Table of Contents
A Passing of the Flame: The 2026 SJS Ring Ceremony
By Bea Mariano and Sujin Oh
A Loud Start to the New Year
By Jeff Zheng
Film/Book Review: The Man in the Iron Mask
By Mayumi Haruna
Springtime Celebrations Around the World
By Jaein Kim
IB Music Night Component #4
By Penny Perez
“No Son Como Nosotros”
By Claire Suh
St. John’s Japanese Club
By Jiwoo Park
Beach Volleyball
By Seah Lee
A Passing of the Flame: The 2026 SJS Ring Ceremony
By Bea Mariano and Sujin Oh
Photos by Bea Mariano
On Feb 12, 2026 at Saint John’s Episcopal Church, the Knights held their annual ring ceremony once again.
The tradition of a ring ceremony originates from the United States Military Academy at West Point but has since spread to various schools around the world, both college and high school. It is intended to foster class unity, school pride, and remind students of the experiences they have shared together. Additionally, the ring ceremony is used both as a way to commemorate the graduating class, but most importantly as a symbolic “passing of the torch” of the new responsibilities and leadership to the rising seniors. This year, the classes of 2026 and 2027 have partaken in this tradition, honoring the transition into the new chapters of their lives.
The tradition of a ring ceremony originates from the United States Military Academy at West Point but has since spread to various schools around the world, both college and high school. It is intended to foster class unity, school pride, and remind students of the experiences they have shared together. Additionally, the ring ceremony is used both as a way to commemorate the graduating class, but most importantly as a symbolic “passing of the torch” of the new responsibilities and leadership to the rising seniors. This year, the classes of 2026 and 2027 have partaken in this tradition, honoring the transition into the new chapters of their lives.
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The ceremony itself takes place in the chapel where students are asked to dress formally and parents are invited to watch. The juniors and seniors enter together in pairs and each class walks to their respective side of pews to sit down. Mrs. Fulkerson-Smith started the ceremony with an opening prayer and then Mr. Kelley gave a brief speech about the tradition’s history. During the main portion of the ceremony, a senior and junior (or sometimes two juniors due to the fact that there are more members of the class of 2027) walked up to the front of the chapel where the senior would light their candle and then light the junior’s candle; this action is meant to represent
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the roles and duties being passed on to the soon-to-be seniors. It is at this moment that the junior also receives their class ring. The juniors bought their rings from Vince Jewelers and their graduation year is engraved in roman numerals with two gemstones—if a junior opted to not purchase a ring, they could simply use a ring they already owned or they were given a Ring Pop. After lighting the candles, the junior and senior would walk to the opposite side where the other once was, and when everyone got back to their place, the juniors were asked to blow out their candles and put on their rings.
After the ceremony was over and students finished taking pictures with their friends and family, they all boarded buses to head to Hyatt Resort for lunch. Students got to choose where they sat at the tables which allowed for juniors and seniors to mix and talk, creating bonding opportunities between the two grades. After most people finished eating their food, the fun and activities began. The first game was Mingle, inspired by Squid Games season 2, where participants walked in a circle in the middle of the room before the announcer said a number and the participants would have to run to specific locations and get into groups of the same number or else they would be eliminated. Another popular activity was the scavenger musical chairs, which had three rounds: Juniors, seniors, and mixed. During this game, students would circle the chairs while the music played, but when the music
After the ceremony was over and students finished taking pictures with their friends and family, they all boarded buses to head to Hyatt Resort for lunch. Students got to choose where they sat at the tables which allowed for juniors and seniors to mix and talk, creating bonding opportunities between the two grades. After most people finished eating their food, the fun and activities began. The first game was Mingle, inspired by Squid Games season 2, where participants walked in a circle in the middle of the room before the announcer said a number and the participants would have to run to specific locations and get into groups of the same number or else they would be eliminated. Another popular activity was the scavenger musical chairs, which had three rounds: Juniors, seniors, and mixed. During this game, students would circle the chairs while the music played, but when the music
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stopped. The announcer would call out an item. Players had to find the item in the room before they were allowed to sit. Such examples included: a tie, a photo with a class advisor, and a driver license. This forced students to interact with others and build teamwork of giving and borrowing items from each other. This created spontaneous and fun moments for all.
As the afternoon continued, it was clear to everyone that it was more than just a day for a ceremony with lunch and games. For seniors. This is one of the last traditions they would have with the grade under them. Standing in the chapel and lighting the candles for the |
juniors was symbolic not only for the leadership of being the oldest in the school, but also the closing of their own chapter at St. John’s School. For juniors, this marked a step into bigger shoes and bigger responsibilities that they now have to face. This also marked a turning point where realizing their future role as seniors felt so much more real. While some felt excited for the next year of their life, some were nervous about the expectation that they would face. For the seniors, many felt bittersweet as they were excited for the future of college, but also their realization that their time at St. John’s was coming to an end.
In the glow of the candlelight and the memories that followed, the SJS ring ceremony is more than just a tradition, it’s a moment that honors the transition from the seniors to the juniors. The transitions from one chapter of their lives as one class prepared to leave and the other to lead the school.
In the glow of the candlelight and the memories that followed, the SJS ring ceremony is more than just a tradition, it’s a moment that honors the transition from the seniors to the juniors. The transitions from one chapter of their lives as one class prepared to leave and the other to lead the school.
A Loud Start to the New Year
By Jeff Zheng
Photos Provided by Vinicia Kim
As the drums pound, cymbals clash, and gong rings, the lions in the center awaken, bringing blessings to all the different locations it visits. The lion dance, provided by the Chinese School of Guam, is an annual tradition celebrating the Lunar New Year. The lion dance itself has existed for thousands of years and is believed to “drive away evil spirits, bring about luckiness, healthiness, longevity, and prosperity”. The Lunar New Year takes place at a different date each year, for instance, this year’s Lunar New Year is on February 17th and ends two weeks later on March 3rd. The story of the lion is divided into multiple parts: first, the awakening of the lion; then, its emergence from the cave in search of food; next, the spotting and cautiously testing the lettuce; and finally, the symbolic blessing to everyone. As part of the SJS tradition, the seniors get the privilege of catching the lettuce.
