Table of Contents
The Great Unequalizer: A Book Report on Everything is Tuberculosis
by Bea Mariano
Beyond the Court: St. John’s 2025 Highschool Girl’s Volleyball Season
by Sujin Oh and Seah Lee
Cross Country: A Fresh Beginning with Fiery Passion
by Jeff Zheng
Who is Ms. Mahoney?
by Jaein Kim
Is Music Education a Necessity or Luxury?
By Cayla Park
2025 Red and White Festival
By Penelope Perez
Fear Rules, Virtue Leads
By Gyubin "Claire" Suh
The Great Unequalizer: A Book Report on Everything is Tuberculosis
By Bea Mariano
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What is tuberculosis? For a lot of people it is the tests that your school makes you get once a year or the so-called consumption that the Victorians obsessed over in their novels. Or maybe to many, tuberculosis is simply this sickness that some people happen to get, just like the cold or the worser flu. However, that would simply be a gross understatement. The 2025 novel Everything is Tuberculosis not only aims to show the impact of the disease in our modern society, but also how tuberculosis and the history of humanity have been intertwined, revealing our failures as a society, how we perceive illness, and the resilience of humans. The author is no other than John Green himself! While having hosted the popular channel Crash Course and written many famous novels like The Fault in Our Stars and Looking for Alaska, he takes a focus to this seemingly niche yet impactful part of history. In prose that combines history, modern research, and the story of a young boy inflicted with tuberculosis, Green reveals how society as we know it today is shaped by the deadliest disease in the world.
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Original by Penguin Books
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Also known as TB, tuberculosis is an illness caused by the bacteria mycobacterium tuberculosis. While it may seem uncommon to the average person, around ¼ or ⅓ of all human beings have tuberculosis. It’s just that many of those cases are latent and so the person won’t show symptoms or be contagious. However, the disease has the ability to be dormant, and it is when a person does begin to show symptoms that the situation gets dangerous. Symptoms include shortness of breath, coughing of blood, weight loss, fever, chest pain, and more. The bacteria starts growing in the lungs, but it can spread to other parts of the body such as the bones, brain, and lymph nodes through the bloodstream.
Tuberculosis remains to be the deadliest infectious disease in the world. Even though we have known about a cure since the 1950s, about 150,000,000 have still since died from the disease. But why is that the case? Why is it that, even though we know how to treat the illness, millions continue to die? And how has TB’s seemingly undying prevalence affected us as a society? As said by Green himself, “I wanted to understand how an illness could quietly shape so much of human history. But along the way, I learned that TB is both a form and expression of injustice. And I learned that how we imagine illness shapes our societies and priorities” (Green 5). Perhaps the reason why tuberculosis has remained this deadly is not only because the disease is easily spread and can be hard to treat, but also because we as a society have allowed it to continue to kill.
One of the most interesting aspects about this book is that amongst the historical tales and explanations of modern research, woven in is the story of a young boy named Henry. Born in Sierra Leone, Henry is the oldest child of his mother Isatu and is described as a bright young mind who was passionate about school. Unfortunately, he caught tuberculosis just before he would have entered high school, and due to difficulty accessing medical treatment, the disease worsened. Henry’s story is a reflection of the social injustices that Sierra Leone has faced, stemming from its colonial history as a former British protectorate. Third world countries are often neglected in medical attention. In general, medical care is something that is hard to come by by many people across the world. Medicine and procedures are often very pricey and difficult to access. Even the side effects can be expensive. The most common treatment for tuberculosis is a cocktail of antibiotics, with a common side effect of these drugs is extreme hunger. It is for that reason that many tuberculosis patients stop taking their medication early; even if they were able to obtain the medicine, they may not have enough food to comfortably combat its side effects.
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Tuberculosis appears in many parts of history, even when or where you least expect it. John B. Stetson created the cowboy hat while out West in order to try and cure his case of TB. The three teenagers who plotted and carried out the assasination of Archduke Franz Ferdinand were all seriously ill with tuberculosis, so it can be argued that their conditions motivated them to make such life-risking decisions. Then there are the Victorians that made tuberculosis, or as they called it, consumption, the muse of their literature and art. Illness and medicine has always been an intrinsic part of history, yet it is rarely taught about compared to wars and kingdoms. However, it is important to remember that we should not make broad and objective claims about history. As noted by Green, “Looking at history through any single lens creates distortions, because history is too complex for any one way of looking to suffice” (Green 19). This book constantly reminds us that history is made up of multiple perspectives, and considering each of them is important in order to build a world that fits us all.
One of the most prominent mentions regarding tuberculosis in history is the Victorian era’s obsession with consumption. Those afflicted with the disease were seen as these tragic yet beautiful muses with their pale skin, dilated pupils, and proclivity to cough up blood. While very different from TB, the film noir character of a detective with, what modern science would now call OCD, who is super detail oriented and intelligent while yet still being socially awkward is another instance of a medical condition being made a common trope in art. People who are on the neurodiversity spectrum are often told that they have “superpowers” that “normal people” don't possess. While tuberculosis, OCD, and neurodivergency are very different conditions, they have both been deemed “special” or “interesting” by society at large at some point in time. While this treatment might seem beneficial and progressive at first, it is still inherently problematic in that it causes us to perceive people with medical conditions. “Imagining someone as more than human does the same work as imagining them as less than human: Either way, the ill are treated fundamentally other because the social order is frightened by what their frailty reveals about everyone else’s” (Green 56). Whether it be the Victorians romanticizing consumption, the detectives with OCD, we as a society tend to label people with illnesses or conditions as different. There is always a danger in being perceived as an other by society. As Green warned, “People who are treated less than fully human by the social order are more susceptible to tuberculosis” (Green 86). Members of marginalized communities tend to get the short-end of the stick when it comes to healthcare. Not to mention, there is also the issue of stigmatization, which is a whole other battle from already having to deal with an illness.
