(From the Summer 2019 issue of Doorways, Holton's alumnae magazine, out now!)

A group of fifth graders was participating in a lively Social Studies discussion about school uniforms this past winter when Carter '26 had a pressing question. Why didn't Lower School have its own student government, like the Middle and Upper Schools? Why was there not a regular forum where students could discuss ideas for improving and enhancing Lower School life with "higher-ups"?

Carter enlisted the help of four friends, Sasha, Rebecca, Rose, and Kai, and together this informal committee hashed out a rough sketch for a Lower School Student Council: Each homeroom would have an elected representative and a suggestion box, so "everybody would get to participate, not just the representatives," Carter explains. Representatives would have to present all their homeroom's suggestions to the Council, "because they're there to speak for everyone."

In February, Carter started a petition and her team helped circulate it, sharing their idea and discussing its potential benefits with other Lower School homerooms. Before long, they had 155 signatures—most of the Lower School student body and 15 teachers. After working hard with their Language Arts teacher, Rachel Kolb, to flesh out their arguments and polish their presentation for Lower School director Christy Diefenderfer, the administrator soon added her name to their tally.

Diefenderfer was extremely impressed by the group. "It's so important for students to realize at a young age that their voice matters," she says, "and a representative student government is a perfect way for our students to understand how democracy works and help create positive change in the Lower School. Small but mighty actions, like having the courage to share and implement ideas, help prepare our youngest students to be agents of change in our 'complex and changing world.'"

With Diefenderfer's support, the Lower School Student Council effort had just one more hurdle: the committee had to meet with Head of School Susanna Jones. Despite their hours of preparation and practice, the girls found this somewhat "terrifying." (To work out their nerves before the presentation, they staged an impromptu dance party outside of her office.)

"You think of her as this very important person who you'll never get to talk to and who's in charge of everything," Rose says. "But she's really nice and really listens to your ideas."

Jones not only listened to the idea; she loved it.

"It's happening [this] year," Carter says proudly. She remembers when she and her fellow committee members got the email from Jones—and all the screams of joy that spilled through the Lower School hallways afterwards.

"It was like sprinkles everywhere!" Kai giggles.

Huddled around a conference table in the Lower School Library, the committee members beam when they talk about the project—about seeing their big idea through to an even bigger reality.

"It's put me in a different place," Rebecca says. "If this can happen, then lots of other great things are possible, too."

The girls are thrilled for the fall, when they will help unveil final details about Student Council and upcoming elections to their peers. (And they are quick to point out that if they choose to have any official, ongoing involvement, they'll have to run for election just like everyone else.)

It's clear that Lower School Student Council has already made a huge impact on these five students; it's stretched their comfort zones, boosted their confidence, sharpened their persuasive and communications skills, and deepened their relationships with one another, fellow students, teachers, and their principal.

"We became good friends!" Kai says while initiating a team hug.

"We're an example of what's possible through Student Council," Rose says—and of what can happen when young women are empowered to act on their beliefs.

(Hear the girls discuss their efforts and what they've learned along the way in the video embedded above.)

Fall custom-Under-Armour athletic apparel, including options for both men and women, is now available. Use the links below to access each of the fall team stores and general athletic store. The store closes at midnight on Friday, August 23, so you only have one week to get your orders in!

All items will be delivered to Athletic Director Julie Treadwell around mid-September. When items arrive, she will send an email for students to come pick up their order.

Happy shopping!

Athletics (general)

Cross Country

Field Hockey

Orchesis

Soccer

Tennis

Volleyball

More than 130 Holton and Landon students teamed up for a unique "preseason" experience this week: the Third Annual Holton-Landon Leadership Summit. The event is open to Upper School students in select grades who are interested in further exploring and cultivating leadership skills.

The summit's three days of programming included one day just for each school and one collaborative day on Holton's campus. Workshops and discussions covered topics like common traits of effective leaders, how to identify and leverage individual strengths, School strengths and areas for growth, and constructive conflict resolution.

For the first time, the summit also featured facilitator training for 26 Holton and Landon students, who then led small-group workshops during the collaborative day.

The event's keynote speaker was well-known sports columnist, commentator, and author Christine Brennan. Brennan told students about her background as a longtime athlete and writer and how she built a successful career and life around these passions. She spoke candidly about obstacles she's faced and injustices she's seen over the years—particularly as a woman in a male-dominated field—and how she's used her platform to uplift others and advocate for positive change.

"There is no secret recipe to success," she told students. But some of the ingredients she believes are critical are hard work, perseverance, minding the details and one's manners, and ignoring naysayers.

"This ain't no dress rehearsal," she said.

Holton student Sydney Pham '20 says she took so much from the summit. "We focused a lot on quiet leadership and how we don't need a title or position to be a leader. We also talked about ways we could take our own strengths and use them to help a group or a team."

She feels the most important takeaway for attendees was "that leading by example can sometimes have the biggest impact--and how doing the little things, like picking up a piece of trash, can add up, make a difference, and motivate others to do the same."

Despite summer's breezy reputation, it is a time of extremely significant learning, growth, and inspiration for Holton students, particularly those who participate in our broad range of Global Education Trips. This year, the School offered seven trips to six countries and in the U.S., each tailored for a certain grade or age range and focused on specific goals and topics:

• Gr. 6 students traveled to Maine to study oceanography.
• Gr. 7 and 8 Holton and Landon explored Belize through the lens of the U.N. Sustainable Development Goals of Quality Education, Responsible Consumption and Production, and Climate Action.
• Gr. 9 and 10 students embarked on cultural and language immersion trips to Spain and France.
• Gr. 11 students participated in Junior Journeys to China, India, and Peru while delving into a host of U.N. Sustainable Development Goals, including No Poverty, Good Health and Wellbeing, Decent Work and Economic Growth, and Gender Equality.

All together, 156 Holton girls took part in these programs. Here, read about their experiences and growth in their own words through their trip blogs:

Maine
Belize
Spain
France
China
India
Peru - Group 1
Peru - Group 2

Nina and Su Shen, two participants on the Junior Journey to India, said that their travels had a profound impact on them. "We felt empowered and determined to return home and start making changes in our community, especially at Holton," they wrote on the trip blog.

