The Spectrum Newspaper February 2021 by Spectrum Newspaper

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the blakespectrum.org

“Your Voice in Print”

Wednesday | February 24 | 2021

Issue V

The Blake School

Closing Highcroft, Building Early Learning Center after Lengthy Deliberation Enrollment trends drove decision to merge lower schools Emma Martinez Sutton | Editor Emerita

n Feb. 3, Upper School students learned that Highcroft will close in the 2023-2024 school year in an email from Anne Stavney, Head of School, and Jeb Morrison ‘90, Chair of the Board of Trustees. Anika Hahn ‘21, who attended Highcroft, says, “I was not expecting it at all. I kind of felt really blindsided by it... to just send

it out in an email felt very impersonal.” While the news that the two Lower School campuses would be combined onto the Hopkins campus came as a shock to many, the plan has been in the works for about two years. The idea of a combined Lower School has been considered regularly by the board since Blake and Northrop’s merger in 1974, but a persistent decline in Lower School (and especially Highcroft) enrollment and market trends surrounding early learning centers caused the proposal to be acted upon now. The Early Learning

Betsy Fries

The Highcroft building was designed by the late Jim Dayton, a former Blake student and parent.

Center (ELC) will be built on Field 5 located next to the track and house PreK, kindergarten, and first grade, while grades two through five will be in the current Hopkins Lower School building. Raymond Yu, Lower School Director, describes the ELC as “a place where [early learners] can thrive. It’s a place where we want to foster their identity, their sense of awe, that sense of wonder. [It’s] a real commitment to seeing, noticing, and appreciating our early learners.” Stavney and Dan Kelley, Chief Financial and Operations Officer, proposed the Lower School Project (LSP) to the board about two years ago and the board voted on it in June 2020 after extensive research. This decisionprocess was insular within the board and upper management. Morrison says that in “a decision like this, because of the wideranging impact it has in the school, confidentiality

Betsy Fries

Students at Highcroft spend a snowy recess on the playground. Raymond Yu shares an aspect of the merge he is excited for saying, “[The] sense of community where we’re unifying the two campuses within the Lower School division will not only create more friendships, but also allow our professionals to work closely together.”

is a very important consideration. So, we had to define pretty narrowly the group of people who were contributors to the evaluation process... we had a very wide range of perspectives that did what we as a board are expected to do, which is to make hard decisions honoring the legacy and the entire community.” One of the main factors in the decision to move forward with LSP

was enrollment trends, both within Blake and nationally at independent schools. Morrison explains, “Over the last 10 years, really since the end of the housing crisis, there was a pretty significant change in the pattern of demand that we have been taking many actions to try to address, to mitigate, to reduce the impact of, in order to ensure that we could keep Highcroft full... the headwinds we were

facing were not changing, and so we needed to make a change and make a decision.” Stavney says, “A lot of schools are sitting back as their lower school enrollment declines, and... especially with those trends accelerating from COVID... it felt even more important to emerge from this really tough year with a really strong plan.” Story continues on page 2

Anne Stavney Responds to Star Tribune Article Detailing her Compensation Deferred compensation confuses Lucy Wolfe | Staff Writer

n Jan. 23 The Star Tribune released an article highlighting the top 100 Minnesota non-profits with the largest revenues. On this list, The Blake School was ranked 80th with $51.4M in revenue alongside Head of School Anne Stavney, who is compensated with 2.13% of these expenses, totaling a $1.1M salary. Students who read the article were taken aback by these numbers as the article illustrates that the school as a whole experienced a 13% decrease in revenue from the previous year while Stavney’s salary increased 69% since then. Nikki Stabno ‘21 says, “My first reaction to

Teachers face vaccine confusion. A look into the registration and selection processes, last minute cancellations, and excitement towards receving COVID-19 vaccines. Page 2

the article was definitely disappointment. It was surprising to see that there was such an increase in [her] salary during the year of a pandemic. I have a lot of questions about how and why it happened. As a senior, this information has changed the way I look at the school going forward, post-graduation.” Spectrum reached out to Stavney to try and better understand what these numbers really mean. As of Feb. 6, the Star Tribune has corrected these numbers saying that since 2018, the school saw a 2% increase in revenue, Stavney’s salary grew by 13%, and her new compensation is $642.5k. The original 13% decrease in funds and mere 2% increase in the corrected version can be attributed to a decline in auxiliary funds during the pandemic. Stavney explains this saying, “We had a major

drop in auxiliary revenue. Things we do on the side of running the school, like renting the arenas and the pool and the fields, we

1500 kids, and we couldn’t do that... Also our employee childcare program, the Cubhouse, was also shut down so all these extra

Betsy Fries

Anne Stavney says, “My salary is benchmarked against other independent schools of similar size, similar operational budgets, that are also Pre-K-12 or K-12, of 50 or more students, with usually more than one campus to manage.”