Tuberculosis remains to be the deadliest infectious disease in the world. Even though we have known about a cure since the 1950s, about 150,000,000 have still since died from the disease. But why is that the case? Why is it that, even though we know how to treat the illness, millions continue to die? And how has TB’s seemingly undying prevalence affected us as a society? As said by Green himself, “I wanted to understand how an illness could quietly shape so much of human history. But along the way, I learned that TB is both a form and expression of injustice. And I learned that how we imagine illness shapes our societies and priorities” (Green 5). Perhaps the reason why tuberculosis has remained this deadly is not only because the disease is easily spread and can be hard to treat, but also because we as a society have allowed it to continue to kill.
One of the most interesting aspects about this book is that amongst the historical tales and explanations of modern research, woven in is the story of a young boy named Henry. Born in Sierra Leone, Henry is the oldest child of his mother Isatu and is described as a bright young mind who was passionate about school. Unfortunately, he caught tuberculosis just before he would have entered high school, and due to difficulty accessing medical treatment, the disease worsened. Henry’s story is a reflection of the social injustices that Sierra Leone has faced, stemming from its colonial history as a former British protectorate. Third world countries are often neglected in medical attention. In general, medical care is something that is hard to come by by many people across the world. Medicine and procedures are often very pricey and difficult to access. Even the side effects can be expensive. The most common treatment for tuberculosis is a cocktail of antibiotics, with a common side effect of these drugs is extreme hunger. It is for that reason that many tuberculosis patients stop taking their medication early; even if they were able to obtain the medicine, they may not have enough food to comfortably combat its side effects.
~~~
Tuberculosis appears in many parts of history, even when or where you least expect it. John B. Stetson created the cowboy hat while out West in order to try and cure his case of TB. The three teenagers who plotted and carried out the assasination of Archduke Franz Ferdinand were all seriously ill with tuberculosis, so it can be argued that their conditions motivated them to make such life-risking decisions. Then there are the Victorians that made tuberculosis, or as they called it, consumption, the muse of their literature and art. Illness and medicine has always been an intrinsic part of history, yet it is rarely taught about compared to wars and kingdoms. However, it is important to remember that we should not make broad and objective claims about history. As noted by Green, “Looking at history through any single lens creates distortions, because history is too complex for any one way of looking to suffice” (Green 19). This book constantly reminds us that history is made up of multiple perspectives, and considering each of them is important in order to build a world that fits us all.
One of the most prominent mentions regarding tuberculosis in history is the Victorian era’s obsession with consumption. Those afflicted with the disease were seen as these tragic yet beautiful muses with their pale skin, dilated pupils, and proclivity to cough up blood. While very different from TB, the film noir character of a detective with, what modern science would now call OCD, who is super detail oriented and intelligent while yet still being socially awkward is another instance of a medical condition being made a common trope in art. People who are on the neurodiversity spectrum are often told that they have “superpowers” that “normal people” don't possess. While tuberculosis, OCD, and neurodivergency are very different conditions, they have both been deemed “special” or “interesting” by society at large at some point in time. While this treatment might seem beneficial and progressive at first, it is still inherently problematic in that it causes us to perceive people with medical conditions. “Imagining someone as more than human does the same work as imagining them as less than human: Either way, the ill are treated fundamentally other because the social order is frightened by what their frailty reveals about everyone else’s” (Green 56). Whether it be the Victorians romanticizing consumption, the detectives with OCD, we as a society tend to label people with illnesses or conditions as different. There is always a danger in being perceived as an other by society. As Green warned, “People who are treated less than fully human by the social order are more susceptible to tuberculosis” (Green 86). Members of marginalized communities tend to get the short-end of the stick when it comes to healthcare. Not to mention, there is also the issue of stigmatization, which is a whole other battle from already having to deal with an illness.
Tuberculosis is a disease of inequality. The root cause of TB along with many other illnesses is not just the bacteria and viruses that cause them to spread, but it is also gross injustice. But what do we do now? How are we to combat this illness, this issue, that has fed off centuries of systemic suppression and mistreatment? While it is unfortunate that tuberculosis shows the failures of humanity, it also has revealed the resilience of people. Despite
the severity of his condition, Henry made an amazing recovery. He was able to go to college, start a career, a family and remains good friends with John Green to this day. Researchers also continue to try to find more effective and efficient cures. While tuberculosis, like many other bacterial diseases, tends to eventually out evolve medication by forming new drug-resistant strains, new drugs will continue to be formed as long as the importance of investing in this cause is recognized. There are also aims to make these newer treatments more accessible and affordable.
If death is the great equalizer, tuberculosis reveals inequality. Now that we as people are aware of the faults of society that allow for this inequality to remain so deadly, it is our duty to balance the scales. It is we who will determine the fate of tuberculosis, or as John Green says, “We must also be the cure” (Green 184).