Kelly Randall, Assistant Director of Diversity, Wellbeing and Global Education, said, "We are so proud of our girls for taking risks, increasing their capacity to be more socially responsible, pursuing opportunities for leadership, and building lifelong friendships. Their ability to investigate their world, recognize perspectives, and adapt to new environments represents all that Holton strives to provide."

Learn more about Holton's Global Education Program.

This morning's beautiful Convocation ceremony officially kicked off the 2019-2020 school year. Held in the Camalier Amphitheater, the annual event brings together students, faculty, staff, parents, and Board members for speeches and songs that set the tone for the year to come.

Please see our highlights video below!

You can find photo highlights as well on our Instagram and Facebook feeds. (Parents and students: Full galleries are available on our private Vidigami photo-sharing site!).

US art teacher Benjamin Ferry helps his students learn the craft of painting and drawing—and a major component of this is teaching them that art, and inspiration for it, is everywhere. We simply need to get out into the world and discover it.

Take Ferry's latest solo exhibition, for example. Hats Off, showing at D.C.'s gallery neptune & brown from Sept. 14-Oct. 12, explores and celebrates esteemed local milliner Vanilla Beane and her hat-making shop, Bené Millinery. The show is the culmination of two years of work for Ferry, and the direct result of wandering with his eyes wide open.

Several years ago, the artist and teacher had just relocated to a new neighborhood in the District, Brightwood/Manor Park, and he enjoyed taking it in during his daily dog walks. "There was one neighborhood shop that had kind of a magical energy to it," he recalls. It was Bené Millinery, with its windows and walls confettied with handmade creations of all shapes and hues, bejeweled and feathered, ribboned and ruffled.

Ferry finally worked up the courage to go inside and met the shop's then-97-year-old owner. "I'm D.C.'s living legend," she told him. She shared details of her personal and professional journey: how she moved to Washington from North Carolina in the '40s, taught herself to make hats while working as an elevator operator in the building that housed Washington Millinery & Supply Company and as a seamstress in the '50s, and opened her own hat shop in 1979 to serve the local community.

Over Bené's 40 years, Beane has made hats for generations of dignitaries and District denizens, including Mayor Muriel Bowser and civil rights activist Dorothy Height. Her work was featured in the 2013 Smithsonian Folk Life Festival and was acquired by the National Museum of African American History and Culture.

Ferry was captivated by her, her artistry, her story and history. "She's connected to three centuries of American history," he says. "Her story is a story of American history, of African American history, of D.C. history, of church history."

He wanted to make art that would celebrate and commemorate her; that could help share her story with an even wider audience. Two years later, on the eve of Beane's 100th birthday, Ferry is humbled to be debuting his collection of works featuring the acclaimed hat maker. He believes the show is some of his best work, "because I really believe in the subject."

He hopes that in the modern, Internet-driven era, his students are inspired by the show and its celebration of beauty made by hand.

"I hope that a show like this can bring many people together from different walks of life and they can speak to who Ms. Beane is and what she has represented from their own D.C. experience," Ferry says. "For me, a successful show is where the artwork can create an environment where people converse and find commonality amongst themselves, while appreciating differences and how experiences have shaped them."

Learn more about the exhibition, Hats Off, showing Sept. 14-Oct. 12 at D.C.'s gallery neptune & brown.

Good morning and welcome to the 119th school year at Holton-Arms. I want to extend a particularly warm welcome to everyone who is new to this wonderful community: our new parents, new faculty and staff, and most of all our new girls. Let's give a particularly big hand to the new third graders, the Class of 2029. I can promise all of you that you will find this a warm, supportive, learning community where, like the girls who have come before you, you will find many ways to finish the statement, "I love Holton because..."

And, of course, I want to recognize the great Class of 2020!

As most of you know, just like you students, I always have a summer reading list. One of my favorites this year was Educated, a memoir by Tara Westover. Westover grew up in rural Idaho in a large family who practices a strict form of Mormonism that includes the belief that women should stay at home, be mothers and wives, and submit to their husband's will. Her father, a powerful character who is probably bipolar, meaning he suffers from a serious mental illness, ran a construction company and a junkyard behind their house. He is also a survivalist who is deeply suspicious of the government to the point that he refused to allow his family to see a doctor or have his children go to school. Although he loves his children, they serve as his labor force and he repeatedly puts them in dangerous situations and several of them suffer serious, and in one case life-altering, injuries. Tara grows up having little interaction with other children besides her five brothers and sisters. Her mother theoretically home-schools the children; however, in reality, Tara receives virtually no formal education. Despite that, one of her older brothers who has gone to college persuades her to take the ACT and apply to Brigham Young University, a Mormon school.

While it may seem remarkable to us, Brigham Young accepted her on the basis of her ACT score and a letter from a relative saying that she had been home-schooled. She arrived at college not knowing that Europe was a continent not a country; without knowing what the Holocaust was or anything about the Civil Rights Movement; without having studied algebra or ever having written an essay. It's important to note that Westover did not lack knowledge–for example, she knew a great deal about natural remedies, but she suffered from an enormous deficit in the kind of book-knowledge that serves as the foundation of a college education.

Westover worked incredibly hard to overcome her limited preparation and graduated from Brigham Young with a degree in history. She received a Gates Cambridge Scholarship and went on to earn a Ph.D. in history from Cambridge University in England. She tells her remarkable story not to impress us with the prestigious academic honors she has earned, but to take us on her journey to becoming her own person, not the person her family, particularly her father, expected her to be. Her father's powerful personality and her isolated childhood and adolescence meant that her family culture exerted a particularly strong influence over her. However, in the course of her college education, she was exposed to new ideas that challenged how she was raised. For example, the feminist theorists she read freed her to believe that she had the right to personhood independent of her domineering father; contrary to his beliefs, women have the right to be autonomous human beings, a thought that she had harbored deep in her psyche, but which her family culture had effectively smothered. It was through the process of her education–which was at times wrenching–that she came to discover her true self. To her, this defines an education: the process of creating your own "selfhood."