couldn’t do that during COVID. And [during] our summer at Blake program, we usually have six weeks of full programming [with] The “To the Max” Sandwich from the Wizards of Waverly Place. Get a taste of childhood with nostalgic recipes from your favorite Disney and Nickelodeon shows. Page 10

revenue generators [were] shut down due to COVID.” In terms of Stavney’s compensation, $642.5k is a drastic change from the

first report of Stavney’s salary due to a misunderstanding regarding her deferred compensation. Stavney describes her deferred compensation agreement: “Every September the board approves a charge and in my charge are eight major categories and within those categories are specific goals and those goals are depending on what needs to get done that year.” Stavney will receive the compensation as long she remains at Blake and completes the goals given to her four or five years ago. Examples of these goals include fundraising, filling admissions slots, ensuring new buildings are built on budget and on time, moving our sports teams from A to AA, or curricular changes like the new computer science program at the Middle School. The original numbers from the Star Tribune were A deep dive into the adoption process. Jing Jing Munson ‘21 and Betsy Fries ‘22 recount their journeys as they were adopted from China when they were babies. Page 15

taken from the Tax Form 990 filed by Blake, but those numbers are misleading because, at that time, she had received the full deferred compensation she had earned over the past five years. Students like Stabno were right to be confused by the article’s data, but the context given by Stavney helps to alleviate these misconceptions. Stavney is the first woman Head of School at Blake, and although her salary and deferred compensation are substantial, her responsibilities as Head of School are comparative to her earnings. Stavney shares, “I think it is very much like running a 42 million dollar [annual] business with 355 employees. It’s a major job. It is not being a [school] principal, on average it’s a 70 hour a week job. There is a lack of understanding about the complexities [of the job].”

STAFF

NEWS | THE SPECTRUM NEWSPAPER | FEBRUARY 24, 2021 | 2

Administration, Trustees Comment on Highcroft Closure Continued from page 1

The Blake School 511 Kenwood Pkwy Issue 5 February 24, 2021 Co-Editors-In-Chief: Sage Marmet | Noor Naseer Managing Editors: Maggie Seidel | Will Rosenblum Creative Director: Betsy Fries Online Editor: Will Rosenblum Multimedia Editor: Dylan Gainsley | Ben Lim Photo Editor: Betsy Fries Front Page Editor: Noor Naseer News Editor: Sofia Perlman Student Life Editor: Emily Rotenberg Arts & Culture Editor: Dylan Gainsley Science, Technology, and Health Editor: Noor Naseer Sports Editors: Will Rosenblum | James Prince InDepth Editor: Maggie Seidel Food Editor: Betsy Fries Games Editor: James Prince Opinions Editor: Bernadette Whitely Perspectives Editor: Will Rosenblum Features Editor: Sage Marmet Student Spotlight: Sage Marmet Business Managers: Maggie Seidel | James Prince Adviser: Anna Reid

STAFF WRITERS: Shira Aronow, Anna Johns, Jenna Thrasher, Kendall Phillips, Amaka Nwokocha, Ben Lim, Emily Anderson, Nya Manneh, Kate Rekas, Shagun Sinha, Chad Woerner, Sophie Herron, Mackenzie Higgins, Christopher Chen, Molly Seidel, Mallika Malaviya, Zoey Ueland, Keaton Rannow, Nina Bush, Amelia Bush, Winnie Ulland, Evan Vezmar, Lucy Wolfe, Cleo Kilpatrick, Allyson Jay STAFF PHOTOGRAPHER: Elena Gill, Karsten Farris, Oscar Walsh STAFF ARTISTS: Melody Lee, Zoe Florida, Mallika Malaviya, Sophia Vezmar BECOME A STAFF MEMBER: Contribute to the paper three times consecutively to be promoted to a staff writer! JOIN SPECTRUM: Spectrum meets in room 351 and on Zoom during clubs & community time every Wednesday/Thursday. Please come if you are interested in writing, drawing, designing, or taking pictures for the newspaper. LETTERS TO THE EDITOR: Disagree with something that’s in the paper? Have an opinion you want to share? Like to draw editorial cartoons? Take a stand and speak out. E-mail letters or editorial cartoons to spectrum@blakeschool.org or deliver them anonymously in room 351. Please limit letters to 400 words. MISSION STATEMENT: The primary purpose of the Blake School Spectrum is to report news and to explain its meaning and significance to our readers and the community. We hope to inform, entertain and provide a school forum for the unrestricted exchange of ideas and opinions. STYLE STATEMENT: Spectrum uses Associated Press (AP) Styles as of the February 2020 issue.

orrison adds, “This was really not about short-term dollars and cents. This was very much about the long-term strategic health of the school.” The building of the ELC, which is projected to cost about $12 million, will primarily be funded by the sale of Highcroft. Morrison says, “We need to sell it because it’s a significant financial asset in addition to being, you know, a very lovely piece of land.” Blake plans to sell the land to someone who can put it to good use for the Wayzata community, but

Betsy Fries

Pictured is a very snowy Field 5 where the ELC will be built.

Morrison notes, “We won’t have the ability to dictate precisely what it is that someone else does and most likely, unless there is a buyer who is willing to pay a market price for

the land that has intentions other than trying to put it to its highest economic use, then… it’ll be up to the buyer.” The move from a campus in Wayzata to

Hopkins will certainly be a large adjustment for many families. However, Stavney says, “we did a… geographic study of all Highcroft families, and the vast majority, over 80%, will not have any significantly increased drive time, and...86% will be less than 25 minutes because the bulk of them live between Wayzata and Hopkins. People assume people live out further west [like in] Orono, but few actually do.” In the combined Lower School, the average class size will stay the same, but, overall,

there will be less classes than the current four sections per grade for Pre-K to five. Lower School capacity will decrease from 540 to 445 (though enrollment is currently only 500), so staff will need to reduce as well. However, Morrison says, “We really entered this process... with an objective of ensuring that there was no need for a reduction in force that was involuntary. We are really optimistic that attrition and voluntary buyouts will get us to the staffing level that will meet the needs of the new approach.”

