listening to his music, seeing him command the stage once again was a nostalgic and memorable experience. The sheer talent and charisma that Usher exudes are undeniable, and, for many, his performance served as a reminder of why he remains a beloved figure in the music industry. Moreover, Usher's ability to captivate audiences without relying on flashy gimmicks or over-the-top theatrics is a testament to his artistry. While other halftime shows may have opted for elaborate production numbers or star-studded collaborations, Usher chose to let his music and performance speak for themselves. In a world where spectacle often precedes substance, his stripped-down approach was a refreshing change of pace. Usher's Super Bowl halftime performance was a mixed bag of emotions for viewers worldwide. While some found themselves swept away by nostalgia, others were left craving more excitement and innovation. Regardless of where one stands on the issue, there is no denying the enduring impact that Usher has had on the music industry and his ability to command the stage with unparalleled talent and charisma. Whether his performance was a throwback or a flop ultimately comes down to personal preference, but one thing is for sure: Usher's legacy as a music icon remains firmly intact. Danny Cai

The Lackluster Return of the World’s Most Popular Anti-Semite After releasing his album DONDA in late 2021, just before the freshman year of our current juniors, Kanye West, or Ye, began publicizing his anti-Semitic beliefs for the world to see. Just months prior, he went through a divorce with his wife of seven years, Kim Kardashian, likely contributing to his mental health and infamous breakdowns. However, his actions remained unjustifiable, and thus he lost commercial ties with corporations like Adidas, who promptly stopped promoting their Yeezy brand line. In March of 2023, Ye seemingly “renounced” his anti-Semitism after watching the film 21 Jump Street, lauding Jewish actor Jonah Hill and claiming to now “tolerate” Jews. Since then, Ye has mainly remained as quiet as a boisterous celebrity can be, reappearing on tabloids occasionally with pictures of his new wife snagged by paparazzi and rumors of his new independent Yeezy line. However, Ye returned to the spotlight in October, hinting at an album in collaboration with rapper Ty Dollar $ign. By late November and December of 2023, leaks and snippets of Ye’s new album Vultures 1 were secretly released across all music platforms, notably Youtube and Soundcloud. Perhaps in outrage against said leaks, Kanye hosted a listening party in December for the upcoming album whilst wearing a provocative outfit evidently inspired by Ku Klux Klan hoods. The original Vultures 1 art also seemingly reflected the double-headed German coat of arms, reminiscent of Nazi imagery. The current album cover is similarly offensive, with Kanye fully suited in black while his wife Bianca Censori stands half nude and back towards the camera. Additionally, the leaked namesake song of the album, “VULTURES,” also has deeply offensive lyrics of Kanye attempting to justify his views by proclaiming to have had intercourse with Jewish women. This purposely agitating and in-your-face behavior, along with copyright issues with the sampling of the song “Everybody (Backstreet’s Back),” led to the album being further delayed, with critics jumping to condemn Ye’s prejudiced actions and legal infringement. Vultures 1 officially dropped on February 10th, 2024; however, the struggles with copyright made the physical accessibility of the album difficult for excited fans. Spotify listeners, for example, were unable to hear the album until half a week later. Ye jumps into the album with a song reminiscent of classic Ye, sampling Dijon’s “Good Luck” as an instrumental echo to his melancholic lyrics. Of course, Ye immediately ruins the song by boasting about the removal of Jewish staff from his record label. Ye temporarily moves on and continues his experimental style inspired by previous albums such as Yeezus, with questionable sampling on the song “BACK TO ME,” Alvin and the Chipmunks-inspired pitching on “FUK SUMN,” and, of course, the debut of his daughter North West in “TALKING.” Ye temporarily returns to the style of the “old Kanye, chop up the soul Kanye” for the song “BURN,” sampling “Love Me or Leave Me” by the R&B group Band of Thieves, a song reminiscent of soul music. While this temporary expression of love and its ardor captivates the listener, the album quickly returns to its less-than-optimal state. “HOODRAT” repeats the words “hoodrat” for the majority of the song, an unconventional choice that Ye is nonetheless known for; however, the shock factor does not make the song sound any better. The fan favorite, “CARNIVAL,” temporarily improves the album, showcasing a rousing chorus and featuring an infamous rapper with a sizable cult following––Playboi Carti. Carti’s purposefully deepened voice and the song’s trap beat make “CARNIVAL,” according to junior class president Kwame Addison, “a very good gym song.” While Vultures 1 does have a few