Reading Westover's story got me thinking about what it means to be "educated." Merriam-Webster defines it as "having an education beyond the average." I would guess that's how most of us define it–an educated person is someone who certainly has a college degree and perhaps more.

Personally, I think it's interesting that the word, while an adjective, is in the past tense, suggesting that the process that makes you an educated person finishes. However, Westover's experience suggests otherwise. As she became more "educated," her desire to learn grew. She kept expanding her horizons, opening up new perspectives. This interpretation means that to be "educated" is not to have completed a process but rather to have acquired knowledge and tools and to have developed a mindset that set us on a path of lifelong learning.

William Butler Yeats, the great Irish poet, observed, "Education is not filling a bucket but lighting a fire." We, your teachers here at Holton, where, unlike Westover, you are receiving a world-class education, aim to do much more than just fill your minds with information. Rather, we aspire to spark a fire of curiosity, instill in you a love of learning that carries throughout your life. We encourage you to engage deeply in your learning and both master information and develop into critical thinkers and effective communicators.

Book learning is one way we do this. As we study literature and history, we learn about the human condition, we consider choices people make, why they make them, and the consequences of those choices. We begin to learn about different philosophies and schools of thought. In world language, along with literature and history, we learn about different cultures and different perspectives. In science, we gain an understanding of how the physical/natural world works, and in math we learn structures, patterns, and logic. A powerful film or play or piece of artwork can likewise challenge us to think, as Ms. Archibald so eloquently explained. In all these subjects, we learn to think and every one in its own way opens up the world to our understanding, dispelling mystery, and encouraging further questioning.

It's important to recognize that education can also happen outside and beyond school. While we derive great value from learning with other people guided by a knowledgeable instructor, we can and should continue to seek out opportunities to learn even when not in school. New ideas, new research, new understandings, new perspectives get shared in books constantly. Personally, I continue to learn enormous amounts by reading. Tara Westover's book obviously made me think. This summer I also read a book called White Fragility, a book I know some of you have also read. The author, Robin DiAngelo, helped me think deeply and critically about my role as a white person in American society and in the process shifted my thinking about race in important ways. Beyond books: newspapers, magazines, blogs, and podcasts can all introduce us to new ideas and new information. I especially like a podcast called "The Argument" because it helps me see issues from a range of political perspectives.

While the term "educated" usually implies book-learning, I would argue that we should broaden that definition. We can learn so much from each other, which is the great value in going to school with, working with, and living in diverse communities. Holton gives you that gift–the opportunity to learn from classmates whose families come from different cultures, different religions, and different perspectives. Travel also educates us by similarly exposing us to different cultures and different ways of thinking and doing. These kinds of experiences prompt us to examine our own culture, our own assumptions and values. We may alter our ideas in response to these experiences or these experiences may affirm our beliefs. Either way, we benefit from examining them so that we hold them, reject them, or modify them intentionally, not simply because they are the belief system we grew up with.

You may take your education for granted, but I would encourage you to ask yourself why it's important to be "educated." Westover would say that it is to find our selfhood. I would agree and go farther. I would argue from a selfish perspective that life is much more interesting when we approach it with curiosity. From a broader perspective, as citizens of a democracy, we need to be educated so we can make informed decisions and participate in the democratic process in a knowledgeable way. Moreover, we expect Holton students to become leaders, change-makers, people who make the world a better place. Fulfilling that mandate demands the qualities of an "educated" person–knowledge, flexibility, perspective, appreciation for new ideas, a willingness to test our assumptions, and a desire to keep learning. When we think about education in these ways, it becomes a very personal journey—one that is not about grades, getting into college, or preparing for a job. Rather, it is a journey that leads us to grow in self-understanding and develops us into citizens of the world. It is the education of the mind, the soul, and the spirit.

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Each year, Chinese teacher Dr. Amy Liao invites advanced-level and former students who've traveled in China and Taiwan to visit her Lower and Middle School classes. Whether these guest speakers have embarked on Holton's Junior Journey to China, a State Department program, or a college study-abroad experience, their stories help inspire younger students to continue their Chinese studies and help them understand the doors that can open as a result.

This fall, three Upper School students shared their stories with Lower and Middle School classes. Kyley Rymsza '20 and Erin Thomas '20 described this summer's three-week Holton Junior Journey to China. Through travel to Shanghai, Dali, Shangri-La, Xi'an, and Beijing, the trip helps students explore the U.N. Sustainable Development Goals of Decent Work and Economic Growth; Industry, Innovation and Infrastructure; and Quality Education—and sharpen language skills.

Keshini Maynard '20 discussed her U.S. State Department National Security Language Initiative for Youth (NSLI-Y) summer program in Taipei, Taiwan. The initiative aims to equip young Americans with "the linguistic and cultural skills to advance international dialogue and compete effectively in the global economy," with a special focus on languages critical to national security. The competitive program involves a home stay, daily language study, and excursions and service projects with fellow participants, all underwritten by the State Department. (Keshini is the third Holton student to receive an NSLI-Y Scholarship.)

All three of Dr. Liao's student speakers described their travels as amazing, eye-opening, and life-changing. The trips also had their share of challenges, but as the girls explained, these provided wonderful opportunities for growth. For example, Keshini found herself alone on Day One trying to get cash out of an ATM with directions only in Chinese. And later, attempting to navigate street signs written in traditional characters, when she knows only simplified.

"At a restaurant with friends, we'd just try to figure out what we could then take a chance," she said. "It gave us a chance to try something new and test ourselves. It was just a really good life experience."

Learn more about Holton's commitment to global education.

Magical moments were plentiful during the Lower School Reading Celebration last Fri., Sept. 13—from sixth graders skillfully leading cross-grade reading discussions and games, to all students creating a beautiful collaborative art project inspired by the summer reading book (Katherine Applegate's Wishtree), to everyone finding a quiet nook for a half hour to dig into a great book of their choosing.

More than a decade old, the event ostensibly celebrates reading, as its name suggests. The group discussions and projects and individual reading time all explore and underscore the importance of, lessons to be gleaned from, and fun to be found in reading.