As the drums pound, cymbals clash, and gong rings, the lions in the center awaken, bringing blessings to all the different locations it visits. The lion dance, provided by the Chinese School of Guam, is an annual tradition celebrating the Lunar New Year. The lion dance itself has existed for thousands of years and is believed to “drive away evil spirits, bring about luckiness, healthiness, longevity, and prosperity”. The Lunar New Year takes place at a different date each year, for instance, this year’s Lunar New Year is on February 17th and ends two weeks later on March 3rd. The story of the lion is divided into multiple parts: first, the awakening of the lion; then, its emergence from the cave in search of food; next, the spotting and cautiously testing the lettuce; and finally, the symbolic blessing to everyone. As part of the SJS tradition, the seniors get the privilege of catching the lettuce.
This year’s lion dance team consists of the lion dancers and instrumentalists. For the lion heads there’s Alwyn Lin, Jeff Zheng, Samuel Guo, Johnson Xia, Emily Chen, Lydia Jiang, Jaden, Jarred, Chucky, and Philip. The instrumentalists, playing the drums, cymbals, and gong, are played by: Clara Kim, Au, Hannah, Cartrina, Isabella, and Kaylee. These students have been hard at work to perfect the craft of acting the lion and supporting the lions since the start of October, working at all the fine details of the lion. It is important for the tail and the head to have a strong bond and many performances together. The task of the tail may seem simple on paper, however, they must be able to predict the movements of the head, thus the reason why they must require many practices together. After coming out of the lion, the whole team comes up to personally bless the school. The lion dance is a collective effort that requires everyone to be on the same page with each other.
With the addition of many new members to the team, the lion dance team was able to expand to two lions performing the dance. These two lions danced in harmony and on beat with one another, which took a lot of coordination from both pairs of lion dancers. In addition, the ambitions of the larger team led to one of the lions being able to perform a stack, the act of having the head sit on top of the tail dancer--something usually only seen in Northern style of the lion dance. Of course, these moves were not easy to pull off as lion dancers stayed behind on multiple practices to perfect it and be able to perform it for the school. Alwyn, the oldest member on the team and the captain, wanted to make “Chinese New Year 2026 a memorable one” as each year, the lion dance has been the same. Thinking of the seniors, they have seen the lion dance many times and each year it only gets more repetitive. He was proud that they were able to "successfully pull it off and give the audience a very pleasing performance that was never done before at SJS, let alone Guam”.
With the addition of many new members to the team, the lion dance team was able to expand to two lions performing the dance. These two lions danced in harmony and on beat with one another, which took a lot of coordination from both pairs of lion dancers. In addition, the ambitions of the larger team led to one of the lions being able to perform a stack, the act of having the head sit on top of the tail dancer--something usually only seen in Northern style of the lion dance. Of course, these moves were not easy to pull off as lion dancers stayed behind on multiple practices to perfect it and be able to perform it for the school. Alwyn, the oldest member on the team and the captain, wanted to make “Chinese New Year 2026 a memorable one” as each year, the lion dance has been the same. Thinking of the seniors, they have seen the lion dance many times and each year it only gets more repetitive. He was proud that they were able to "successfully pull it off and give the audience a very pleasing performance that was never done before at SJS, let alone Guam”.
For many of the first-year lion dancers, they didn’t have experience with real performances prior to the week of Lunar New Year. Thus, Jayden expressed that he “was nervous during [his] first performance and was sloppy with certain moves during freestyle,” however, after reviewing footage of his own performance, he “realized it wasn’t that bad” and this allowed him to “overcome [his] nerves”. The team didn’t only perform at St. Johns, they performed at many other places throughout Guam, blessing businesses, schools, and community organizations. After the sweat-inducing performances, they were able to learn what went well and what could have been better and applied it to the lion dance at SJS. Mainly, they had to stop on beat with their head movements, while also incorporating footwork to add variation between moves. In addition, when there is a big crowd, the lion head really needs to jump and try to throw the lettuce as high as possible. Waiting a single second could be the difference between a good throw and a bad throw. As seen at the performance at SJS, the lettuce looked like it was gracefully descending down upon the seniors.
For many of the first-year lion dancers, they didn’t have experience with real performances prior to the week of Lunar New Year. Thus, Jayden expressed that he “was nervous during [his] first performance and was sloppy with certain moves during freestyle,” however, after reviewing footage of his own performance, he “realized it wasn’t that bad” and this allowed him to “overcome [his] nerves”. The team didn’t only perform at St. Johns, they performed at many other places throughout Guam, blessing businesses, schools, and community organizations. After the sweat-inducing performances, they were able to learn what went well and what could have been better and applied it to the lion dance at SJS. Mainly, they had to stop on beat with their head movements, while also incorporating footwork to add variation between moves. In addition, when there is a big crowd, the lion head really
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needs to jump and try to throw the lettuce as high as possible. Waiting a single second could be the difference between a good throw and a bad throw. As seen at the performance at SJS, the lettuce looked like it was gracefully descending down upon the seniors.
With that being said, the lion dance is an opportunity for students to be creative and physically active. They start off by learning basics from their Coach and other experienced dancers. But as they learn more, they start to develop their own personality--their own interpretation of the lion, with their unique footwork and head movements. The true reward for the team is being able to see that their performance is putting smiles on so many faces and being able to acknowledge and celebrate an ancient Chinese tradition. The lion dance team hopes to see many more students willing to also share the same passion in sharing Chinese culture while indulging in their creativity. |
Film/Book Review : The Man in the Iron Mask
By Mayumi Haruna
During the second quarter of this school year, my Modern World History class learned about the reign of Louis XIV. Louis XIV, the king of France, ruled from 1638-1715 (76 years). He was nicknamed Louis the Great or the ‘Sun King’. The name Sun King was chosen since it was believed that he was the center of the nation. He was also a patron of the arts. He would marry Maria Theresa of Spain in 1660. King Louis XIV feared potential threats and was guarded by many people as a result. After learning more about Louis XIV, our teacher, Ms. Gayle, introduced us to the movie, ‘The Man in the Iron Mask’ (Released 1998).
The movie is set in 17th century France when King Louis XIV ruled, which would be played by Leonardo Di Caprio. The popular Musketeers, D’Artagnan, Athos, Aramis, and Porthos, are featured in the story as well. They are played by Gabriel Byrne, John Malkovich, Jeremy Irons, and Gérard Depardieu. The director of the film would
The movie is set in 17th century France when King Louis XIV ruled, which would be played by Leonardo Di Caprio. The popular Musketeers, D’Artagnan, Athos, Aramis, and Porthos, are featured in the story as well. They are played by Gabriel Byrne, John Malkovich, Jeremy Irons, and Gérard Depardieu. The director of the film would
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be Randall Wallace. It was filmed in France at historic locations like the Château de Vaux-le-Vicomte. The film was made to bring back the popular Three Musketeers into film.