Beyond the Court: St. John’s 2025 Highschool Girl’s Volleyball Season
By Sujin Oh and Seah Lee
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The St. John’s High School girls volleyball team is a first quarter sport, essentially meaning that the season starts before school even kicks off. Practices began in the summer which shows the girl’s devotion and how much time they’re willing to give up to be ready for the incoming season. The team has twenty-four players this year, and they practice every single day except Sunday. The group is led by Coach Shepard and Coach Arvin, and the roster has girls from all four grades. There are four seniors this year — Jia Peters, Anna Laxama, Amara Del Carmen, and Juliana Fernando. Out of the four, Jia Peters and Anna Laxamana are the captains, and they’ve been setting the tone and keeping everyone organized, energized, and positive.
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The first real test of the season came during the preseason tournament. The St. John’s knights varsity team faced off against tough schools and recreational teams. The games set the tone of what it would be like when the season began. Additionally, it gave everyone a chance to
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figure out what the team was already strong at and what needed more work. The biggest lesson from that tournament was how important communication and mindset are, especially when the sets get long and hard. The girls also saw that execution under pressure is what really determines the outcome of a match. Since then, the focus has been on "Keeping a positive mindset when the game gets tough. " Seniors are stepping up into leadership roles and the younger girls are already proving they can step in and compete. In the regular season, the Knights had losses and wins and are using these games as a moment to learn.
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The coaches (Coach Shepard and Coach Arvin) have also taken other measures to push the girls to give their best.
Team culture has also been huge this season. Volleyball is a sport where everyone has to be connected and talking all the time, so the relationships off the court matter just as much as what happens in drills. The girls make time for team dinners, their |
cheers, and even showing up to games in matching or color-coded outfits, which grows them closer. With players from every grade, there’s a mix of excitement and experience this year that will carry into years to come.
Looking ahead, the team has goals for each individual as well as a team. Every player
Looking ahead, the team has goals for each individual as well as a team. Every player
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wants to get better and as a group they’re hoping to make it to the championships and win that. More than just wins and losses, the team is building pride and commitment that lasts beyond this season. With Jia and Anna leading as captains, Amara and Juliana bringing senior experience, the coaches pushing them to keep getting better, and the younger players stepping up with fresh energy, the St. John’s volleyball team is determined to make this season one to remember.
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Cross Country: A Fresh Beginning
with Fiery Passion
By Jeff Zheng
BANG! Off goes the St. John’s 2025 Cross Country team filled with the refreshed faces of returning and incoming members. Striding through rocky hills and muddy grounds, they pushed through the minutes with breathlessness and aching legs. The 5 km they train for each day is always on their minds, pushing them to find every possible way to shave off seconds, or even minutes. The cross country team is accompanied by Coach Kelin, who used to be the co-coach of last year’s cross country team. In addition to a new coach, the team also received the following new members: Kylar Nadine, Kennedy Fulkerson-Smith, Yunji Oh, John Redila, Dominic DeBenedictis, Luc Claxamana, Ezekiel Dondoyano, and Louis Camacho. This year’s team was led by Jackson Fulkerson-Smith, Olivia Conroy, and Hayden Wilson. With so many fresh faces, the team filled in the gap left by the previous senior’s departures.
Although starting out with so much excitement to run, many of the girls were ineligible to run the first two meets due to too many of them being sick or just shy of a few practices, which led to an automatic disqualification. Despite this, the girls who were present and able to run the first few meets got their strengths and where they needed improvement. For example, Kylar Nadine, a new freshman to the team, found herself to be “so slow at the beginning of the season”. However, through hard work, she was able to push through practice after practice, eventually becoming one of the fastest girls on the cross country team. After those meets, the girls started picking up their pace. They formed a pack, or stayed close to each other, motivating one another to speed up to the next person. This atmosphere fostered their growth along with creating memorable moments with each other.
The boys’ team this year, similar to the girls, were packed together. They were determined to win at the all-island this year, especially with this new squad of runners. Their main opposition was Guam High and their dense pack of quick runners. However, this did not scare off our boys. Instead, this ignited a fiery spirit to overtake their place. This showed in their routines; they made efficient, yet loud counting, showing other teams that St. Johns was not joking around this year. There was also a highly competitive atmosphere present within. The improvement of one’s time would cause the others to aim for that time or better.
As a result of the team’s new coach, routines were shifted and targeted towards how individuals can improve their times. This was especially seen the day after the team would have their meet against another school. Videos and photos were taken of runner’s form during their race. From there, they gave constructive criticism to help prevent each other from getting injured, mainly from shin splits. In addition, after seeing last year’s difficulty climbing up Guam High’s infamous “Death Hill,” the coach decided to incorporate hill days and extra mobility into their practices. The mindset of the coach shifted, putting emphasis on “doing well for themselves,” as she trusts that everyone is holding themselves accountable and understands that everyone has busy lives. In her method, she hopes that everyone develops “a healthy relationship with running”. On top of that, Jordan Baden, a college track and field runner for the University of California, Santa Cruz came to fix up the team’s forms during stretching and running. In addition to Jordan giving the team advice, Nina Derron and Jullie Derron, who are pro triathletes, also stopped by to give the team encouragement; the former had medaled in several international triathlons, and the latter placed as the Silver Olympic medalist in 2024.
Although starting out with so much excitement to run, many of the girls were ineligible to run the first two meets due to too many of them being sick or just shy of a few practices, which led to an automatic disqualification. Despite this, the girls who were present and able to run the first few meets got their strengths and where they needed improvement. For example, Kylar Nadine, a new freshman to the team, found herself to be “so slow at the beginning of the season”. However, through hard work, she was able to push through practice after practice, eventually becoming one of the fastest girls on the cross country team. After those meets, the girls started picking up their pace. They formed a pack, or stayed close to each other, motivating one another to speed up to the next person. This atmosphere fostered their growth along with creating memorable moments with each other.