But the day goes far beyond books. As Lower School Director Christy Diefenderfer shares, "Spending the day with cross-grade groups also allows new opportunities for increasing leadership, sharing ideas, and building relationships."

In their debriefings with teachers, students noted the many things that they loved about the day, and a major theme was how much they enjoyed the event's community-building aspects.

"I just really liked being in a group with people who aren't in my class and grade," said fourth grader Leah Claire.

"You got to meet so many new people," said classmate Cate.

Reading Celebration is one of Lower School Librarian Evelyn Schwartz's favorite days of the school year. She especially loves the "Drop Everything and Read" Time, when girls scatter across the School with their own book choices. "It's a shared oasis of time that doesn't often happen in a busy schedule. I love that Holton intentionally sets that time apart for us to be together in that way," she says.

Twelve seniors participated in the School's Science Research Program this summer, completing six-to-eight-week internships at local research laboratories. Their projects ranged from running flight tests on firefighting drones at a University of Maryland lab to helping examine the effects of traumatic brain injury on anxiety at the Uniformed Services University of Health Sciences.

For more than a decade, Holton's program has been providing participants with a unique opportunity to immerse themselves in a professional laboratory setting—an experience that builds familiarity, skills, and confidence, while also helping students expand their network and explore college and career options.

After an application process, just over 10 girls are selected each year and matched with one of the School's partner institutions. Before their internships begin (the summer before their senior year), students take courses that help them prepare: Computer Programming and Robotics for those pursuing engineering-based internships, and Microbiology and Molecular Biology for those who will work in the biomedical field.

Research Program coordinator Dr. Hannah Krug says that project mentors are frequently "blown away by how well-prepared Holton students are," and they "ask us for students year after year."

This year's 12 participants shared their experiences with fellow Upper School students during presentations on Thurs., Sept. 19.

Among them was Raeyan Syed '20, who spent her summer working on creating an "atlas" of a baboon's brain—a complex mapping that helps with analysis—at Howard University Hospital. "I never thought I would get the chance to intern at a lab as a high schooler, so I am incredibly grateful that I had this opportunity," she says.

Raeyan has long pondered becoming a doctor and has been interested in working with the brain in particular. "This internship confirmed that I really enjoy this work," she says.

Roshini Balan '20 explored preventive measures against ovarian cancer at Inova Fairfax Hospital's Women's Health Integrated Research Center. "I really liked my placement because I didn't get to study just one project," she says. "Rather, I was introduced to a whole host of other scientific concepts and skills."

She admits she was intimidated when she first started, but moving well beyond her comfort zone was ultimately extremely empowering. "I think the experience made me more independent," she says. "I really know what it's like to be accountable to not only yourself but to a mentor and his or her project. I know this will help me a lot in future endeavors."

Below is a full list of 2019 Science Research Program participants, project titles, and partner organizations. (Please check back for links to student presentations, which we will share here once they are available!)

Roshini Balan: "Investigating the Synergistic Effects of Calcitriol on Progesterone" (Inova Fairfax Hospital's Women's Health Integrated Research Center)

Morgan Bedingfield: "Using Ultrasound to Vaporize Droplets Embedded in a Gelma Scaffold" (George Washington University School of Engineering & Applied Science"

Olivia Boykin: "Biofilm Formation by Pseudomonas Aeruginosa" (Uniformed Services University of the Health Sciences)

Laura Canseco: "Firefighting Drone Project" (University of Maryland Institute for Systems Research)

Francesca Cetta: "Studying the Effects of SB27" (George Washington University Milken School of Public Health)

Lauren Cooke: "Dark Matter in Low-Mass Dwarf Galaxies" (University of Maryland Astronomy Department)

Samantha Curley: "The Role of Metalloestrogens in Hormone-Independent Activation of ER⍺" (Georgetown Lombardi Cancer Center)

Pascale Schmidt: "Maximizing Knowledge Gained from Senate Bill 27" (George Washington University)

Emily Shapland: "FMRP Expression in the Visual System" ("Center for Neuroscience Research at Children's Hospital)

Raeyan Syed: "Creating an Atlas of a Baboon's Brain for PET Imaging" (Howard University Hospital)

Skye Worster: "Urban Mobility eVTOL" (University of Maryland A. James Clark School of Engineering)

Lilly Zheng: "The Effect of Mild Blast-Induced TBI on Fear Conditioning in Mice" (Uniformed Services University of the Health Sciences)

Learn more about Holton's Science Research Program and commitment to STEM.

As most of you know, one of our school-wide goals resulting from the AIMS accreditation process focuses on diversity. That focus has taken many forms, including the creation of a Board of Trustees committee on diversity, equity, and inclusion. In the first year of its operation last year, this committee—which consists of staff and faculty, as well as Trustees—revised Holton's Diversity Mission Statement. Holton has had a Diversity Mission Statement since 1996; more than 20 years later, it was time to revise it. Here is the new statement approved by the Board of Trustees last May:

DIVERSITY, EQUITY, AND INCLUSION MISSION STATEMENT

The Holton-Arms community recognizes and values the uniqueness of each of its members, including current and former students, faculty, and staff. We strive to create an inclusive environment that sees and supports diverse identities and experiences, cultivates engaged and civil discourse, and empowers our students to be thriving members of the global community.

At Holton-Arms, each of us is responsible for fostering an equitable, respectful, and just community. Holton is committed to helping its members

• Discover, develop, and value their full authentic selves.
• Deepen awareness of one's own personal and systemic biases and be accountable for the impact of one's words and actions on others.
• Develop an understanding of the historical origins and perpetuation of systems of power and privilege.
• Engage in open and brave conversations that promote growth, understanding, connection, and agency.
• Be advocates for supporting the diverse identities of others in the community.

As you might imagine, the Committee carefully considered virtually every word contained in the statement. There is a great deal to unpack here and I cannot do justice to the full meaning of the statement in this column. Nevertheless, I want to share a few thoughts.