notable songs, it ultimately fails by a long shot in meeting the hype Ye has been building for the past year. Ye failed to maintain the “no-skips” album quality he has tried to keep so pristine for his entire music career. The once provocative, charismatic, young rapper-producer is now simply just provocative and offensive. That being said, all Ye albums are looked upon with immense nostalgia and regarded as “ahead of their time.” With sequel albums Vultures 2 and Vultures 3 looming on the horizon (although who knows judging by Ye’s procrastination and false expectations), perhaps Vultures 1 will soon join the sentimental collection of “classic” albums that Ye fans hold near. With fresh judgment, free of blinding nostalgia, Vultures 1 remains a sub-par album: a 6 at best on a 10-point scale––a solid 4 on most days. Ethan Yuan

The name alone conjures up nightmares of countless students falling off the ladder of abstraction, spiraling down into the dark abyss to face their greatest fear. An 83. Many wonder if it’s even possible to rescale the teetering ladder once they reach rock bottom, for despite their best efforts, can they truly achieve above a 90? Find out in this inside look into your English teacher’s minds what makes a truly “exemplary essay”, and maybe, just maybe, you can finally scale the ladder. Photo by Max Linton Notorious for being one of the most subjectively graded courses at Middlesex, English at Middlesex often leaves students at a loss with the scores they receive on papers. Despite many sleepless nights, pages of annotations, and participation in class discussions, students remain frustrated with their grades as many fail to breach the surface of a 90, and celebratory comments leave them questioning where they went wrong. So, what does make a good essay? The first thing that one must consider before approaching their essay is, unsurprisingly, a general idea of what they're trying to argue. However obvious it may seem, students often jump to flat, narrative arguments for their essay, simply because they are just easier. Requiring far less critical thinking, writing an essay based on the objective meaning of a text comes more naturally than pushing oneself to make some larger, more meaningful abstract claim about the impact of text as a whole, which can often be tricky to articulate and prove. So do teachers really prefer a clunkier yet more insightful argument to a perfectly articulated description of the text? The unanimous answer is yes. To put it most simply, Ms. Kennedy asserts that teachers “want to see originality and depth in your arguments,” not bland plot summary. Jecca Hutcheson, the head of Middlesex’s English Department, further argues that the basic standard for articulating one’s ideas has minute importance in relation to the true quality of the ideas themselves, for the “structural and logical elements of writing have been already so much absorbed that that aspect diminished in importance.” However, this isn't to say that one should write sloppy essays and spurn that part of the writing process, for Peggy Yoon claims that “those [abstract] ideas will only be persuasive if the student has a solid understanding of the facts of the text.” Not only will embracing a riskier argument lead to a more compelling essay that's objectively more enjoyable to write, but it will significantly raise your grade. Peggy argues that the cleverness of a students argument can outweigh the grammatical issues within their writing, for the “quality and originality of the ideas in one essay that may have some blue-sheet errors are so great that they merit a grade that is equivalent to or better than a polished, well-written essay.” Ms. Kennedy too asserts that an interesting argument is superior to a flashily written yet bland essay, as “most teachers would much rather read an essay that was 'clunkier' in terms of style, but full of interesting ideas and arguments, than an essay that sounds clever but isn't really saying anything substantive.” In general, teachers clearly want to see students push themselves to make more abstract, critical assertions about the text as opposed to producing a showy piece of writing that doesn't end up saying all that much. Although some may understand the expectations of abstraction within their essay, many are still at a loss when it comes to the grading system itself. With the variety of teaching styles between teachers, there often seems to be little standard when it comes to essay grades, and many believe that there is no true rubric teachers follow given the discrepancy between their grades. However, this is not the case; Peggy Yoon, a new teacher to Middlesex, goes as far as to argue that “compared [to] other departments where [she has] taught, Middlesex is [actually] very clear about writing standards.” Indeed, Ms. Kennedy claims that the Writers Workshop course that all students must pass sets a very clear standard for teacher’s expectations, for it “lays out what [teachers] look for in good writing, and gives [not only] students [but] faculty [as well] a common vocabulary around the