The movie was based on the book, written by Alexandre Dumas, who was a French novelist and playwright. He was born July 24, 1802 in Villers-Cotterêts, France. He died at the age of 68, on December 5, 1870, at Dieppe, France. His most famous works are, The Three Musketeers and The Count of Monte Cristo. The novel, The Man in the Iron Mask, was published in 1847. It was the final book in his D’Artagnan Romances series. The book is set 35 years after the events that happened in,The Three Musketeers novel. |
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The book was based on a real life person (most likely Eustache Dauger, or Others hypothesize that he could be Ercole Antonio Mattioli [Italian Diplomat]), who was sent to prison and also wore a mask. It was suggested that the real prisoner wore a black velvet mask. Voltaire is credited for popularizing the iron mask (symbolizing King’s cruelty). Many people did not know who the person wearing the mask was and what he did. Alenxandre Dumas popularized the “twin brother” theory by publishing his novel.
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The Plot of the Movie
Hidden from the public in the Bastille, remains a man, face hidden by an iron mask. (The Bastille was a prison, built in the 1300s ). This man in the iron mask has his identity, and the crime he must have committed, unknown to him and the public. This prisoner, in the iron mask, is named Philippe. King Louis XIV rules France. In the movie, Louis sees Christine Bellefort (In the book and real life, is named Louise de la Vallière). She is the fiance of Raoul, the son of the Musketeer, Athos. Louis is shocked by her beauty and decides he wants to have her for himself. (In the book she has feelings for the King and Raoul) This event leads to disaster for the King. Musketeers, Athos, Aramis, and Porthos reunite, as Musketeers, after a tragic incident. They all agree that King Louis XIV’s rule is brutal, selfish, and they see him as spoiled. Athos, Porthos, and Aramis, create a plan to remove the King from power, by replacing him with someone else. Only D’Artagnan, the Captain of the King's Guards, refuses to join. This forces the three friends to have to carry out their plan without D’Artagnan knowing.
Hidden from the public in the Bastille, remains a man, face hidden by an iron mask. (The Bastille was a prison, built in the 1300s ). This man in the iron mask has his identity, and the crime he must have committed, unknown to him and the public. This prisoner, in the iron mask, is named Philippe. King Louis XIV rules France. In the movie, Louis sees Christine Bellefort (In the book and real life, is named Louise de la Vallière). She is the fiance of Raoul, the son of the Musketeer, Athos. Louis is shocked by her beauty and decides he wants to have her for himself. (In the book she has feelings for the King and Raoul) This event leads to disaster for the King. Musketeers, Athos, Aramis, and Porthos reunite, as Musketeers, after a tragic incident. They all agree that King Louis XIV’s rule is brutal, selfish, and they see him as spoiled. Athos, Porthos, and Aramis, create a plan to remove the King from power, by replacing him with someone else. Only D’Artagnan, the Captain of the King's Guards, refuses to join. This forces the three friends to have to carry out their plan without D’Artagnan knowing.
About the Film: Character Development/Reviews/Book Vs Movie/ Themes
In The Man in the Iron Mask, King Louis XIV transforms from a selfish and childish ruler into a more hardened absolute monarch. Another character with a great character development would be Athos. A reviewer on Goodreads, named Apatt, says, “Dumas' skill with character development is remarkable. His main characters are all lively, vibrant and believable. Of the original three musketeers the only real mover and shaker is Aramis, who is too clever and ambitious for his own good. His ingenious subterfuges and elaborate schemes are both audacious and hilarious in execution” (Goodreads.com).
I personally think that the movie was very interesting. I liked the vibes the film was giving. The costumes were very beautiful, elegant, and detailed. The cinematography was also really nice. The movie being very dramatic, made me very interested in wanting to read the book. Things mentioned at the end of the movie were not what I was expecting. Bracha I on Rottentomatoes.com, gives their opinion on the movie. They say, “Ignore the bad accents, ignore that it is not faithful to the original book, but a deep movie about loyalty and friendship.” (Rottentomatoes.com). This reviewer focuses more on the lesson or themes in the movie. They also say they, “Watching it again as an adult and knowing how it ends, I think the greatness in this movie is watching it again and appreciating all the details in the script from the beginning to the end.” (Rottentomatoes.com).
Now I’m going to mention a review about the book! Apatt adds more on what she thinks of the characters in the book. Apatt mentions how, “ Porthos is his lovable, not too bright, faithful sidekick who follows him blindly to his own detriment; as for Athos, he does not have much to do in the narrative except growing old and sad,” (Goodreads.com). A quote that the reviewer and I thought were important was, "Then if you wish me to tell what crime / have committed, explain to me in what a crime consists. For as my conscience does not accuse me, / aver that I am not a criminal." (Dumas 13). I thought to make note of this in my copy of the book, since it explains how Philip does not know why he was put in prison and wears a mask. This quote also explains how he believes he is not a criminal. He wants an answer as to why he was taken, which is what readers also want to find out more about. Chapter one goes on about Aramis meeting the man in the iron mask and discussing identity. This chapter, which has this quote, gives readers other information about Philip before being taken to the Bastille.
The ending of the movie and book are very different. The movie has a more happy ending, compared to the tragic and more dark ending of the book. The book also focuses more on the Musketeers and how France was doing (the political landscape). However, the movie focuses more on the prisoner, in the iron mask. The book also focuses a lot more on other characters like Raoul, compared to the movie. People who read the book also know more about the King’s ministers, Fouguet and Colbert.
Important themes included are about absolute power, identity, redemption, and loyalty vs personal honor. These are seen throughout the story. King Louis XIV’s rule upsets many people, and people view his rule as tyranny. The story shows a ruler having absolute power which leads to destruction (seen when the Musketeers plot against him) . Athos, Porthos, and Aramis want revenge by trying to replace the king. D’Artagnan has to choose between remaining loyal to the King of France, or betraying his friends and their personal feelings. He has to struggle with the fact of going against the people in France and his dearest friends, to stay loyal to the king.