Let's begin with: "cultivates engaged and civil discourse." Ensuring "engaged and civil discourse" in an era of political polarization presents a challenge. However, we as adults need to model such discourse and provide direction and even training for our students so they learn how to participate in dialogue around issues that are sensitive or about which people may disagree. It's important to note the use of the word "dialogue," which implies learning from one another; debate, by contrast, demands convincing the other side of one's position. Students currently learn these types of skills in their classes and through DEI (diversity, equity, and inclusion) work, especially in the context of our student-run Middle and Upper School diversity conferences and the Learn Well, Live Well, Lead Well (LW3) Seminars (which eventually all students will take each year).

Next, let's look at: "awareness of one's own personal and systemic biases." Through the work of professors Mahzarin R. Banaji and Anthony G. Greenwald, inventors of the IAT (Implicit Bias Test) and authors of Blindspot: Hidden Biases of Good People, we have learned that we all have biases—biases we often don't recognize. I was stunned to discover that, despite my deeply held beliefs in female equality, I harbor anti-female biases. If you have never taken the IAT, I encourage you to do so (and the book is fascinating). Not only is it essential that we recognize the biases virtually all of us have and act to overcome them; we also need to understand the "systemic biases" in our society. Most of our personal biases stem from systemic biases, such as racism and sexism, and these, in turn, undergird "systems of power and privilege," which I will address below.

To be "accountable for the impact of one's words and actions on others" is also critical, as we all live and work in diverse communities. Intent and impact are different and intent does not absolve us from impact. We need to be able to listen and learn when our words or actions impact others in ways we don't mean.

As I suggested above, "systems of power and privilege" are closely tied to personal and systemic biases, with biases and systems reinforcing one another. These work in our society and economy in multiple ways. Some practices such as redlining are no longer legal, but their impact persists to this day. In other areas, such as medicine, biases continue to impact practice. For example, as explored in a feature in our latest Doorways magazine, black mothers experience significantly higher maternal mortality rates than other ethnic groups. The fight over equal pay, highlighted this summer by the U.S. Women's Soccer Team, represents another example of systemic bias, as well as a reaction against systems of power and privilege. Understanding both biases and systems of power and privilege, along with their histories and how they are perpetuated, helps us and our students understand the world in which we live and gives us a foundation for addressing inequities and social injustice.

These topics can make people feel very uncomfortable. However, if we genuinely wish to create an equitable society—even an equitable culture within Holton—we need to acknowledge that there are systems of power and privilege, as well as recognize who benefits from them. This is particularly difficult for someone like me as a white person, because we probably don't see the ways our privilege operates to our advantage. Just as we have an obligation to understand our biases, we have an obligation to understand our privilege—whether that comes from race, gender, socio-economic status, education, age, or some combination thereof—and the power that accompanies it. We don't need to feel guilty about it, but we should leverage it to address inequality.

The Committee discussed using the word "safe" to describe the kinds of "conversations" we want, and I urged us instead to use "brave." It is crucially important that we engage in conversations across differences, and I worry that the term "safe" could preclude some of those conversations. While certain topics may require an especially sensitive approach (for example, talking about sexual assault with someone who has experienced it), in general, we need to prepare ourselves and our students for brave conversations. Safe Spaces, Brave Places by John Palfrey, the former Head at Phillips Academy, Andover, helped me think through this. A lawyer by training, Palfrey explores diversity and free expression, arguing that we need both. Indeed, while in today's environment it can feel as though advocates for diversity often oppose free expression, he shows that historically, movements expanding people's rights, such as the civil rights movement, have expanded freedom of expression. Building on this history, he argues, "There is a deep connection between the benefits to be gained through diversity in education and those resulting from a culture of free expression on campuses." (61) We need both safe spaces and brave spaces. Palfrey believes, as I do, that "Campuses at large need to remain places where students learn to confront the uncomfortable and the unfamiliar and respond in ways that enable them to grow." (30) This means, I would say, that we need to ensure that we have spaces that feel safe so people can be brave. This takes effort, including training for students and adults, but it's essential to the educational process and to creating the citizens and leaders of tomorrow.

The last statement, "Be advocates for supporting the diverse identities of others in the community," sounds pretty straightforward, and most of us probably believe we do this. However, to truly do it well, we need to dig deep and to ask questions, because we may not be doing it as well as we think. We need to find out from the people representing different identities what they need to feel fully a part of this community and genuinely supported.

Mission statements should state what an institution does while also being aspirational. That certainly describes Holton's new Diversity Mission Statement. We work hard to live up to this mission, and we recognize that we have work to do, both as individuals and institutionally. Personally, I am on a journey, one on which I am constantly learning. As I said in my Convocation speech, that is what it means to be "educated."

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Five Holton seniors have been named 2020 National Merit Scholarship Semifinalists: Francesca Cetta, Alicia Colomer, Jenna Einhorn, Sydney Pham, and Emily Shapland. Of the more than 1.5 million juniors who took the 2018 PSAT, just 1 percent have been selected as Semifinalists, representing the highest-scoring entrants in each state. These students now have the opportunity to continue in the competition for the 7,600 National Merit Scholarships, worth more than $31 million, that will be awarded in the spring.

National Merit also recognized nine seniors as Commended Students: Morgan Bedingfield, Lillian Broeksmit, Lauren Cooke, Shifra Eskin, Jillian Johnson, Kyley Rymsza, Maya Valmon, Skye Worster, and Lilly Zheng. These students placed among the top 50,000 scorers on the 2018 PSAT.

Three students—Alicia Colomer, Nina Nichols, and Gabriela Tuncer—were honored by the National Hispanic Recognition Program. These young women placed in the top 2.5 percent of Hispanic and Latino PSAT/NMSQT takers in the region.

The school celebrated these students at an Upper School assembly on Oct. 3, where they received their certificates from Upper School Director Chris Lynch.

Congratulations to these students!

The School's National Merit Semifinalists and Commended Students and National Hispanic Recognition Program honorees pose with Upper School Director Chris Lynch. (Not pictured: Nina Nichols '20.)

After much anticipation, the Lower School will soon hold its very first Student Council elections later this month. In preparation for this important milestone, the School invited Maryland House of Delegates member and Upper School parent Sara Love to speak with students on Oct. 3.