Vaccine Appointments Create Frustration, Excitement Teachers register for vaccinations Noor Naseer & Sage Marmet | Co-Editors-in Chief

ocial Studies teachers Maggie Bowman, Michelle Baroody, and Dion Crushshon ‘88 were scheduled to get their vaccines on Feb. 20. Bowman explains, “You get entered into the system and you get randomly selected, and so [Baroody and I] were

both selected last week to get our first dose of the vaccine, which was very exciting.” Crushshon explains the registration process saying, “As teachers we register through a certain site, then I got an email from the Minnesota Department of Health that said if I was interested, I should sign up ASAP… once I did that...I had two emails that said appointment one and appointment two.” Bowman, Baroody, and Crushshon were supposed

to receive their vaccines with other Minnesota educators at the Convention Center in Downtown Minneapolis; however, due to the winter storms and shipment issues, their appointments were cancelled. Baroody’s immediate reaction was feeling “so sad.” When they received their first email notifying them that they would be receiving the vaccine, they were able to choose between Friday and Saturday. However, accord-

Betsy Fries Crushshon shares, “there was basically a short window of time” to pick an appointment slot

ing to Baroody, in the rescheduling process, “The next email [after the initial cancellation] that we both got was just ‘Here’s your new appointment,’” with no choice in dates or times. The appointments were rescheduled for Feb. 27. Bowman cannot make this time slot and shares, “I just go back into the system until I get randomly selected again.” See full version blakespectrum.org

CJ as New Counselor Remote Teaching Poses Challenges Students welcome CJ as college counselor Betsy Fries | Creative Director

you’re confident, you feel heard, and you’re successful. The college counseling piece also then extends to making sure that you are good after [high school].” Molly Haag ‘22, one

Before assuming her role in admissions, she originally thought she would become a college counselor, but her journey took her in another direction. With her previous experience as a college admissions officer at DePaul University and Hamline University, it only seemed fitting for her to support students during their college process for the next few years. She expresses, “I’m excited because being a grade dean it’s very instinctual for me. I live to support young people and make sure that you guys can be in a space where

Will Rosenblum | Managing Editor

s senior program coordinator, co-robotics coach, JV softball coach, and now a college counselor, CJ Jones Eckhardt has deeply immersed herself into the community. She states, “I love all of what I am doing so far. I’m in a great spot at this place at Blake, and when I’m passionate about something I give it everything I got. I have so much support here and I haven’t felt like I’m in a place where I’m alone.”

New challenges with HTLP 2.0 schedule

Betsy Fries CJ Jones Eckhardt speaks on her new role as college counselor

of the students who Jones Eckhardt’s admitted and is assigned to her for college counseling, shares her experience, “I think she’s a great person, and she’ll definitely be a good college counselor. She sold me about going to Blake, I trust her helping me through the college process. She’s a big reason I came to Blake. She very much helped with my transition, and introduced me to students and other people.” Jones Eckhardt’s advises the Class of ‘22 “to remain flexible. To really open your mind to all of the possibilities and options out there because a lot of the time we only know so much… The most exciting part of this is the opportunity of choice.”

his year has presented challenges for everyone, but perhaps the most unique experience that has come from HTLP has been teachers teaching remotely. For various reasons this year, a few teachers have chosen to remain at home while students are in-person. Teachers and students remote and in-person alike will Zoom in to the class,

ing remotely “as the safest option,” but “is torn, I really want to be there with [students] but they have been really understanding of the class.” Bill Colburn taught remotely the first semester before going to in-person second semester, and despite feeling “cynicism towards computers in general,” he has found success teaching remotely. The situation may not be ideal, but these teachers have tried to make the most of it. Colburn had an “earpiece that allows me to move around my studio at home.” Chandiramani says that “One of the principles of my peda-

there have been some new opportunities. Chandiramani is able to “bring people back together with some music because I am on my computer and have music at the tip of my finger.” Colburn has started to hook up his phone to an arm to clearly show something he is demonstrating “that is aiming down at my workspace...and it is actually easier to show what I want to show so I think I will continue to use this setup...rather than 15 kids looking over my shoulder, for me it was a big breakthrough.” Reflecting on the

Anil Chandiramani teaches his block 2 Memoir class over Zoom while students learn in-person.

with an in- person adult to help facilitate, and teachers will often coordinate with these adults to make class go as smoothly as possible. Anil Chandiramani has taught remotely this semester after not teaching first semester. He sees teach-

gogy is to have a student centered classroom, and I have been able to do that through Zoom rooms, but one of the challenges is not being able to be there to help students get back on track and see what they’re up to.” Despite the negatives,

situation, Chandirimani adds “I am grateful to be teaching and working with students again...one of the things that makes Blake unique is the really cool curricula, one of the things with teaching remote is that the curricula is still there.”

STUDENT LIFE | THE SPECTRUM NEWSPAPER | FEBRUARY 24, 2021 | 3

COVID-19 Creates New Normal Remote Students React to HTLP 2.0 What does postpandemic society look like? Cleo Kilpatrick | Staff Writer

his year was one to remember, with life constantly changing it created a “new normal.” We got used to wearing masks in public, staying 6 feet apart, using Zoom, and just staying at home more than usual. Now, with a new year and the vaccine rolling out many people question if things will start to change. Sophia Vezmar ‘22 says, “People have gotten used to wearing masks and social distancing. We will probably wear masks for a long time.” Eva Stegic ‘23 agrees and says, “masks

have become a courtesy to others so we will probably wear masks for a long time.” Davin Khan ‘24 adds on, “[masks] will start to fade out in a few years.” Additionally, many people are curious how 2021 will compare to 2020. Although everyone wishes they could control the fu-

on and adds, “2021 will be a transitional stage … socially since we’ve been online it might be awkward to reintegrate back in person.” We have gotten so used to logging into zoom meetings and having to click unmute to speak that normal interactions will seem weird. The pandemic also caused many concerts, trips and big social gatherings to get canceled. If we have more freedom this year to gather in bigger groups how are people going to feel? Khan shares, “People are going to be more cautious of germs and health but overall people will be glad to see each other in person.” This new normal that the pandemic has created will hopefully allow our society to be healthier, happier, and safer in years to come.