elements of a good essay.” Despite some students speculating that their low grades come from some unknown personal vendetta their teachers have against them, Ms. Kennedy states that in fact much collaboration goes into the grading system, as teachers “spend a lot of time discussing approaches to grading as a whole department” as opposed to individually curating their own way of scoring papers. Almost all of the teachers I’ve spoken to all have one common qualm with students’ writing: their inability to form a cohesive argument that progresses throughout their work. So often does a student lead with a strong, abstract claim about the text, only for it to falter and dwindle in significance throughout their essay. Students should aim to start with a more basic claim about the text and build into their stronger more abstract argument later on, Kennedy suggests, for “one of the most common things students struggle with is developing a cogent argument over the course of a 5 paragraph essay. We are really looking for interesting and well-evidenced arguments.” Ultimately, you're probably still wondering what exactly you need to do to achieve above a 90. My answer to you is “play the game”. Find out exactly what your teachers want to see in your writing, and play to those strengths. Despite there being general commonalities between what teachers expect to see in your writing, to truly excel on your essays you need to find out what specifically your teacher wants to see from you as not just their student, but as a critical thinker. To do this–however dreaded it may be–the best way to find out what your teacher wants is to just ask them. Although they're not going to supply you with a magic recipe for the perfect essay, simply asking them what they value in a student’s writing as well as what they don't want to see can be incredibly helpful for not only that one essay, but your semester at large. There is no “perfect essay,” but by exhibiting curiosity and a desire to improve, you're one step closer to that 90. So, if you happen to fall off the ladder of abstraction, don't just sit there amidst the gloom of the dreaded narrative essay, but pick yourself up, take risks, and ask your teacher for a hand. Happy climbing. Catherine Bain

New Technology powering the school behind-the-scenes Photo by Leighton Glass If you told the graduates of the Middlesex class of 1980 that students less than 50 years later would be receiving their packages from a robot, they would likely have called you crazy. Some systems, however, simply have to modernize to meet new student needs.  The newly-introduced Amazon Lockers are a key example of technology helping to streamline student life. “You can go at any time of day,” says Sue Hayashi ‘27. Before the lockers were installed, students could only retrieve their packages during specific mailroom hours. “It is easier to get a package quickly,” explained Caroline ‘27 adding that the lockers are convenient when trying to get clothing for upcoming school events. Students can now get packages the day they arrive. Although new to Middlesex, The Amazon Locker Program has existed for a while. Starting off as a simple test project, the lockers were introduced in September of 2011.  They first became available in New York City, Seattle, and London but they are now in stores across the country and around the globe including Whole Foods, 7-Eleven, and Rite Aid. So how did they end up on our campus? “At first we had meetings to learn about (the lockers) in December 2022,” said Ben Gilmore from the Middlesex Mail Room. Gilmore and his colleagues met with Amazon and two other companies to explore the costs of such a program and whether lockers would truly alleviate pressure in the mailroom. They ultimately decided that Amazon was the best choice. Since installation, the lockers have become a “nice, secure way for people to pick up packages twenty-four-seven, and “they’ve done a great job of keeping clutter down in the mailroom,” said Gilmore. This being said, the lockers still aren’t as fully integrated into the mailroom system as the Mailroom Team would like. “Ultimately we would like the drivers of UPS, Amazon, and FedEx to put the packages in the lockers themselves because that’s what they’re intended to do,” said Gilmore during our interview. Since the installation of the lockers, Ben and James have been filling each locker spot themselves, but if the package delivery services would load the machine themselves, it would further streamline the system. Middlesex has been fortunate to have few problems with the lockers other than the occasional lost student package pickup code or stuck box in the compartment. “Amazon’s customer service is pretty awful which I’ve learned from working with them,” commented Gilmore reflecting on multiple instances where he was referred to a 1-800 number or AI Chatbot instead of a real Amazon representative. These minor problems aside, the Amazon Lockers themselves have been a positive addition to the campus and will continue to serve as an example of how technology can enhance Middlesex. Diana Davidson