In The Man in the Iron Mask, King Louis XIV transforms from a selfish and childish ruler into a more hardened absolute monarch. Another character with a great character development would be Athos. A reviewer on Goodreads, named Apatt, says, “Dumas' skill with character development is remarkable. His main characters are all lively, vibrant and believable. Of the original three musketeers the only real mover and shaker is Aramis, who is too clever and ambitious for his own good. His ingenious subterfuges and elaborate schemes are both audacious and hilarious in execution” (Goodreads.com).
I personally think that the movie was very interesting. I liked the vibes the film was giving. The costumes were very beautiful, elegant, and detailed. The cinematography was also really nice. The movie being very dramatic, made me very interested in wanting to read the book. Things mentioned at the end of the movie were not what I was expecting. Bracha I on Rottentomatoes.com, gives their opinion on the movie. They say, “Ignore the bad accents, ignore that it is not faithful to the original book, but a deep movie about loyalty and friendship.” (Rottentomatoes.com). This reviewer focuses more on the lesson or themes in the movie. They also say they, “Watching it again as an adult and knowing how it ends, I think the greatness in this movie is watching it again and appreciating all the details in the script from the beginning to the end.” (Rottentomatoes.com).
Now I’m going to mention a review about the book! Apatt adds more on what she thinks of the characters in the book. Apatt mentions how, “ Porthos is his lovable, not too bright, faithful sidekick who follows him blindly to his own detriment; as for Athos, he does not have much to do in the narrative except growing old and sad,” (Goodreads.com). A quote that the reviewer and I thought were important was, "Then if you wish me to tell what crime / have committed, explain to me in what a crime consists. For as my conscience does not accuse me, / aver that I am not a criminal." (Dumas 13). I thought to make note of this in my copy of the book, since it explains how Philip does not know why he was put in prison and wears a mask. This quote also explains how he believes he is not a criminal. He wants an answer as to why he was taken, which is what readers also want to find out more about. Chapter one goes on about Aramis meeting the man in the iron mask and discussing identity. This chapter, which has this quote, gives readers other information about Philip before being taken to the Bastille.
The ending of the movie and book are very different. The movie has a more happy ending, compared to the tragic and more dark ending of the book. The book also focuses more on the Musketeers and how France was doing (the political landscape). However, the movie focuses more on the prisoner, in the iron mask. The book also focuses a lot more on other characters like Raoul, compared to the movie. People who read the book also know more about the King’s ministers, Fouguet and Colbert.
Important themes included are about absolute power, identity, redemption, and loyalty vs personal honor. These are seen throughout the story. King Louis XIV’s rule upsets many people, and people view his rule as tyranny. The story shows a ruler having absolute power which leads to destruction (seen when the Musketeers plot against him) . Athos, Porthos, and Aramis want revenge by trying to replace the king. D’Artagnan has to choose between remaining loyal to the King of France, or betraying his friends and their personal feelings. He has to struggle with the fact of going against the people in France and his dearest friends, to stay loyal to the king.
More by Alexandre Dumas:
The book by the author, Alexandre Dumas, became a well-known historical novel. The mystery of the real life man, whose face is hidden, is also a mystery that many people are interested in. The book and the dramatic plot featuring the Musketeers got more people interested in wanting to read it. By being one of the last books in the D’Artagnan Romances series, it became popular for this reason as well.
Although I do mention the book version of, The Man in the Iron Mask, I have not read the book yet. I managed to find the book at Bestseller, Micronesian Mall. I plan to finish the book and be able to compare it more to the movie in the future!
The book by the author, Alexandre Dumas, became a well-known historical novel. The mystery of the real life man, whose face is hidden, is also a mystery that many people are interested in. The book and the dramatic plot featuring the Musketeers got more people interested in wanting to read it. By being one of the last books in the D’Artagnan Romances series, it became popular for this reason as well.
Although I do mention the book version of, The Man in the Iron Mask, I have not read the book yet. I managed to find the book at Bestseller, Micronesian Mall. I plan to finish the book and be able to compare it more to the movie in the future!
If you liked the story of The Man in the Iron Mask, you should read…
(Alexandre Dumas: D’Artagnan Romances/King’s Musketeers)
(Alexandre Dumas: D’Artagnan Romances/King’s Musketeers)
1. The Three Musketeers (1844) - By: Alexandre Dumas / Rating: 4.1/5 (Goodreads) — A review in 2014: “The four musketeers are complicated and flawed characters who make mistakes and essentially function as vigilantes. Dumas captures the tense political situation in Europe at the time. And onto that additional level, he overlays the ambitions and relationships of individuals-both men and women-depicting how these alter and affect the fates of nations.” (Kara.reviews).
2. Twenty Years After (1845) - By: Alexandre Dumas and Auguste Marquet (French Author: collaborator/researcher [more about him in the Works Cited]) / Rating: 4.4/5 (Goodreads)
3. The Count of Monte Cristo (1844-1846) -By: Alexandre Dumas and Auguste Marquet / Rating: 4.3/5 (Goodreads)
(Others)
1. The Scarlet Pimpernel (1905) - By: Baroness Orczy / Rating: 4.1/5 (Goodreads)
2. Twenty Years After (1845) - By: Alexandre Dumas and Auguste Marquet (French Author: collaborator/researcher [more about him in the Works Cited]) / Rating: 4.4/5 (Goodreads)
3. The Count of Monte Cristo (1844-1846) -By: Alexandre Dumas and Auguste Marquet / Rating: 4.3/5 (Goodreads)
(Others)
1. The Scarlet Pimpernel (1905) - By: Baroness Orczy / Rating: 4.1/5 (Goodreads)
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Works Cited
BookRags . “The Man in the Iron Mask Summary.” Www.BookRags.com, 2026, www.bookrags.com/studyguide-the-
man-in-the-iron-mask/characters.html#gsc.tab=0. Accessed 27 Feb. 2026.
Dumas, Alexandre , and Jacqueline Rogers. The Man in the Iron Mask. London, Penguin Books, 1998.
Accessed 27 Feb. 2026.
Dumas, Alexandre, and Joachim Neugroschel. The Man in the Iron Mask. New York, Penguin Books, 2003.
Accessed 27 Feb. 2026.