“People should be prepared for 2021 to be pretty similar to 2020” ture and make COVID-19 disappear, unfortunately, that is not possible. Stegic says, “People should be prepared for 2021 to be pretty similar to 2020 and having stuff go back to normal either next year or the year after.” Khan goes

Is new schedule more, less beneficial for remote students Sofia Perlman | News Editor

hile many students recently returned to hybrid learning, some have chosen to stay online. The mixture of students both inperson and online has made teaching classes more challenging. “Teachers will sometimes forget the students that are online and not pay attention to them in the slightest, so it was kind of nicer to have everyone online because then they weren’t just teaching the class they were teaching everyone,” says Natalie Weinman ‘24. Additionally, when asked whether or not the 70 min classes are too long, Weinman says, “Definitely. I get migraines at the end of ev-

ery day in school.” Jay Gulati ‘22 agrees, “Yes I do. Even when I was in-person, back in 9th and 10th grade, I thought they were too long then and I still do now.” Since the start of the year, teachers have improved and evolved with how they teach remote classes and classes where some students are online and others are in-person. “The technology usage and the actual quality of the technology being used has

improved dramatically,” says Gulati. All-remote school is not necessarily a negative experience for all. Gulati says that “It’s a different experience than being at school physically, there’s positives and there’s negatives, but overall my experience [with remote school] has been largely positive. I think it shows that Blake instructors are committed to keeping people in the community, which is good to see.”

Noor Naseer

Nya Manneh ‘21, Sage Marmet ‘22, Molly Seidel ‘24, Betsy Fries ‘22, Maggie Seidel ‘22, Bernadette Whitely ‘22, Emily Rotenberg ‘22, Sofia Perlman ‘24, Cleo Kilpatrick ‘24, Tristan Poul ‘22, and Dylan Gainsley ‘22 all zoom into the Spectrum staff meeting on Anna Reid’s new and improved 65”screen.

Double the Amount of Students Complete Service Path Recognition Virtual volunteering results in additional service opportunities Mackenzie Higgins | Staff Writer

he Service Path Recognition Program requires students to complete 100 hours of service as well as a reflection on their experience. Students pursuing the award this year have been facing many challenges due to COVID-19 safety precautions and restrictions. Despite this, they are continuing to gain hours and there has even been more interest and participation this year

Submitted by: Anna Johns

This school year, despite COVID-19 restrictions, students, parents, and teachers from all three campuses have been able to come together and volunteer in our community to help those in need.

than usual. Lisa Sackreiter, the director of community service at Blake, explains that this year there are more than double the number of stu-

dents they usually have participating in Service Path Recognition. She adds, “I think people are looking for meaningful ways to spend their time.”

Many other regular activities have been canceled or shut down and participating in community service can fill that void as well as help the community

during a time of immense struggle. Sackreiter reports that students this year have already logged a total of 800 service hours. Skylar Wang ‘22 is pursuing the award a second time this year and has noted the differences between her experiences. She explains, “Last year, I had a little bit of difficulty getting the hours in because a lot of the volunteering was in person, so there were logistical or transportation issues...Now that it’s online, it’s actually easier to coordinate volunteer times or just get things done, because hopping on Zoom is a lot easier.”

While Wang does note that opportunities are more limited this year simply because they can’t be done virtually, she believes that the skills and tools she’s picked up this year will carry over into future volunteering. Wang also explains the importance of servicing the community this year in particular, she comments, “it’s especially important to provide support to communities right now [because] COVID has just magnified previously existing disparities. A lot of marginalized communities are the ones being hit hardest with job losses or other aspects of COVID.”

Required Readings Majorly Impact Student Perspectives Media & novels are relevant to the high school experience

They Carried.” Additionally, he enjoyed reading “A Portrait of the Artist as a Young Man” in AP English because of character devel-

Mallika Malaviya | Staff Writer

ver the years at the upper school, students are required to read and consume many different texts in their respective English courses. Certain books can have a lasting impact on those who read them and even have the power to influence thinking and perspective. Ishan Khurana ‘22, says that some of his favorite books from American Literature were “The Catcher in the Rye” and “The Things

opment and how the main character evolves. Khurana says “they made me change my way of thinking about me changing as a person.” Surina Arora ‘21, says that “The most impactful

texts that I have consumed at my time at Blake aren’t “The Great Gatsby” or classics that you read in American literature, but just the texts that are more prevalent to society today.” Arora discusses the variety of media that are provided to students as they progress into their junior and senior years. The most impactful sources to her weren’t necessarily novels, but rather podcasts and films. In the class The 21st Century Novel, Arora enjoyed the podcast “S-Town.” She says, “It taught me that you can understand people despite their background and despite what they believe.” Similar to Khurana, these sources have a larger impact than just a class text. Additionally, Aro-

ra enjoyed the films “Parasite” and “Do the Right Thing” in her Self and Others course. She says that these films, “Emphasize the

disparities that exist between the different socioeconomic classes,” and allow students to see outside the “Blake Bubble.” Like Khurana, Clara Lee Molina ‘21 also en-

joyed both “Their Eyes Were Watching God” and “A Portrait of the Artist as a Young Man.” She says that “The way that some of these people wrote is so elevated and so unique and it has really impacted the way that I write.” Additionally, she liked “The Bluest Eye” and “The Great Gatsby.” Like many others, Molina says that the last line of the Great Gatsby really stuck with her. Johnny Perry ‘22 liked reading the “Catcher in the Rye” in American Literature, which he thought was a “very interesting coming of age story.” Additionally, he enjoyed reading “Madame Bovary” in Visions of Realism, which is a novel that focuses on issues like class struggle.