The boys’ team this year, similar to the girls, were packed together. They were determined to win at the all-island this year, especially with this new squad of runners. Their main opposition was Guam High and their dense pack of quick runners. However, this did not scare off our boys. Instead, this ignited a fiery spirit to overtake their place. This showed in their routines; they made efficient, yet loud counting, showing other teams that St. Johns was not joking around this year. There was also a highly competitive atmosphere present within. The improvement of one’s time would cause the others to aim for that time or better.
As a result of the team’s new coach, routines were shifted and targeted towards how individuals can improve their times. This was especially seen the day after the team would have their meet against another school. Videos and photos were taken of runner’s form during their race. From there, they gave constructive criticism to help prevent each other from getting injured, mainly from shin splits. In addition, after seeing last year’s difficulty climbing up Guam High’s infamous “Death Hill,” the coach decided to incorporate hill days and extra mobility into their practices. The mindset of the coach shifted, putting emphasis on “doing well for themselves,” as she trusts that everyone is holding themselves accountable and understands that everyone has busy lives. In her method, she hopes that everyone develops “a healthy relationship with running”. On top of that, Jordan Baden, a college track and field runner for the University of California, Santa Cruz came to fix up the team’s forms during stretching and running. In addition to Jordan giving the team advice, Nina Derron and Jullie Derron, who are pro triathletes, also stopped by to give the team encouragement; the former had medaled in several international triathlons, and the latter placed as the Silver Olympic medalist in 2024.
Photo provided by Ms. Kelin
Cross country is a mental sport; one needs to tune out the desire to stop running even if every cell in their body tells them to do so. Despite such a mentally challenging activity, the team was able to find beauty in the struggle. For example, Kylar Nadine found herself enjoying the moments she shared with the team, especially the ones right before the meet; the other girls created an uplifting spirit. Jackson Fulkerson-Smith appreciated being able to go on long runs, as it “provided a time to bond with the team, in addition to being able to be one with nature, deepening his love for running”. Ezekiel Dondoyano liked that he “was constantly pushed by the coach and his fellow runners because he needed people to believe in him”. As the team has said, teamwork was a key motivator to persevere through their struggles. With the same optimism, the team hopes to see new faces the following year—inviting them with open arms.
Photos provided by Ms. Kelin
Who is Ms. Mahoney?
By Jaein Kim
What do you look for in your first impression of someone? Is it their expression, observing if they have a constant bright smile on their face or brows that furl accompanied with downturned lips? Or how they’re dressed, whether their clothes are neat, without a single speck of dust or carelessly wrinkled? Or is it from their “vibe”? When it comes to teachers, I’m sure many students are able to get some kind of impression from the vibe of their classroom. Now, enter Room 32, a place showcasing the wonders of reading and learning new things. Inside you will see Ms. Mahoney sitting near her desk in the corner of the room, a bookshelf behind her and fairy lights hanging on the window opposite to the door.
But wait—who is Ms. Mahoney? Ms. Kate Mahoney is a new teacher this school year, who teaches sixth and eighth grade English, and ninth grade speech and mythology. This is not her first year of teaching though. She’s had not one, not two, not five, but ten years of teaching experience! She first started teaching in Florida, then moved to San Francisco, California, and finally made her way to Guam, where she came to our school, St. Johns. Her husband works in environmental protection of waterways, whose job brought her here to Guam. Perhaps we should be thanking his company for sending such a fantastic teacher to our school!
“Being a new teacher here at St. Johns is both good and bad; sometimes it feels like I’m a brand new teacher again, sometimes it doesn’t. It’s tough learning new school rules and new routines but in the classroom when I’m teaching, it always feels the same: good and comfortable,” Ms. Mahoney commented. She is so far loving the environment in St. Johns, from the community, (mostly) kind students, and everyone welcoming her. Ms. Mahoney, of course, as an experienced teacher knows quite well how to deal with students. She’s aware that even if a student is not being the best, they still usually have good intentions. “The majority of students [here] have good, kind hearts and have a good understanding of right and wrong, want to learn and do well. They want to be challenged and grow in their own learning experiences,” she added.
Since it’s her first year here at St. Johns, Ms. Mahoney hopes to get into a good routine and figure out how to manage all her different classes, assignments, and new responsibilities that come with teaching here. She wants to be more involved in the fun aspects of school like clubs, the Red and White Festival, etc. as she wants to spend time outside the classroom. Speaking of fun, Ms. Mahoney wishes to get more middle school students to read in their free time. When asked how she plans to accomplish this goal, she replied, “I could maybe talk about books that we aren’t reading in class to show that reading can be exciting when you don’t have to do school projects or reports for it. I also want to create a cozy reading environment in my classroom, with comfortable cushions and lightning to create a reading space in it”. Alongside this goal, Ms. Mahoney has also created a “Middle School Book Club”. It is not an official club; more like a casual place for middle schoolers to read books together and meet once every month to talk about them.
Even if I had only known Ms. Mahoney for around 4 weeks, I can already tell that she will fit in great into our school. She’s understanding, benevolent, not too strict but knows when to enforce rules. Lastly, her long-term goal for teaching in St. Johns is to always make students excited about the lessons they will do in class. “I want to let them realize that it’s also exciting to challenge yourself and learn to do difficult things. That’s always my long-term goal wherever I’m at - make sure we’re all having fun and are excited,” she said.
Let’s all give a warm welcome to our new teacher, Ms. Mahoney!