EBSCO. “Auguste Maquet | History | Research Starters | EBSCO Research.” EBSCO, 2022,
www.ebsco.com/research-starters/history/auguste-maquet. Accessed 27 Feb. 2026.
Kara Reviews . “THE THREE MUSKETEERS by Alexandre Dumas ★★★★★ | Kara.Reviews.” Kara.reviews, 2
June 2014, kara.reviews/the-three-musketeers/. Accessed 27 Feb. 2026.
Kacey Deamer-Staff Writer 06. “Mysterious “Man in the Iron Mask” Revealed, 350 Years Later.” Livescience.com,
6 May 2016, www.livescience.com/54669-man-in-the-iron-mask-identified.html. Accessed 27 Feb. 2026.
Rottentomatoes. “The Man in the Iron Mask | Audience Reviews.” Rotten Tomatoes, 2026,
www.rottentomatoes.com/m/1082400-man_in_the_iron_mask/reviews/all-audience. Accessed 27 Feb. 2026.
Wilkinson , Josephine . “10 Facts about the Man in the Iron Mask.” History Hit, 16 May 2023,
www.historyhit.com/facts-about-the-man-in-the-iron-mask/. Accessed 27 Feb. 2026.
BookRags . “The Man in the Iron Mask Summary.” Www.BookRags.com, 2026, www.bookrags.com/studyguide-the-
man-in-the-iron-mask/characters.html#gsc.tab=0. Accessed 27 Feb. 2026.
Dumas, Alexandre , and Jacqueline Rogers. The Man in the Iron Mask. London, Penguin Books, 1998.
Accessed 27 Feb. 2026.
Dumas, Alexandre, and Joachim Neugroschel. The Man in the Iron Mask. New York, Penguin Books, 2003.
Accessed 27 Feb. 2026.
EBSCO. “Auguste Maquet | History | Research Starters | EBSCO Research.” EBSCO, 2022,
www.ebsco.com/research-starters/history/auguste-maquet. Accessed 27 Feb. 2026.
Kara Reviews . “THE THREE MUSKETEERS by Alexandre Dumas ★★★★★ | Kara.Reviews.” Kara.reviews, 2
June 2014, kara.reviews/the-three-musketeers/. Accessed 27 Feb. 2026.
Kacey Deamer-Staff Writer 06. “Mysterious “Man in the Iron Mask” Revealed, 350 Years Later.” Livescience.com,
6 May 2016, www.livescience.com/54669-man-in-the-iron-mask-identified.html. Accessed 27 Feb. 2026.
Rottentomatoes. “The Man in the Iron Mask | Audience Reviews.” Rotten Tomatoes, 2026,
www.rottentomatoes.com/m/1082400-man_in_the_iron_mask/reviews/all-audience. Accessed 27 Feb. 2026.
Wilkinson , Josephine . “10 Facts about the Man in the Iron Mask.” History Hit, 16 May 2023,
www.historyhit.com/facts-about-the-man-in-the-iron-mask/. Accessed 27 Feb. 2026.
Springtime Celebrations Around the World
By Jaein Kim
Spring
/spriNG/
noun
1. the season after winter and before summer, in which vegetation begins to appear, in the northern hemisphere from March to May and in the southern hemisphere from September to November.
“In spring the garden is a feast of blossom.”
/spriNG/
noun
1. the season after winter and before summer, in which vegetation begins to appear, in the northern hemisphere from March to May and in the southern hemisphere from September to November.
“In spring the garden is a feast of blossom.”
Spring, in my opinion, is one of the best seasons. Firstly, it’s fun to say and easy to spell. Second, the moderate temperatures are perfect for outdoor activities— not too hot like summer, but not too cold like winter. (This is coming from someone who absolutely loves summer). And third, it’s a season of rebirth, growth, and nature. Because of that, mankind has been honoring this season’s arrival for a very long time. However, each country has a different way of honoring it. Curious as to how all of the celebrations go? I’ve got exactly what you need! What’s the first thing that comes up in your mind when you hear, “spring” and “Japan?” If you asked me, it would be cherry blossoms. These pink flowers, called “sakura” (さくら) in Japanese, are the national flower of Japan and the spring. They celebrate Hanami, also known as the Cherry Blossom festival. However, it is not only Japan that celebrates spring like this. South Korea also holds cherry blossom festivals. In Korean, these flowers are called “beojkkot” (벚꽃). During this season, people from all over the world make their ways to these countries. As someone who’s seen these flowers before in both countries, I’ll tell you that it’s one-hundred percent worth it.
Another colorful festival is the Holi in India celebrated by Hindus, also called the Festival of Colors. The festival lives up to its name, as it is celebrated by splashing water and throwing colored powders at each other. It pays tribute to Hindu mythology, especially to the gods Radha and Krishna. Holi is also widely celebrated anywhere with a large Hindu population, like Indonesia, Bangladesh, Nepal, etc. It certainly is a perfect way to start the spring!
In the end, one of the most classic spring celebrations is Easter, celebrated almost worldwide. Easter is a major holiday for Christians— the day that celebrates the rebirth of Jesus. However, in the US, there is a special Easter tradition believed to have started in 1814, called the White House Easter Egg Roll. It takes place in Washington D.C. on the White House lawn, where eggs are rolled across the grass with wooden spoons. The children compete to see who can cross the finish line first. The prizes for the winner(s) include the usual Easter eggs or sweet treats. It truly is an annual highlight for children in the US. I wish I could go to this Easter egg roll!
While I’ve only covered a few spring celebrations, there are much more wonderful ones around the world. Like Baba Marta Day in Bulgaria, based on the folklore of the old woman Baba Marta that only smiles when the sun comes out. This celebration is probably my favorite out of the ones I’ve learned about; I love the story behind it and the red-and-white strings exchanged, called martenitsi, that are meant to bring happiness and good luck. Another is the Canadian Tulip Festival, where over one million tulips are on display. The celebration’s origins trace back to World War II, when the Dutch Royal Family gifted Canada 100,000 tulip bulbs as a gesture of friendship. If you love colorful things, nature, and flowers, it’s a festival just made for you.
Researching for this article, it really was fascinating to me how diverse the whole world is. Cherry blossoms in Japan, a festival of colors in India, Easter egg rolls in the USA… I’ve mentioned it before, but my favorite remains Baba Marta Day. Behind it would definitely be the cherry blossom viewing. The flowers, to me, just scream spring so loudly. And they are always so beautiful. What is your favorite way to celebrate spring? But remember, no matter how or where you celebrate, the important thing is that you have fun!