UPCOMING EVENTS 2/25 & 2/26: No School due to Conferences 3/2: Equity Lab 3/12: Quarter Ends 3/13: Boys Basketball Senior Night

ARTS & CULTURE | THE SPECTRUM NEWSPAPER | FEBRUARY 24, 2021 | 4

Questions Around the School If you could book any musician to perform If borders were open and you won a free international plane ticket, where would you go? in the J.N.A, who would it be?

Rohan Mittra ‘22 says he would book Kendrick Lamar because he “likes his lyrics and thinks about what he says”

Justin Krelitz ‘23 says he would book [Franz] Liszt because in hiss opinion, Liszt is “the greatest composer of all time”

Carly Shoemate ‘22 says she would book Harry Styles because “he is Harry Styles”

Laila Saulsberry ‘22 says she would go to London because “she’s never been”

Solveig Bingham ‘21 says she would go to Australia because she would love to “see some kangaroos and swim in the water”

Talia Pesky ‘22 says she would go to Switzerland because “It seems fun”

New Musical ‘The Real Hero’ Adds New Twist to Viewing Methods Theatre team adapts to COVID-19 restrictions, presents musical movie Ava Gilbert | Contributing Writer

he spring musical this year is called “The Real Hero,” and for the first time is a movie musical due to COVID-19, meaning it will be performed in a movie format. The film is about two best friends Remy and Ali. The movie follows them as they discover that the sculptures from the sculpture garden can come to life. The mu-

sic will be pre-recorded and Truman Morsman ‘23 adds, “Camera angles will be used to make everyone appear closer than they actually are.” There are a lot of different feelings about the musical being a movie this year. Ava Carroll ‘24 explained “I think it’s a cool concept, I do prefer doing in person stuff but I un-

derstand with COVID we can’t have audiences and what not so a movie just makes more sense.” Morsman commented on the pace of movies by stating “I mean there’s a different sort of energy when you do it live... movies are a lot slower and more methodical because you have to get everything right versus a play where your on

stage, it’s a little bit more off the wall because you have to react more.” Sarah Costa ‘23 also said “You definitely don’t get as much of the backstage bonding as you usually do, but it’s better than nothing and I am really excited to see how it all works out.” Besides the musical being a movie, there are a lot of changes that will be

happening this year. Costa added some insight by stating “you’ll go and record and not everyone is recording at the same time. It’s all on weekends and it’s a recording, it’s not a play so there isn’t as much rehearsing and all of the rehearsing happens individually.” Overall, the musical shows a lot of promise and will definitely be one to remember.

What to Watch ‘WandaVision’ Complicates Storyline New Nolan Film ‘Tenet’ Disappoints Short series alters “Infinity War’s” ending, challenges viewers Rowan Wallin | Contributing Writer

or those who watch and keep up with the Marvel Cinematic Universe, you may have heard about “WandaVision,” a new show streaming on Disney+. The show stars Wanda Maximoff (Elizabeth Olsen) and Vision (Paul Bettany) who are married and live a seemingly ordinary life in a small New Jersey town, Westview. For someone interested in the MCU, you should watch this show because it continues the relationship between Wanda and Vision long after we thought it had ended. With a few episodes aired, a lot of things are still unknown about the show. Each episode seems to be set in a different era, developing chronologically through each decade. The first episode is set in the 50s and was modeled by the famous “Dick Van Dyke Show.” The episode features much of what you would expect from a 1950s American sitcom like a fun musical introduction, black and white coloring, and slapstick humor. The second

episode is set in the 1960s with a different introduction featuring Wanda and Vision as cartoon characters, reminiscent of the famous “I Dream of Jeannie” show. This episode is different, however because it features random moments of uncertainty which confuse viewers. For example, there are odd pounding sounds, sporadic hints of colors on foreign objects, and moments where characters act unusually but then time rewinds and they forget anything strange ever happened. It should also be noted that all of these occurrences seem to upset Wanda. This episode also revolves around the theme of children because Wanda and Vision host a

magic show “for the children” and then end up pregnant at the end of the episode. What can also be majorly confusing about this show is how Vision is alive, if he even is. Suzy Higuchi ‘23 was wondering this too when she said, “I thought (Vision) died in Infinity War, right?” If you have seen Avengers: Infinity War like Suzy has, you would know that Vision endured a tragic and lamenting death which left Wanda grieving. In WandaVision however, everyone thinks Vision never died, including Wanda. It is almost as if everyone in Westview is not living in reality, but rather a reality where Vision lived and Wanda could achieve happiness.