But wait—who is Ms. Mahoney? Ms. Kate Mahoney is a new teacher this school year, who teaches sixth and eighth grade English, and ninth grade speech and mythology. This is not her first year of teaching though. She’s had not one, not two, not five, but ten years of teaching experience! She first started teaching in Florida, then moved to San Francisco, California, and finally made her way to Guam, where she came to our school, St. Johns. Her husband works in environmental protection of waterways, whose job brought her here to Guam. Perhaps we should be thanking his company for sending such a fantastic teacher to our school!
“Being a new teacher here at St. Johns is both good and bad; sometimes it feels like I’m a brand new teacher again, sometimes it doesn’t. It’s tough learning new school rules and new routines but in the classroom when I’m teaching, it always feels the same: good and comfortable,” Ms. Mahoney commented. She is so far loving the environment in St. Johns, from the community, (mostly) kind students, and everyone welcoming her. Ms. Mahoney, of course, as an experienced teacher knows quite well how to deal with students. She’s aware that even if a student is not being the best, they still usually have good intentions. “The majority of students [here] have good, kind hearts and have a good understanding of right and wrong, want to learn and do well. They want to be challenged and grow in their own learning experiences,” she added.
Since it’s her first year here at St. Johns, Ms. Mahoney hopes to get into a good routine and figure out how to manage all her different classes, assignments, and new responsibilities that come with teaching here. She wants to be more involved in the fun aspects of school like clubs, the Red and White Festival, etc. as she wants to spend time outside the classroom. Speaking of fun, Ms. Mahoney wishes to get more middle school students to read in their free time. When asked how she plans to accomplish this goal, she replied, “I could maybe talk about books that we aren’t reading in class to show that reading can be exciting when you don’t have to do school projects or reports for it. I also want to create a cozy reading environment in my classroom, with comfortable cushions and lightning to create a reading space in it”. Alongside this goal, Ms. Mahoney has also created a “Middle School Book Club”. It is not an official club; more like a casual place for middle schoolers to read books together and meet once every month to talk about them.
Even if I had only known Ms. Mahoney for around 4 weeks, I can already tell that she will fit in great into our school. She’s understanding, benevolent, not too strict but knows when to enforce rules. Lastly, her long-term goal for teaching in St. Johns is to always make students excited about the lessons they will do in class. “I want to let them realize that it’s also exciting to challenge yourself and learn to do difficult things. That’s always my long-term goal wherever I’m at - make sure we’re all having fun and are excited,” she said.
Let’s all give a warm welcome to our new teacher, Ms. Mahoney!
Is Music Education a Necessity or Luxury?
By Cayla Park
In a majority of schools these days, standard subjects like mathematics, science, and language arts are king, with music becoming a luxury or even a redundancy. That mindset exhibits a lack of awareness of what music truly has to offer: it ignites learning, personal growth, and an appreciation of multiple cultures. If music education were compulsory in schools, students could utilize their academic, emotional, and cultural potential to an extent that no other subject can provide. Music education is not a bonus—it is something that must be provided for all students.
Perhaps the most persuasive argument for making music education compulsory is its impact on academic achievement. Research repeatedly indicates that music strengthens memory, math skills, and language abilities. A meta-analysis of 55 studies, based on virtually 78,000 students, proved that students involved in music performed much better than their counterparts who were not. Northwestern University neuroscientist Nina Kraus says, "When you play an instrument, you're engaging every major part of the central nervous system." Such complete-brain action makes students keener learners as a whole. Rather than diverting students away from study, music is a stimulus that strengthens them.
Group lessons also encourage cooperation and harmony. Students in bands, choirs, and orchestras learn that success is rooted in hearing, working together, and working toward a collective goal. Fine music is achieved only when every member practices and lends themselves. A British Columbian study of over 112,000 students concluded that music class students scored better on math, science, and English tests than their non-music peers. Lead author Martin Guhn noted, "Music achievement predicts, and is predicted by, academic achievement." In this sense, music isn't so much about learning notes and beats; it is learning discipline, responsibility, and teamwork—skills that carry on far beyond the stage.
Barring academics and teamwork, music provides students with a healthy outlet for emotions. Adolescence is marked by frustration, stress, and anxiety, and music offers healthy ways of expressing such feelings. My mother, being a music performance and theory major, would primarily find ways of releasing her stress by playing or listening to her favorite music. Even when music study at times caused her stress, she relieved herself by finding solace in falling back on the same art she was learning. My father, a lawyer, finds music a steadfast friend during long days of toil. Neuroscience has confirmed these anecdotal reports to be true: music activates the reward systems of the brain, making students more alert and concentrated. Whether pounding out rage or singing out despair, students find in music an outlet for self-expression unavailable in other subjects.
Culturally, music is also a bridge. It connects students to cultures different from their own, opening doors to histories, identities, and mind-sets they might never encounter otherwise. A student learning African drumming, Western classical music, or K-pop arrangements isn't learning only about sound; they're learning about values, rituals, and cultural stories embedded in the music. In an increasingly shrinking world, music education can help foster open-mindedness and acceptance of diversity. By leaving out music, schools risk graduating students who are highly educated academically but culturally illiterate.
That is, music instruction is not a nicety—it's a cornerstone of well-rounded education. It enhances academics, supports teamwork, supports emotional health, and develops cultural competence. From huge studies to neuroscientific research to everyday lived experience, the verdict is in: music helps make students well-rounded and successful in other subjects. If schools are committed to teaching young adults to succeed in all walks of life, music can no longer be optional. It has to be required.