Another colorful festival is the Holi in India celebrated by Hindus, also called the Festival of Colors. The festival lives up to its name, as it is celebrated by splashing water and throwing colored powders at each other. It pays tribute to Hindu mythology, especially to the gods Radha and Krishna. Holi is also widely celebrated anywhere with a large Hindu population, like Indonesia, Bangladesh, Nepal, etc. It certainly is a perfect way to start the spring!
In the end, one of the most classic spring celebrations is Easter, celebrated almost worldwide. Easter is a major holiday for Christians— the day that celebrates the rebirth of Jesus. However, in the US, there is a special Easter tradition believed to have started in 1814, called the White House Easter Egg Roll. It takes place in Washington D.C. on the White House lawn, where eggs are rolled across the grass with wooden spoons. The children compete to see who can cross the finish line first. The prizes for the winner(s) include the usual Easter eggs or sweet treats. It truly is an annual highlight for children in the US. I wish I could go to this Easter egg roll!
While I’ve only covered a few spring celebrations, there are much more wonderful ones around the world. Like Baba Marta Day in Bulgaria, based on the folklore of the old woman Baba Marta that only smiles when the sun comes out. This celebration is probably my favorite out of the ones I’ve learned about; I love the story behind it and the red-and-white strings exchanged, called martenitsi, that are meant to bring happiness and good luck. Another is the Canadian Tulip Festival, where over one million tulips are on display. The celebration’s origins trace back to World War II, when the Dutch Royal Family gifted Canada 100,000 tulip bulbs as a gesture of friendship. If you love colorful things, nature, and flowers, it’s a festival just made for you.
Researching for this article, it really was fascinating to me how diverse the whole world is. Cherry blossoms in Japan, a festival of colors in India, Easter egg rolls in the USA… I’ve mentioned it before, but my favorite remains Baba Marta Day. Behind it would definitely be the cherry blossom viewing. The flowers, to me, just scream spring so loudly. And they are always so beautiful. What is your favorite way to celebrate spring? But remember, no matter how or where you celebrate, the important thing is that you have fun!
IB Music Night Component #4
By Penny Perez
St. John’s School hosted their IB Music Night Component #4 on January 23rd at the St John’s chapel. This concert is for international baccalaureate music candidates to present an arrangement of music that they arranged to receive an IB music certificate. This concert has been on-going since 2017. Mrs. Ellen Petra, the IB coordinator, said this concert is for IB candidates to collaborate and operate with other musicians outside themselves. Two students arranged music for the concert and to receive their IB certificate: Grace Kang and Jamie Xu. Grace and Jamie would be judged on their performance and expression, creativity and audience contact.
Grace Kang arranged two pieces. First, Grace utilized the Saint John’s Handbell Choir to perform her interpretation of Blood Moon Waltz. It was a moving and somber performance. Though she didn’t perform in the handbell performance, her musical acumen was apparent in her arrangement of the composition. In the second arrangement, Grace showed her violin talent as she performed “Tico Tico No Fuba” with guest guitarist Kevin Zhu. This performance was adapted from a Brazilian Latin jazz piece made popular by Carmen Miranda.
The second arranger was Jamie Xu, who I had the privilege to meet and interview before the performance. Jamie, a senior at Saint Johns, has been playing violin for eleven years and was hopeful about earning her IB certificate. She arranged and performed as part of a four string quartet the piece “Adios Nonino”, along with three other Saint Johns students. Her moving and beautiful arrangement and performance enthralled the crowd.
Apart from the IB candidates, Kayden Wong, a seventh grade saxophone musician, performed two songs popular from the 1980s: Just the Two of Us and Arthur’s Theme. The other guest performer was Leo Akeboshi, another Saint Johns student, who played a beautiful piano piece by Frederic Chopin.
The performances this evening were amazing, and the musical ability of Saint Johns students is beyond compare. Grace and Jamie were judged and unsurprisingly received their IB music certificate.
Grace Kang arranged two pieces. First, Grace utilized the Saint John’s Handbell Choir to perform her interpretation of Blood Moon Waltz. It was a moving and somber performance. Though she didn’t perform in the handbell performance, her musical acumen was apparent in her arrangement of the composition. In the second arrangement, Grace showed her violin talent as she performed “Tico Tico No Fuba” with guest guitarist Kevin Zhu. This performance was adapted from a Brazilian Latin jazz piece made popular by Carmen Miranda.
The second arranger was Jamie Xu, who I had the privilege to meet and interview before the performance. Jamie, a senior at Saint Johns, has been playing violin for eleven years and was hopeful about earning her IB certificate. She arranged and performed as part of a four string quartet the piece “Adios Nonino”, along with three other Saint Johns students. Her moving and beautiful arrangement and performance enthralled the crowd.
Apart from the IB candidates, Kayden Wong, a seventh grade saxophone musician, performed two songs popular from the 1980s: Just the Two of Us and Arthur’s Theme. The other guest performer was Leo Akeboshi, another Saint Johns student, who played a beautiful piano piece by Frederic Chopin.
The performances this evening were amazing, and the musical ability of Saint Johns students is beyond compare. Grace and Jamie were judged and unsurprisingly received their IB music certificate.
“No Son Como Nosotros”
By Claire Suh
In the contemporary United States, the Super Bowl halftime show has become more than an entertainment interlude; it is a symbolic arena in which competing visions of national identity are staged before a massive audience. The performances by Kendrick Lamar and Bad Bunny, though distinct in aesthetic and linguistic form, are similar in essence. Both center marginalized identities on one of the most traditionally mainstream American platforms, and in doing so, both reflect a nation grappling with race, representation, and belonging.
Kendrick Lamar’s performance operated within a long lineage of Black artistic resistance. His body of work consistently interrogates systemic racism, structural inequality, and the psychological consequences of historic oppression. When such themes reach the Super Bowl stage, they destabilize the idea of the event as politically neutral. The presence of a Black artist whose music openly critiques institutional injustice underscores the unresolved racial tensions that continue to shape American society. In a country still contending with disparities in policing, incarceration, education, and wealth, Lamar’s performance becomes more than cultural production; it becomes commentary. His artistry affirms that Black identity and critique are not peripheral to American life but central to understanding it.