Mindbending movie confuses, overstimulates Sage Marmet | Co-Editor-in-Chief

hile the much anticipated, new Christopher Nolan movie “Tenet” had a unique premise, it proved to be so over complicated that it became very confusing and, overall, underwhelming. I thoroughly enjoy a good, suspenseful plot-twist ending Nolan movie, however, “Tenet” was so overly “meta” that it seemed a little simplified and created its own major plot holes. I really wish that the movie would dig a little deeper, and I expected a little more from Nolan. Primarily, the background noise throughout the entire movie is so loud that I had to use subtitles just to be able to understand what dialogue was going on. Because I had to devote so much focus to reading and understanding the dialogues, I felt that I missed a lot of the important parts that one should pick up on from the movie itself--not the dialogue. Another major point of confusion throughout the movie is the timeline. The movie runs in two different time directions simultaneously, making the first half of the movie ex-

tremely confusing. While this aspect of the plot is really important and compelling, this also adds to the movie’s overall complication. Even in all of the confusion, I thought that the movie’s plot was cool, new, and refreshing. In summary, future humans decide to declare war on humans of the past (present humans in the movie) because their world is ruined and they want to have a chance to fix it. They utilize a technology called inversion, which can reverse the entropy of anything--making an inverted person or object move backwards in time (in the movie they are shown as moving backwards and forwards-moving time, but changes depending on

the perspective of which character is where). These future humans picked the movie’s antagonist to finish their plan and to destroy the past world by inverting it. However, here lies the biggest plot hole of the film: the idea of the grandfather paradox. Why didn’t the people in the future realize that destroying that past world may also lead to their own demise? This idea is seldom developed throughout the movie, which I found quite odd. I really expected a much more “Nolan-esque,” crazy plot twist ending to the film, but I was disappointed. The premise felt very shallow and seemed to lack a “so what,” as to why its message was relevant.

SCI-TECH & HEALTH | THE SPECTRUM NEWSPAPER | FEBRUARY 24, 2021 | 5

Hybrid 2.0 Brings Shorter Lunch Lines, New Opinions on Menu Emerge Students see lunch improvements Nina Bush | Staff Writer

ith the new HTLP 2.0 schedule, the lunch block has undergone various changes. Under the first schedule, different classes, depending on the department, would go down to lunch at different times in an effort to reduce the time students spent in line. Despite these efforts, long lines formed and students would have to wait a long time before heading into their 60-minute lunch

block. Now, lunch has been shortened to 45 minutes and students have noticed that lines are much shorter. As Cynthia Lyman ‘24 explains, “I definitely like that they’re not making us wait anymore, like 15 minutes... lunch has been great... it’s a great experience.” She also has not felt a negative impact with the shorter lunch time, but has noticed the impact of switching between so many different schedules and explains how many of her peers have not fully realized that the timing and schedule have shifted: “I didn’t really notice the change to the

shorter lunch but I have noticed that people have been coming to my class after lunch a little late because they were confused about the schedule.” Leon Xue ‘22 noticed similar benefits to the new schedule saying, “I haven’t actually waited in a line for more than 5-10 minutes which is a massive improvement since the first semester... whatever line system that they have has worked.” Many students have noticed that the green group has had more of the student favored meals. Xue, who switched from green group to blue group in January says, “I definitely think that green group is

getting the better lunches because they had chicken tenders and then nachos back to back which is just crazy... arguably the two best lunches of the year but [I] definitely do think that they are getting the better lunches.” Despite these changes, it appears that the student body overall has actually enjoyed the hybrid lunch variations more than the pre-COVID-19 lunch schedule. Before the pandemic, many students had to share chairs and didn’t have lunch with their friends, making it hard to fully enjoy the meal. According to Xue, “Overall, I think [hybrid lunches are] better

Betsy Fries

Students have noticed shorter wait times during lunch, despite the lack of staggered release times from first semester.

because there is always enough room for your friends to sit together and socialize but I do think that there are certain re-

strictions like being able to leave the gym... that make it a little bit... less fun, but there is totally enough time to socialize.”

Hydration is Key in HTLP, Different Water Bottles Provide Varying Benefits Community members share their favorite water bottle brands

Be tsy Fr

ies

Catherine Barry | Editor Emerita

Science teacher Kjirsten Walt says, “With [COVID-19], I bring my water bottle so that I can stay localized to this side of the building as much as possible, and I am always trying to increase my water intake day to day. I recently got a Hydro Flask water bottle - the largest kind - and I really like the boot it has on it, so that it doesn’t clang against the table when you set it down. With Covid in mind, my favorite water bottle is actually called Owala, because it has a straw top that is also covered, so you never have to touch the straw.

Bella Suk ‘22 shares, “I usually bring my Nalgene water bottle to school. I also have a smaller one, two large ones with wide mouths, and a large one with a smaller mouth. I prefer the large water bottle - it is probably 24 ounces - with the smaller mouth because I get thirsty and I find it easier to drink out of. I love my Nalgene water bottles. I bring water bottles to school because the drinking fountains are closed because of [COVID-19] and it’s nice to have it readily available throughout the day.”

Evan Rechelbacher ‘21 explains, “I bring a water bottle to school because we are in hybrid. The water fountains are closed so bringing a water bottle is the only way to get water during the day. I usually bring my black Kleen Kanteen water bottle, but today I brought my Takeya. I like it to keep with me throughout the day so I don’t have to go to the lunch room to fill it up or anything like that.”