Perhaps the most persuasive argument for making music education compulsory is its impact on academic achievement. Research repeatedly indicates that music strengthens memory, math skills, and language abilities. A meta-analysis of 55 studies, based on virtually 78,000 students, proved that students involved in music performed much better than their counterparts who were not. Northwestern University neuroscientist Nina Kraus says, "When you play an instrument, you're engaging every major part of the central nervous system." Such complete-brain action makes students keener learners as a whole. Rather than diverting students away from study, music is a stimulus that strengthens them.
Group lessons also encourage cooperation and harmony. Students in bands, choirs, and orchestras learn that success is rooted in hearing, working together, and working toward a collective goal. Fine music is achieved only when every member practices and lends themselves. A British Columbian study of over 112,000 students concluded that music class students scored better on math, science, and English tests than their non-music peers. Lead author Martin Guhn noted, "Music achievement predicts, and is predicted by, academic achievement." In this sense, music isn't so much about learning notes and beats; it is learning discipline, responsibility, and teamwork—skills that carry on far beyond the stage.
Barring academics and teamwork, music provides students with a healthy outlet for emotions. Adolescence is marked by frustration, stress, and anxiety, and music offers healthy ways of expressing such feelings. My mother, being a music performance and theory major, would primarily find ways of releasing her stress by playing or listening to her favorite music. Even when music study at times caused her stress, she relieved herself by finding solace in falling back on the same art she was learning. My father, a lawyer, finds music a steadfast friend during long days of toil. Neuroscience has confirmed these anecdotal reports to be true: music activates the reward systems of the brain, making students more alert and concentrated. Whether pounding out rage or singing out despair, students find in music an outlet for self-expression unavailable in other subjects.
Culturally, music is also a bridge. It connects students to cultures different from their own, opening doors to histories, identities, and mind-sets they might never encounter otherwise. A student learning African drumming, Western classical music, or K-pop arrangements isn't learning only about sound; they're learning about values, rituals, and cultural stories embedded in the music. In an increasingly shrinking world, music education can help foster open-mindedness and acceptance of diversity. By leaving out music, schools risk graduating students who are highly educated academically but culturally illiterate.
That is, music instruction is not a nicety—it's a cornerstone of well-rounded education. It enhances academics, supports teamwork, supports emotional health, and develops cultural competence. From huge studies to neuroscientific research to everyday lived experience, the verdict is in: music helps make students well-rounded and successful in other subjects. If schools are committed to teaching young adults to succeed in all walks of life, music can no longer be optional. It has to be required.
2025 Red and White Festival
By Penelope Perez
St. John’s School’s third annual Red and White festival took place on campus on October 3rd and was a fun-filled success. Many students and their families came and enjoyed great food, games and a chance to meet up with many of our school clubs!!
According to Mr. Bob Kelly, this annual event is held as a fundraising opportunity for our school clubs and for our students and families to enjoy themselves. The various clubs would host games of skill or arts and crafts at stands where students could use shillings to participate in various activities. It was the goal for each club to raise $500.
In the past, St. John’s had a barbecue and hosted bake sales for the clubs to make money. However, in the past three years, the school has hosted the Red and White Festival to the great delight of the students and their family members.
Marina Castro of the Mandaña Club hoped their fundraising efforts would allow them to sponsor more CHamoru activities on campus. Their stand offered coconut bowling, which ended up being a great success.
The food stands were especially popular. Leslie Black, a parent, volunteered to man a food stand that sold pizza, churros, hot dogs, snow cones, popcorn and drinks. She said pizza was the biggest seller. Unfortunately, the snow cone machine broke towards the end of the festival to the sadness of thirsty and hot students.
But the most important thing is that everybody had fun! Min Chen Hung, a 6th grader, said her favorite game was the ring toss, while Carmen Damian, another 6th grader, said she loved playing the paper airplane game. “I loved the drama and Newspaper Club’s games, as Pin the Tail on the Horse and Memory were fun and enjoyed by all. The younger students never wanted to leave the petting zoo”.
The students received stamps for each game they played which could be redeemed for prizes. Tasha Sharma, a parent, thought the most popular prizes were the Demon Slayer stickers and the french fry squishies, though I really liked the school supplies.
This year's festival was so much fun, and everyone can’t wait for the fourth annual festival!
According to Mr. Bob Kelly, this annual event is held as a fundraising opportunity for our school clubs and for our students and families to enjoy themselves. The various clubs would host games of skill or arts and crafts at stands where students could use shillings to participate in various activities. It was the goal for each club to raise $500.
In the past, St. John’s had a barbecue and hosted bake sales for the clubs to make money. However, in the past three years, the school has hosted the Red and White Festival to the great delight of the students and their family members.
Marina Castro of the Mandaña Club hoped their fundraising efforts would allow them to sponsor more CHamoru activities on campus. Their stand offered coconut bowling, which ended up being a great success.
The food stands were especially popular. Leslie Black, a parent, volunteered to man a food stand that sold pizza, churros, hot dogs, snow cones, popcorn and drinks. She said pizza was the biggest seller. Unfortunately, the snow cone machine broke towards the end of the festival to the sadness of thirsty and hot students.
But the most important thing is that everybody had fun! Min Chen Hung, a 6th grader, said her favorite game was the ring toss, while Carmen Damian, another 6th grader, said she loved playing the paper airplane game. “I loved the drama and Newspaper Club’s games, as Pin the Tail on the Horse and Memory were fun and enjoyed by all. The younger students never wanted to leave the petting zoo”.