Bad Bunny’s performance parallels this dynamic in a different register. As a Puerto Rican artist, he represents a community that occupies a uniquely complex position within the American political structure. Puerto Ricans are U.S. citizens, yet the island remains a territory without full voting representation in the federal government. This ambiguous political status often translates into cultural underrepresentation. At a time when immigration enforcement, border politics, and ICE operations dominate headlines and public debate, Latino identity is frequently framed through the lens of legality and exclusion rather than contribution and citizenship.
Against this backdrop, Bad Bunny’s decision to perform in Spanish without any translation carries profound symbolic weight. Spanish, though widely spoken in the United States, is often treated as foreign in political rhetoric. By centering his performance in a language that some political actors frame as “other,” he challenges the assumption that American identity is synonymous with English monolingualism. More significantly, he reframes the Super Bowl audience itself : if millions are watching, then millions are capable of encountering American culture that is multilingual and diverse. The performance implicitly asserts that Latino communities, including those in American territories, are not external to the nation but integral to it.
In this way, both performances are fundamentally about visibility. Lamar foregrounds Black American experiences shaped by historical racism; Bad Bunny foregrounds Latino and territorial identities often marginalized in mainstream discourse. Each artist occupies a minority position within dominant narratives of power, yet both commanded the largest entertainment stage in the country. Their shows demonstrate that representation itself has become political in an era where demographic change and immigration debates intensify anxieties about national identity.
The reactions to both performances further reveal the polarized state of the United States. For some viewers, these shows symbolize progress : a broader, more inclusive definition of Americanness that reflects the country’s actual diversity. For others, they represent unwelcome politicization of a sporting event or a departure from traditional conceptions of national celebration. This divide illustrates a deeper conflict : whether America should be understood as a fixed cultural identity or an evolving, pluralistic society shaped by multiple languages, races, and histories.
The similarity between Kendrick Lamar’s and Bad Bunny’s performances lies in their assertion that minority identities are not marginal footnotes to the American story. They are central chapters. In a moment marked by debates over ICE enforcement, racial justice, and the political status of U.S. territories, these halftime shows function as cultural counterarguments. They suggest that the United States is not weakened by diversity but defined by it. On the Super Bowl stage, watched by millions, the nation was confronted with a question it continues to wrestle with : Who gets to represent America – and who has always been part of it?
Kendrick Lamar’s performance operated within a long lineage of Black artistic resistance. His body of work consistently interrogates systemic racism, structural inequality, and the psychological consequences of historic oppression. When such themes reach the Super Bowl stage, they destabilize the idea of the event as politically neutral. The presence of a Black artist whose music openly critiques institutional injustice underscores the unresolved racial tensions that continue to shape American society. In a country still contending with disparities in policing, incarceration, education, and wealth, Lamar’s performance becomes more than cultural production; it becomes commentary. His artistry affirms that Black identity and critique are not peripheral to American life but central to understanding it.
Bad Bunny’s performance parallels this dynamic in a different register. As a Puerto Rican artist, he represents a community that occupies a uniquely complex position within the American political structure. Puerto Ricans are U.S. citizens, yet the island remains a territory without full voting representation in the federal government. This ambiguous political status often translates into cultural underrepresentation. At a time when immigration enforcement, border politics, and ICE operations dominate headlines and public debate, Latino identity is frequently framed through the lens of legality and exclusion rather than contribution and citizenship.
Against this backdrop, Bad Bunny’s decision to perform in Spanish without any translation carries profound symbolic weight. Spanish, though widely spoken in the United States, is often treated as foreign in political rhetoric. By centering his performance in a language that some political actors frame as “other,” he challenges the assumption that American identity is synonymous with English monolingualism. More significantly, he reframes the Super Bowl audience itself : if millions are watching, then millions are capable of encountering American culture that is multilingual and diverse. The performance implicitly asserts that Latino communities, including those in American territories, are not external to the nation but integral to it.
In this way, both performances are fundamentally about visibility. Lamar foregrounds Black American experiences shaped by historical racism; Bad Bunny foregrounds Latino and territorial identities often marginalized in mainstream discourse. Each artist occupies a minority position within dominant narratives of power, yet both commanded the largest entertainment stage in the country. Their shows demonstrate that representation itself has become political in an era where demographic change and immigration debates intensify anxieties about national identity.
The reactions to both performances further reveal the polarized state of the United States. For some viewers, these shows symbolize progress : a broader, more inclusive definition of Americanness that reflects the country’s actual diversity. For others, they represent unwelcome politicization of a sporting event or a departure from traditional conceptions of national celebration. This divide illustrates a deeper conflict : whether America should be understood as a fixed cultural identity or an evolving, pluralistic society shaped by multiple languages, races, and histories.
The similarity between Kendrick Lamar’s and Bad Bunny’s performances lies in their assertion that minority identities are not marginal footnotes to the American story. They are central chapters. In a moment marked by debates over ICE enforcement, racial justice, and the political status of U.S. territories, these halftime shows function as cultural counterarguments. They suggest that the United States is not weakened by diversity but defined by it. On the Super Bowl stage, watched by millions, the nation was confronted with a question it continues to wrestle with : Who gets to represent America – and who has always been part of it?
St. John’s Japanese Club
By Jiwoo Park
The Japanese Club at St. John’s School works to educate students about Japanese culture while supporting community development through their programs which include teaching traditional practices and creating 1,000 paper cranes for charitable purposes. The club serves as a gathering spot where students learn about different cultures and build friendships through shared activities.
The club exists to help members discover Japanese traditions through its various activities. The program introduces students to Japanese customs through its three components which include interactive learning experiences and group conversations about Japanese cultural elements. Learning experiences become more effective when students use effective learning methods. Students who take part in cultural activities will develop a more profound comprehension of Japanese history and cultural values.
The practice of folding 1,000 paper cranes serves as a significant demonstration of this learning process. The Japanese people use the paper crane as their emblematic representation of hope and peace. The club chose to fold cranes for charity work after they learned about Sadako Sasaki's life story and the senbazuru custom of folding 1,000 cranes. The students learned origami skills through this activity while they discovered the important significance of the symbol. The process of folding each crane taught members that their minor efforts could achieve their greatest aspirations for peace and healing.