Teachers Experience, Share Shifts in Mental Health Throughout Pandemic More grace needed during these difficult times Bernadette Whitely | Opinions Editor

he transitions between RTLP to HTLP have been stressful for everyone, especially teachers. From constant schedule changes to managing work amidst a global pandemic, they have been feeling justifiably overwhelmed. English teacher Kate Nichols explains her anxiety surrounding the inconsistency and unpredictability of the school year: “This school year, at the beginning of the year when I had to get new classes up and going, get used to the schedule, and use the camera, I was pretty stressed out. I feel the same way with this new semester. It’s just

Betsy Fries

Nichols shares, “A huge help for me was that Blake offered child care for our kids when the lower school was remote. That was just so awesome because I wasn’t trying to juggle taking care of my kids and teaching online. When that happened, that was awesome.”

a lot going on at once.” Along with the daily stress of COVID-19 and worrying that everyone is safe, adapting to unfamiliar learning and teaching systems became overwhelming. Fellow English teacher, Patrick Barry, describes the connection between a

greater awareness of his well being and the messages that he tells himself saying, “Sometimes I’ll tell myself ‘you’re fine, you’re going to be fine’ and that is the story I like to tell myself, and maybe that is part of the desire to be the unflappable stoic. I would

say that even in the last few weeks, I have been more challenged when I say things like that in my head, to really wonder. As if there is a counter argument or voice saying ‘Are you?’ And if you’re not, that’s ok. You’re allowed to have feelings and for things to be hard and

maybe there is something to be said about bringing that forward as opposed to always having to seem put together for your students’ sake or your family’s sake.” Barry also expresses the importance of giving people more grace and being more understanding. He explains that focusing on taking care of yourself and those around you has become a priority in recent months: “I think I started reminding myself more often that whether it is a student in your classroom or a clerk behind the counter at Target, you don’t know what their experience is. We are all experiencing it together but differently so give some grace and try to be mindful that this is really hard. People need to be seen, need to be validated, need to be given some degree of grace.” Everyone is experi-

encing extremely difficult situations, and although it may seem insignificant, having more understanding for those around you can be impactful. Due to the childcare Blake provided, Nichols didn’t feel so overwhelmed and could focus on teaching her classes online. Additionally, she has also enjoyed, “the fact that we have slowed down in terms of the class schedule and that little bit of time at the beginning of the day we didn’t have before.” She elaborates saying, “I love the slower pace. I have always had a bit of trouble with the frenetic pace sometimes at Blake... I really have appreciated that and I have found students even come into class 10 or 15 minutes early and just hang out and chat for a while. I think that is all really good.”

SPORTS | THE SPECTRUM NEWSPAPER | FEBURARY 24, 2021 | 6

Hockey Team Connections Strengthen Despite Pandemic Buddy Program helps unite upper and lower classmen Maggie Seidel | Managing Editor

“T

he JV team has always had a pretty strong each other,” says with bond hockey player, JV year third ‘22. Though, Sugalski Luke style, no 2020-2021 typical in This, same. the truly is season the stifled not has however, teamamong bond important mates on JV Boys’ Hockey. This bond between the team is intentional and deliberate, as all teammates may have not played hockey on the ice with their linemates. David Carlson ‘23 says, “I think that one of the big differences between Blake and other schools [is that the entire team has not] grown up playing together, like a lot of people [have] at public schools. And, coming from all these different associations, it’s fun to play with your classmates that you’ve been going to school with for the first time, but it’s definitely a big adjustment.” New coaches Blake Dressen and Zach Doerring introduced a weekly buddy system this year that has maintained the team’s cohesive environment. Each week, two teammates are assigned as buddies, and they are tasked with engaging in some activity outside of hockey and reporting it back

to their coaches. For many, these activities have consisted of video games, facetiming, and pond hockey. Sugalski shares, “It’s generally upper [paired with] lower classmen. But sometimes it’s just people that play in your line... just to build chemistry [on the ice]... The coaches try and [pair you with] people you may not really know very well.” Michael Rekas ‘23, first year JV player, concurs that the buddy system is “something we can do to stay connected and get used to one another.” He adds, “It definitely helps on the ice.” One noteworthy change from previous hockey seasons is the limited locker room time. TC Doran ‘22, starting goalie, says, “For hockey especially, that locker room dynamic is really where all the social [bonding] happens, as opposed to other sports, [such as] track for me, where you sort of got that social aspect going on throughout practice as opposed to just before and after.” Sugalski communicates that the coaches have been very cognizant of the importance of locker room time for a time. He says, “They do rotate the locker rooms to try and get [ other teammates to have] other connections with other people... just so it’s not a lowerclassmen locker room or an upperclassmen locker room.” Despite the limited locker room time for the

Elena Gill

The Bears Lost 8-0 in their recent game against Eden Prairie. Pictured top left to right: Reece Hack ‘23, Jake Shapiro ‘21. Bottom: Dressen addresses the team before the start of the game.

JV team, it is clear that the coaches have made an intentional effort to best utilize all possible team bonding time. Doran, Sugalski, and Rekas appreciate the efforts of their coaches to maintain their sense of community. Rekas says, “So far this year, I think [the coaches] have

done a good job of trying to keep everyone together and get some sort of game plan working that we all have farmilitary with and that we all are able to run pretty easily.” Additionally, the health concerns of the COVID-19 pandemic have brought about

increased awareness for the importance of trust between teammates. Sugalski says, “You’re trying to not shut the team down... I think there is a little bit of a bond that’s built from trusting your teammates with that sort of thing.” The prominence of coronavirus in the immediate community has

underscored the qualities of being a teammate that include honor and trust. In looking forward to next year, Rekas concludes, “Going into next year, we’re hoping that we’re gonna have a normal season, we’re gonna start in late Nov./early Dec... and that we can continue as