Before her audience of third through sixth graders, faculty, and administrators, the delegate drew on her own experiences to help girls better understand government, running for office, and the roles and responsibilities of elected officials.

Love recalled her own election in 2018 and the hard road to victory. "I knocked on over 9,000 doors myself," she said.

This was tough, she admits—but so worth it. "I love what I do, and if you really love it, you'll be more inclined to do what it takes to get the job done," Love said.

The delegate asked girls to think about whether running for Student Council interested them. If so, why do they want to run? What are their strengths and weaknesses, and how can they best market the former while working to improve the latter? What issues matter most to them—and what's most important to their classmates? How will they make sure they're not just advancing their own personal agenda, but serving the whole Lower School?

"I belong to a political party," Love said, "but my job is to represent everyone in my part of the state. It doesn't matter whether they personally voted for me or not."

Students had many questions for the delegate, from whether to enlist a campaign manager (maybe, if it's someone you work well with and trust) to how to know what constituents want (listen, listen, listen!).

Lower School Student Council elections will take place Oct. 23-25 and the first meeting is scheduled for Oct. 29. The first term will run through February, then elections will take place once more, giving a new crop of students the opportunity to get involved and build leadership skills.

Learn more about the student-led efforts to create a Lower School Student Council here.

One Sunday evening a few weeks ago, I received an email from one of the captains of the varsity field hockey team inviting me to be their "Coach of the Day" at their next home game, scheduled for the next Tuesday. Students don't realize how much it means to adults when they invite them to do something like this, and I was thrilled to be asked. I had no idea that the field hockey team had a practice of doing this, nor did I know what being Coach of the Day would entail, but I was going to accept the invitation even though I had an important meeting that conflicted with the game.

I played field hockey from 4^th through 12^th grade. In fact, when I went to boarding school in 10^th grade, one of the only goals I set for myself was to make the varsity field hockey team. As I started school, it was on the field hockey field where I first felt at home. Despite that, I wasn't very good, and quite honestly, I never put in the effort necessary to improve. Senior year, I finally made the varsity–goal achieved. However, after just a few weeks, the coach–whom I loved–cut me back to JV. I was very disappointed and humiliated. This decidedly mediocre career did not exactly prepare me to coach field hockey. Moreover, the rules have changed drastically in the last 40-plus years. Add to all this that, besides helping supervise afternoon soccer during Andover Summer Session, which definitely doesn't count, I have never coached a day in my life.

I had assumed that the captains were not looking for coaching experience when extending their Coach of the Day invitation and that really all I needed to do was be a supportive presence on the sideline. Until I talked to Chris Lynch. When I told him about the field hockey team's invitation, he told me that I had to give a pep talk both before the game and at halftime. We had this conversation the day of the game, so, of course, I immediately became concerned that I wasn't prepared. I contacted Katie McEnroe, the coach, to confirm my actual responsibilities and learned that I was not required to give a pre-game pep talk, but that some inspiration at halftime might be in order, perhaps using a favorite quotation. Between meetings, I did some Googling and found a few appropriate quotations that could be used under various circumstances (were they winning? Or losing?).

The afternoon of the game, I changed into shorts, sneakers, and a Holton Athletics T-shirt and hat and headed to the field. It was a beautiful afternoon and we were ready to take on Potomac. By now, I had learned that Chris had been only teasing, so I felt fairly relaxed. I wished the girls good luck and they took the field. They played well in the beginning of the first half, dominating the field and scoring two goals. Then they started to slack off, playing with less heart. At halftime, the coaches urged them to pick up their game and warned them of the old adage that a two-goal lead is always the most dangerous. When asked by the coach if I wanted to add anything, I observed that even I had noticed the diminished energy and urged them to give it their all as they headed into the second half. I was prepared with a quotation, "Believe you can and you're halfway there" from Theodore Roosevelt, but it felt forced under the circumstances and I didn't use it. So much for Chris Lynch!

The team played better second half, but still not as well as early in the game. Nonetheless, they held on to their dangerous 2-0 lead and managed to expand it with a third goal, winning decisively. Throughout the game, I cheered enthusiastically and periodically encouraged the girls on the bench to raise their voices more loudly.

At the end of the game the team manager approached me, imploring us to do something about the mosquitoes, which, according to her, plague not only her sitting at the edge of the woods, but players and referees. I expressed sympathy, told her to send me some solutions, and promised to see what I could do. (After some research, bug spray seems like the best option.) So those were my contributions: cheering, a little encouragement, and insect management support.

As is true of most such endeavors, I gained much more than I gave. First, of all, two 25-minute halves with the clock stopping constantly (field hockey is notorious for how often the whistle blows) is a LONG time. While I watch quite a lot of games, I rarely attend from beginning to end. There were times when, quite honestly, I looked at the clock and couldn't believe how much time was left. It probably would have felt different if we were losing. Which brings me to my most important lesson: how demanding coaching is. I know firsthand how hard teaching is, but coaching felt different. Our varsity field hockey coaching staff consists of three coaches, two of whom played field hockey in college and the third of whom played soccer in college and has coached field hockey and other sports for years. They were totally focused for almost 90 minutes, constantly cheering, exhorting, and directing–"get back," "move up," etc. They observed the entire field and all 11 players, watching how they interacted with each other, how they passed and took free shots, how they commanded or didn't command space, how they covered players from the other team. They moved players around to make play more effective. They called different corner plays in an effort to outwit the opposition. They decided when to sub a player and talked with each girl about her play, both encouraging and directing her. One of the best players came off the field and, clearly frustrated, said to the head coach, "You are contradicting yourself in what you are telling me to do." The coach calmly said, "I understand why you feel that way, but I'm not contradicting myself; it depends on whether you're on defense or offense," then drew a diagram to demonstrate what she meant. During the course of the game, the coaches thought about every girl, her strengths, her weaknesses, what she could learn, and how she could contribute to the game. It seemed like directing a symphony (not that I have done that either, by the way)–far more complex and personal than teaching a class.