The students received stamps for each game they played which could be redeemed for prizes. Tasha Sharma, a parent, thought the most popular prizes were the Demon Slayer stickers and the french fry squishies, though I really liked the school supplies.
This year's festival was so much fun, and everyone can’t wait for the fourth annual festival!
Fear Rules, Virtue Leads
By Gyubin “Claire” Suh
Throughout history, rulers have grappled with a timeless question: is it better to lead through moral virtue or through strategic fear? This philosophical dilemma lies at the heart of Confucius’s Analects and Machiavelli’s The Prince, two seminal texts that propose radically different visions of governance. Confucius envisions a society shaped by ethical leadership and moral cultivation, whereas Machiavelli advocates for control through fear, deception, and calculated displays of virtue. A close analysis of both political philosophies reveals that Confucius’s model of governance, grounded in ethical leadership and the moral development of citizens, is more sustainable, morally legitimate, and conducive to long-term societal harmony than Machiavelli’s fear-based, power-driven approach.
In The Analects, Confucius conceptualizes ideal governance as one in which the ruler’s moral character inspires ethical conduct among the populace. He asserts, “One who governs with virtue is like the North Star, dwelling in its proper position as numerous stars revolve around it…” (Confucius 2.1), illustrating how moral authority naturally draws allegiance. For Confucius, effective rule begins with self-cultivation; a leader must embody the values they wish to instill. As he explains, “If you desire goodness, then the people will be good. A good ruler’s conduct is like the wind, while the commoners’ conduct is like grass. When wind blows above the grass, the grass must bend” (12.19). This metaphor underscores the transformative power of virtuous leadership–ethical governance begins from the top and radiates downward. Confucius further critiques punitive governance, arguing that while punishment may enforce compliance, it fails to foster internal moral awareness, saying that “If one guides the people by decree and justifies them by punishment, the people will avoid punishment, yet be without a sense of shame; if one guides the people with virtue and justifies them with decency, they will retain their sense of shame while being obedient” (2.3). His philosophy centers on cultivating a society in which individuals understand and internalize moral principles rather than merely avoiding consequences. In this model, leadership is not a mechanism for domination, but a moral responsibility undertaken for the collective well-being.
Conversely, Machiavelli’s The Prince presents a starkly pragmatic view of leadership, privileging fear as a more reliable means of control than virtue or affection. He contends, “Men are less worried about letting down someone who has made himself loved than someone who makes himself feared” (Machiavelli p.66). In unstable political climates, fear provides a more consistent form of obedience than love. Yet Machiavelli advises rulers to strike a delicate balance: a prince must “...avoid arousing hatred” (p.66), warning that tyrannical excess can lead to rebellion. He adds, “...a ruler won’t be hated if he keeps his hands off his subjects’ property and their women” (p.66), implying that strategic restraint is essential to preserving authority.
Machiavelli’s concept of virtù (the human drive, ability, and skill a person possesses to achieve great things, maintain their state, and overcome kismet) is inherently instrumental. Rather than genuinely embodying virtue, the effective ruler must project it when advantageous. He writes, “Since a ruler has to be able to act the beast, he should take on the traits of the fox and the lion; the lion can’t defend itself against snares and the fox can’t defend itself from wolves. So you have to play the fox to see the snares and the lion to scare off the wolves” (p.69). This analogy captures Machiavelli’s belief that rulers must possess both cunning and force, employing deception and strength as political tools. He maintains that it is sufficient to “...seem to possess them [virtuous qualities]” in order to preserve the “good judgement” of the public (p.70). In this model, appearance outweighs authenticity and ethical consistency is sacrificed for political expediency.
While both Confucius and Machiavelli offer compelling insights into political leadership, Confucius articulates a more enduring and ethically coherent model of governance. His emphasis on moral integrity and self-regulation allows leaders to cultivate respect and loyalty, as seen in the repeated maxim: “If one guides the people with virtue and justifies them with decency, they will retain their sense of shame while being obedient” (2.3). In contrast, Machiavelli’s dependence on fear and manipulation breeds instability. Even he concedes that a ruler “must avoid arousing hatred” (p.66), acknowledging the inherent volatility of fear-based rule.
Moreover, Confucius empowers citizens with the ethical tools to distinguish right from wrong. His teachings encourage internal moral development, enabling individuals to apply virtue in practical contexts. Machiavelli, on the other hand, constructs a society where ethical reasoning is subordinate to the will of the ruler. Obedience stems not from shared values, but from fear of reprisal. This creates a populace dependent on authoritarian control, lacking the moral autonomy to navigate ethical dilemmas.
Confucius’s metaphor that “a good ruler’s conduct is like the wind, while the commoners’ conduct is like grass” (12.19) exemplifies how principled leadership shapes societal values from the top down. Unlike Machiavelli’s coercive model, Confucian governance fosters stability through mutual respect and moral alignment. Although Machiavelli’s methods may appear more efficient in the short term, they fail to cultivate lasting social cohesion. A state ruled by fear lacks the ethical infrastructure to endure adversity or earn genuine loyalty.