To complete the task of folding 1,000 cranes, students had to work together while showing their commitment to the project. The task could not be completed by one person alone. The students worked together to achieve a significant goal, which they accomplished by sharing responsibilities while supporting each other throughout the process. Teamwork created stronger bonds between friends, while it assisted members in acquiring their leadership abilities. The students who organized folding sessions took charge by teaching others to fold correctly while monitoring their progress. The accomplishment became more fulfilling because of our combined effort to achieve it.
The activity created an educational experience that students found both entertaining and memorable. Students took part in a traditional activity that holds deep cultural significance instead of studying cultural content through passive learning. The Japanese Club at St. John's combines cultural education with service work to create a dual impact that expands student understanding while benefiting the local community.
The club exists to help members discover Japanese traditions through its various activities. The program introduces students to Japanese customs through its three components which include interactive learning experiences and group conversations about Japanese cultural elements. Learning experiences become more effective when students use effective learning methods. Students who take part in cultural activities will develop a more profound comprehension of Japanese history and cultural values.
The practice of folding 1,000 paper cranes serves as a significant demonstration of this learning process. The Japanese people use the paper crane as their emblematic representation of hope and peace. The club chose to fold cranes for charity work after they learned about Sadako Sasaki's life story and the senbazuru custom of folding 1,000 cranes. The students learned origami skills through this activity while they discovered the important significance of the symbol. The process of folding each crane taught members that their minor efforts could achieve their greatest aspirations for peace and healing.
To complete the task of folding 1,000 cranes, students had to work together while showing their commitment to the project. The task could not be completed by one person alone. The students worked together to achieve a significant goal, which they accomplished by sharing responsibilities while supporting each other throughout the process. Teamwork created stronger bonds between friends, while it assisted members in acquiring their leadership abilities. The students who organized folding sessions took charge by teaching others to fold correctly while monitoring their progress. The accomplishment became more fulfilling because of our combined effort to achieve it.
The activity created an educational experience that students found both entertaining and memorable. Students took part in a traditional activity that holds deep cultural significance instead of studying cultural content through passive learning. The Japanese Club at St. John's combines cultural education with service work to create a dual impact that expands student understanding while benefiting the local community.
Beach Volleyball
By Seah Lee
Before most SJS students had even gone for winter break, the beach volleyball team was already busy practicing for the season. Beach volleyball is the third-quarter sport for highschoolers in both private and public schools on Guam. Practices began early for the Knights, giving players an early start to conditioning. Compared to last year, the sport drew in more athletes particularly freshman and sophomores.
Beach volleyball follows many of the same fundamentals as indoor volleyball, utilizing skills such as passing, setting, and hitting but the game itself looks different and follows different rules. The most obvious difference is the number of people on the court: indoor volleyball requires six people on the court while beach volleyball is played in pairs. Some differences in rules include the fact that you can not tip (using fingertips to hit the ball over the net) and can not receive the ball with your hands during serve receive (stricter rules on setting and doubling) Since there are only two people covering the entire court, each player carries a lot more responsibility. Though the smaller teams mandate more pressure, it forces players to communicate and sharpen ball-handling skills. Most players that join beach volleyball have or still play indoor volleyball and like to join beach volleyball to better their skills.
Practices are held at Jimmy Dee’s Paradise Beach, where several schools share the courts. Schools such as Harvest Christian Academy, Academy of Our Lady Guam, Father Duenas Memorial School, etc. often practice nearby. Coach Shepherd is the Head Coach and has guided the team through previous seasons, focusing heavily on drills that build ball control and smart shots. However, he has stated countless times that the main objective is not just to win but to hone the tools necessary to improve their performance in the sport while having fun.
A large part of this year’s excitement comes from the number of new members. The team also includes athletes from outside schools such as Guam Adventist Academy or GAA, bringing new perspectives and techniques. Unfamiliar players also mean that players have to learn to communicate in different ways and adapt to new styles of communication and play. Even small differences like terminology or school policies have sparked meaningful conversations and laughs that help everyone bond. Last year, many players from George Washington High School, John F. Kennedy High School, and homeschool groups joined the SJS team. However, many of those schools have now formed their own squads.
Overall, beach volleyball is a fun sport that builds trust, teamwork, and communication. Partners rely on each other for every play, knowing that each touch matters. With playoffs nearing, 4 pairs from the St.Johns team will be participating. Teams to watch out for are Academy of Our Lady Guam and Harvest Christian Academy as they have the leading records. The team encourages students to come out to cheer or even join the sport next season.
Beach volleyball follows many of the same fundamentals as indoor volleyball, utilizing skills such as passing, setting, and hitting but the game itself looks different and follows different rules. The most obvious difference is the number of people on the court: indoor volleyball requires six people on the court while beach volleyball is played in pairs. Some differences in rules include the fact that you can not tip (using fingertips to hit the ball over the net) and can not receive the ball with your hands during serve receive (stricter rules on setting and doubling) Since there are only two people covering the entire court, each player carries a lot more responsibility. Though the smaller teams mandate more pressure, it forces players to communicate and sharpen ball-handling skills. Most players that join beach volleyball have or still play indoor volleyball and like to join beach volleyball to better their skills.
Practices are held at Jimmy Dee’s Paradise Beach, where several schools share the courts. Schools such as Harvest Christian Academy, Academy of Our Lady Guam, Father Duenas Memorial School, etc. often practice nearby. Coach Shepherd is the Head Coach and has guided the team through previous seasons, focusing heavily on drills that build ball control and smart shots. However, he has stated countless times that the main objective is not just to win but to hone the tools necessary to improve their performance in the sport while having fun.
A large part of this year’s excitement comes from the number of new members. The team also includes athletes from outside schools such as Guam Adventist Academy or GAA, bringing new perspectives and techniques. Unfamiliar players also mean that players have to learn to communicate in different ways and adapt to new styles of communication and play. Even small differences like terminology or school policies have sparked meaningful conversations and laughs that help everyone bond. Last year, many players from George Washington High School, John F. Kennedy High School, and homeschool groups joined the SJS team. However, many of those schools have now formed their own squads.
Overall, beach volleyball is a fun sport that builds trust, teamwork, and communication. Partners rely on each other for every play, knowing that each touch matters. With playoffs nearing, 4 pairs from the St.Johns team will be participating. Teams to watch out for are Academy of Our Lady Guam and Harvest Christian Academy as they have the leading records. The team encourages students to come out to cheer or even join the sport next season.