Early in my career, I heard Ted Sizer, the educational reformer and my high school headmaster, observe that teachers should behave like coaches. What he meant was what I saw that afternoon: the time taken with every player to reinforce good play, to provide direct, actionable, specific feedback, all at a very personal level with the goal of growing each girl into the best player she could be. Teachers certainly have that goal for their students–to help each student achieve her potential. Sizer was saying that they probably would be even more successful in reaching it if they employed the same kind of intensely personal feedback–personal to the individual and delivered in-person–that I observed the coaches providing.

Finally, I gained a deeper appreciation for my colleagues by watching them do their jobs so well up close. I also observed the girls on the team closely and got to know each of them a little better, including two of my advisees.

In the post-game talk, the coaches encouraged the girls to remember what they had done right and to hold onto the good feeling of winning. I did! I was totally pumped and reveled in the fact that, so far, I have a winning record as a coach.

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On Oct. 10, we celebrated the International Day of the Girl Child (which officially took place on Oct. 11) with an all-school collaboration. This is the second year we have observed this international holiday, one that seems designed perfectly for Holton-Arms. Each year, the U.N. chooses a theme for day, and this's was "Unscripted and Unstoppable." We asked the girls to think about that theme in the context of themselves (self), their community, and the world, a way to think about the levels on which girls' Holton education works. We divided students into groups with representation from all three divisions, each with a volunteer student leader drawn from the ranks of students who took part in this summer's Upper School Leadership Summit. We gave the students a lot of choice in how they could represent the theme.

First, working in multi-divisional pairs, the girls brainstormed how they see "unscripted and unstoppable" manifest in the three realms. The overarching themes were standing up for oneself and for others. This included advocating for oneself and for issues our students care about, as well as for their beliefs, even when they might be in the minority. They see themselves as helping each other and helping those in need. This might mean helping a classmate who doesn't understand something; it might mean volunteering or making soup for a soup kitchen; it might mean raising money for a charity addressing needs that are local or farther afield, such as hurricane relief; it might mean spending Thanksgiving building houses in Mexico. Our students also believe in empowering those around them. They are activists who participate in marches and walkouts. They give their time to animal shelters and many of them make environmental issues a priority. Sports provide opportunities for "unstoppable-ness" as individuals or teams. Other school experiences showed up as examples: fourth graders mentioned their petitioning me for an unplugged day, when the school could save energy by using as little electricity as possible. Many groups highlighted the various off-campus opportunities: the Maine trip, Belize, a language immersion, or a Junior Journey, as well as the Level Up Village collaboration, which allows fourth graders to work together with students in other parts of the world to solve a problem. Learning a language and actually using it to communicate can feel unscripted in a global way. Our students practice grit; try their best; they persevere through challenges, never giving up; they find a way or make one.

Then, based on their brainstorming, they created some takeaways in three categories. In the visual arts, they could make a T-shirt design, a bumper sticker, a flag or a poster; for social media, choices included a tweet, an Instagram post, or a hashtag; and for performing arts, they could create a skit, song, dance, or tableau. As you might imagine, we received a number of creative responses.

I look forward to driving down River Road behind a car with a bumper sticker saying:

Be Unscripted
Be Unstoppable
Be a Holton-Arms girl

Or "Have your say/ Make your way" with the Holton "H" in the middle. Or the sticker might simply offer the motto (I will find a way or make one) with the "H." While driving, you could be wearing a T-shirt with a picture of the world encircled by stick figures holding hands on the front and the statement:

Together,
we stand
unscripted
and
unstoppable.

Or perhaps you chose another shirt that proclaims: "We are each other's ROCKET FUEL" and has the words "unstoppable," "determined," "work hard," "supportive," "diverse," and "unscripted" sprinkled in different colors underneath. Maybe you prefer one with the Holton "H" above the motto and the statement "I am determined, powerful, and not afraid to be me." Another option could be a white T-shirt emblazoned with a rainbow diagonally across both the front and the back, the front urging, "Express what you believe in..." and the back featuring the exhortation, "and fight for it." Alternately, you could select one with a plain front except for:

scripted

UN

stoppable

as the logo, and on the back:

Think like a girl
Play like a girl
Work like a girl

Personally, I would be wearing my favorite design:

When you look carefully, you realize that these groups of words describing girls create a panther paw. Love it!

Of course, you should not be checking social media while you're driving. However, once you get to your destination, you could check out this Instagram post, which you will note that I and 2020 (the senior class' graduation year) liked:

Or you could search for any of the following hashtags:

#Iwillfindawayormakeone
#unscripted
#unstoppable
#resilience
#getbackup
#unscripted,unstoppable,leadingon,andbreakingnorms
#wecanandwewill
#whynot?
#nevergiveup
#girlpower

Or these, inspired by this powerful video by Nike about female athletes—and women in general—that the Upper School watched in the morning:

#embracethecrazy
#gocrazy

Those might lead you to tweets like:

I am a GIRL... ALL of the rules about what girls can and can't do are unnecessary...you can't define ME because I am ME and I CONTROL mySELF!

I stand up for myself today and the world tomorrow

Holton girls never back down from challenges, whether in the classroom or the world beyond Holton.

Girls are unscripted. We are unscripted because we do it our own way and we do not give ourselves limits or let others give us limits.

Like a girl...not weak, emotional, or petite, but...strong-willed, determined, and independent. We are leaders, peace-makers, and innovators.

Perhaps a little YouTube viewing, Holton style, would be next on your social media agenda. If you'd like to be inspired you might check out this "public service announcement." And if you're in the mood to feel empowered, watch this music video. As an aside, I find it amazing what the girls can produce in 30 minutes.

You can tell from these examples that the girls took this assignment to heart and expressed in countless ways how much they believe in female empowerment and the ways in which Holton promotes that empowerment. To that end, I thought you would enjoy seeing a word cloud for the two-dimensional work they did:

Isn't that what we want for our girls? To be strong, independent, determined young women. To be leaders who persevere in the face of challenge, who are brave, fearless, and powerful AND kind, as well as the many other attributes encapsulated in the word cloud. They are "unscripted and unstoppable" in all the best ways.