While both philosophies provide profound insights into the dynamics of power and authority, Confucius’s vision offers a more just, stable, and ethically sound foundation for governance. His leadership model inspires not only compliance but also moral reflection, ensuring the long-term flourishing of both ruler and ruled. In contrast, Machiavelli’s reliance on fear, manipulation, and illusion may secure short-term dominance, but at the cost of undermining the very fabric of societal trust and moral integrity. Ultimately, the Confucian model speaks to the possibility of governance as a moral partnership between leader and citizen, one that nurtures virtue at both the personal and communal level. Machiavelli may offer a survival strategy for rulers in times of political upheaval, but Confucius offers a blueprint for civilizations that aspire to endure. The lasting legacy of a society is not measured by how long its people were cowed into submission, but by how deeply its leaders cultivated values that continued to guide generations. For this reason, governance rooted in virtue, rather than fear, remains not only the more sustainable path but also the more profoundly human one.
In The Analects, Confucius conceptualizes ideal governance as one in which the ruler’s moral character inspires ethical conduct among the populace. He asserts, “One who governs with virtue is like the North Star, dwelling in its proper position as numerous stars revolve around it…” (Confucius 2.1), illustrating how moral authority naturally draws allegiance. For Confucius, effective rule begins with self-cultivation; a leader must embody the values they wish to instill. As he explains, “If you desire goodness, then the people will be good. A good ruler’s conduct is like the wind, while the commoners’ conduct is like grass. When wind blows above the grass, the grass must bend” (12.19). This metaphor underscores the transformative power of virtuous leadership–ethical governance begins from the top and radiates downward. Confucius further critiques punitive governance, arguing that while punishment may enforce compliance, it fails to foster internal moral awareness, saying that “If one guides the people by decree and justifies them by punishment, the people will avoid punishment, yet be without a sense of shame; if one guides the people with virtue and justifies them with decency, they will retain their sense of shame while being obedient” (2.3). His philosophy centers on cultivating a society in which individuals understand and internalize moral principles rather than merely avoiding consequences. In this model, leadership is not a mechanism for domination, but a moral responsibility undertaken for the collective well-being.
Conversely, Machiavelli’s The Prince presents a starkly pragmatic view of leadership, privileging fear as a more reliable means of control than virtue or affection. He contends, “Men are less worried about letting down someone who has made himself loved than someone who makes himself feared” (Machiavelli p.66). In unstable political climates, fear provides a more consistent form of obedience than love. Yet Machiavelli advises rulers to strike a delicate balance: a prince must “...avoid arousing hatred” (p.66), warning that tyrannical excess can lead to rebellion. He adds, “...a ruler won’t be hated if he keeps his hands off his subjects’ property and their women” (p.66), implying that strategic restraint is essential to preserving authority.
Machiavelli’s concept of virtù (the human drive, ability, and skill a person possesses to achieve great things, maintain their state, and overcome kismet) is inherently instrumental. Rather than genuinely embodying virtue, the effective ruler must project it when advantageous. He writes, “Since a ruler has to be able to act the beast, he should take on the traits of the fox and the lion; the lion can’t defend itself against snares and the fox can’t defend itself from wolves. So you have to play the fox to see the snares and the lion to scare off the wolves” (p.69). This analogy captures Machiavelli’s belief that rulers must possess both cunning and force, employing deception and strength as political tools. He maintains that it is sufficient to “...seem to possess them [virtuous qualities]” in order to preserve the “good judgement” of the public (p.70). In this model, appearance outweighs authenticity and ethical consistency is sacrificed for political expediency.
While both Confucius and Machiavelli offer compelling insights into political leadership, Confucius articulates a more enduring and ethically coherent model of governance. His emphasis on moral integrity and self-regulation allows leaders to cultivate respect and loyalty, as seen in the repeated maxim: “If one guides the people with virtue and justifies them with decency, they will retain their sense of shame while being obedient” (2.3). In contrast, Machiavelli’s dependence on fear and manipulation breeds instability. Even he concedes that a ruler “must avoid arousing hatred” (p.66), acknowledging the inherent volatility of fear-based rule.
Moreover, Confucius empowers citizens with the ethical tools to distinguish right from wrong. His teachings encourage internal moral development, enabling individuals to apply virtue in practical contexts. Machiavelli, on the other hand, constructs a society where ethical reasoning is subordinate to the will of the ruler. Obedience stems not from shared values, but from fear of reprisal. This creates a populace dependent on authoritarian control, lacking the moral autonomy to navigate ethical dilemmas.
Confucius’s metaphor that “a good ruler’s conduct is like the wind, while the commoners’ conduct is like grass” (12.19) exemplifies how principled leadership shapes societal values from the top down. Unlike Machiavelli’s coercive model, Confucian governance fosters stability through mutual respect and moral alignment. Although Machiavelli’s methods may appear more efficient in the short term, they fail to cultivate lasting social cohesion. A state ruled by fear lacks the ethical infrastructure to endure adversity or earn genuine loyalty.
While both philosophies provide profound insights into the dynamics of power and authority, Confucius’s vision offers a more just, stable, and ethically sound foundation for governance. His leadership model inspires not only compliance but also moral reflection, ensuring the long-term flourishing of both ruler and ruled. In contrast, Machiavelli’s reliance on fear, manipulation, and illusion may secure short-term dominance, but at the cost of undermining the very fabric of societal trust and moral integrity. Ultimately, the Confucian model speaks to the possibility of governance as a moral partnership between leader and citizen, one that nurtures virtue at both the personal and communal level. Machiavelli may offer a survival strategy for rulers in times of political upheaval, but Confucius offers a blueprint for civilizations that aspire to endure. The lasting legacy of a society is not measured by how long its people were cowed into submission, but by how deeply its leaders cultivated values that continued to guide generations. For this reason, governance rooted in virtue, rather than fear, remains not only the more sustainable path but also the more profoundly human one.