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This weekend marks the beginning of postseason play for the Panthers! Cross country will compete in the ISL Championships this Saturday, Oct. 26 at Agricultural Farm History Park in Derwood, Md. They will continue their postseason run over the next two weekends at the Montgomery County Private School Championships and Maryland Private School State Championships. Click here to check out the cross country team page for the most up-to-date schedule and results.

Varsity field hockey is also gearing up for ISL Championships after an impressive year in the ISL, finishing in third place! This is their highest finish in the regular season in recent history! They will get a bye in the first round and pick up play in the quarterfinals, taking on the winner of the sixth vs. 11th seed teams. That quarterfinal game will be held at 3:30 p.m. on Thursday, Oct. 31 at Holton. If they win, they will advance to the semifinal game on Friday, Nov. 1 at 3:30 p.m. and the championship game will be held at 1 p.m. on Sunday, Nov. 3 at Madeira. Click here to check the field hockey team page for the most up-to-date times, scores, and locations.

Varsity volleyball also had a strong finish to their season, coming in second place in the A Division of the ISL. They will host seventh seed Sidwell in the first round of the ISL Championships. The game will be at Holton at 4:30 p.m. on Thursday, Oct. 31. If they win, they will advance and host the next round at Holton on Friday, Nov. 1 at 4:30 p.m. against the winner of Stone Ridge vs. Madeira. The ISL A Championship will be held on Sunday, Nov. 3 at 1 p.m. at Madeira. Click here to check out the varsity volleyball page for the latest schedule and results.

Varsity tennis is gearing up for a championship run after finishing the regular season in fourth place in the AA Division of the ISL. They will host fifth seed National Cathedral School in the first round of the ISL Championships. The game will be at Holton at 3 p.m. on Tuesday, October 29. If they win, they will advance to the next round on Wednesday, Oct. 30 at 3 p.m. against the winner of Sidwell vs. Flint Hill, location to be determined. The ISL AA Championship will be held on Thursday, Oct. 31 at 3 p.m. at Bullis. Click here to check out the varsity tennis page for the most up-to-date schedule and results.

Varsity soccer had a strong finish to their season, earning the right to host the first round of the A Division Soccer Tournament. Other ISL games still need to be played in order to get a clear view of the championship bracket. What we do know is that Holton will host the first round at 3 p.m. on Monday, Oct. 28. If they win, they will advance to the next round on Wednesday, Oct. 30 at 3 p.m., location to be determined. The ISL A Championship will be held on Friday, Nov.1 at 3:30 p.m. at Holton. Click here to check out the varsity soccer page for the latest schedule and results.

Congratulations to all of our fall teams for a successful season, and good luck in playoffs!

Go Panthers!

Congratulations to the cross country team for winning the Independent School League Championship on Sat., Oct. 26.

Three of Holton's runners finished in the top 10, earning All-ISL Honors. Francesca Cetta '20 won the meet, while teammates Natalie DeSarbo '21 and Lusya Engen '21 finished in fourth and ninth place, respectively. This was truly a team effort, with 10 girls either setting new personal records (PR) or posting seasonal best (SB) times!

Congratulations, cross country! Be sure to come cheer the team on as they try to bring home two more championships: the Montgomery County Private School Championship this Sat., Nov. 2 at Covenant Life, and Maryland State Private School Championship on Sat., Nov. 9 at Georgetown Preparatory School.

For more details on the Holton cross country team's ISL Championship performance, check out MOCO Running's event coverage.

This weekend marks the beginning of postseason play for the Panthers! Cross country will compete in the ISL Championships this Saturday, Oct. 26 at Agricultural Farm History Park in Derwood, Md. They will continue their postseason run over the next two weekends at the Montgomery County Private School Championships and Maryland Private School State Championships. Click here to check out the cross country team page for the most up-to-date schedule and results.

Varsity field hockey is also gearing up for ISL Championships after an impressive year in the ISL, finishing in third place! This is their highest finish in the regular season in recent history! They will get a bye in the first round and pick up play in the quarterfinals, taking on the winner of the sixth vs. 11th seed teams. That quarterfinal game will be held at 3:30 p.m. on Thursday, Oct. 31 at Holton. If they win, they will advance to the semifinal game on Friday, Nov. 1 at 3:30 p.m. and the championship game will be held at 1 p.m. on Sunday, Nov. 3 at Madeira. Click here to check the field hockey team page for the most up-to-date times, scores, and locations.

Varsity volleyball also had a strong finish to their season, coming in second place in the AA Division of the ISL. They will host seventh seed Sidwell in the first round of the ISL Championships. The game will be at Holton at 4:30 p.m. on Thursday, Oct. 31. If they win, they will advance and host the next round at Holton on Friday, Nov. 1 at 4:30 p.m. against the winner of Stone Ridge vs. Madeira. The ISL A Championship will be held on Sunday, Nov. 3 at 1 p.m. at Madeira. Click here to check out the varsity volleyball page for the latest schedule and results.

Varsity tennis is gearing up for a championship run after finishing the regular season in fourth place in the AA Division of the ISL. They will host fifth seed National Cathedral School in the first round of the ISL Championships. The game will be at Holton at 3 p.m. on Tuesday, October 29. If they win, they will advance to the next round on Wednesday, Oct. 30 at 3 p.m. against the winner of Sidwell vs. Flint Hill, location to be determined. The ISL AA Championship will be held on Thursday, Oct. 31 at 3 p.m. at Bullis. Click here to check out the varsity tennis page for the most up-to-date schedule and results.

Varsity soccer had a strong finish to their season, earning the right to host the first round of the A Division Soccer Tournament. Other ISL games still need to be played in order to get a clear view of the championship bracket. What we do know is that Holton will host the first round at 3 p.m. on Monday, Oct. 28. If they win, they will advance to the next round on Wednesday, Oct. 30 at 3 p.m., location to be determined. The ISL A Championship will be held on Friday, Nov.1 at 3:30 p.m. at Holton. Click here to check out the varsity soccer page for the latest schedule and results.

Congratulations to all of our fall teams for a successful season, and good luck in playoffs!

Go Panthers!