Diving Maintains Practices, Hones Skills Myster y Athlete

Noor Naseer | Co-Editor-in-Chief

his year has brought unique challenges for each sport; with mask mandates, social distancing measures, and other restrictions, practices and games look very different. Diving, however, is one sport that has remained largely unchanged. The diving team con-

sists of three athletes: Colin Craig ‘24, Luke Lentini ‘24, and Michael Hackett ‘24. Craig and Lentini have been teammates since seventh grade. Craig shares, “I started it at country club because I liked being at the pool and my mom signed me up for it and that was kind of that. And then going into seventh grade when I was choosing my sports, I saw that diving was available and thought I’d try it, and I really loved it.” Lentini echoes this

Luke Lentini Collin Craig ’24 preforms a dive during practice this season.

love for the sport saying that his favorite aspect is “The challenge of it because it’s rewarding, it’s different from any other sport.” Craig elaborates on this challenge sharing, “[Diving] is a huge mental sport... When you want to learn a new dive, most of the time you’ll have a mental block that you have to break through in order to get it. This happens to everyone in diving. For example, reverse dives are insanely scary because you’re flipping back towards the board, and it took me a while to do it because every single day I did not want to do it.” Despite the unique mental challenge that diving poses, both Lentini and Craig have big goals for this season. Lentini shares that he wants to get four new dives: “Two and a half (I kind of already got it), inward double, reverse one and a half, and a double twister.” Craig shares that “My diving

goal would be to PR better. My original goal was to get 200 [points], and I already broke that at our first meet. My general goal though would be to break Brandon Pearson ‘14’s record, which is what is up on the record board right now for six dive and possibly 11 dive if I can before my friend Luke does.” In regards to the interaction the divers have with the swimmers on the team, Craig explains that “I like to think of it as almost being a fan of the swim team, and then they actually know you, so it’s almost like you’re a sibling of a swimmer.” Overall, diving looks very similar compared to past years. Divers have to wear masks during conditioning, warmups, and on the pool deck, but with the built in social distancing that comes with the individuality of there only being one person on the board at the time, and small team size, practice feels largely the same.

Winnie Ulland | Staff Writer

he Mystery Athlete plays for the Blake hockey and lacrosse teams, as a captain for both. He’s been playing hockey since he was six, and lacrosse since he was eight. This Athlete started off his high school lacrosse career strong, making the Varsity team in his freshman year. He plays midfield and is specifically a face-off specialist. He r e centl y c o m mited to Kenyon College for lacrosse. As he looks forward to his college sport season next year, he fondly remembers the lessons his sports taught him about teamwork and a balance between sports, life and schoolwork. No or Na se er

Freshmen divers make-up team, foster competition

When he began his hockey career, he played in between the periods of high school teams, and remembers being inspired to reach the highest level he could, and feeling driven to make Varsity as he grew up. He made the Varsity team when he first tried out in his sophomore year, and became captain o f the hockey team this year. Although he has played three sports through Blake t h i s y e a r, a n d looks forward to a fourth this spring, he finds that his favorite part of all of his sports is the bond created between his teammates as they work to win. As a captain, he enjoys the growth that he can see in each of his teammates, and in their team as a whole.

SPORTS | THE SPECTRUM NEWSPAPER | FEBRUARY 24, 2021 | 7

Sports and Masks: A New Era JV Boys’ Basketball Bounces Back Doctors’ Notes Spark Debate Opportunity creates concern for players competing, on sidelines Molly Seidel | Staff Writer

Despite a 5 game losing streak that included two tough games, (44-45 loss At Twin Cities Academy and a 45-48 loss to Concordia Academy) The Boys’ J.V basketball team bounced back in a blowout win 49-33 against the Trinity TriHawks. Zach Brener ‘22 says, “We did a good job moving the ball around, just unselfish play which is really nice to see, that game we were shooting it better than most games.” Now sitting with a 3-8 record, Brener reflects on the season so far: “Obviously it’s really different with COVID-19 and wearing masks, but I still think it has been a successful season. I enjoy playing basketball, you can’t do much during the pandemic so its a good break from the world and get some exercise and play a game you really like.”

inter sports such as hockey and basketball require masks to be worn during games as well as on the sidelines. However, further complicating this matter, by providing a doctor’s note, some players are able to play without a mask. As with many parts of the COVID-19 pandemic, there are strong opinions on the issue of doctor approved non-mask wearing. According to the Minnesota Department of Health COVID-19 Sports Practices and Games Guidance For Youth and Adults, “People who have medical or other health conditions, disabilities, or mental health, developmental, or behavioral needs that make it difficult to tol-

erate wearing a face covering” are excused from wearing them. Hockey player, Oliver Duininck ‘24, seems to be in support of this rule saying, “Overall, I’m okay with it and I think it’s helpful that players have the option because it is definitely not easy to play wearing a mask.” In contrast, basketball player Ella Deignan ’22, shares, “For the safety and respect of others, I think you either follow the rules like everyone else or skip the season.” Similarly, basketball player, Grayson Okoronkwo ‘24 is not in favor of this rule: “I don’t think that’s fair though.” Not wearing a mask is very noticeable to fellow players and the response from teammates and competitors is not always positive. For example, during a varsity girls’ basketball game, a player on the opposite team was not wearing a mask. Catherine Hardy ‘23 speaks to this occurrence and the response from

her as well as the collective team saying, “A player on a team wasn’t wearing a mask, and I remember being extremely offended and I felt very violated because of it... I think it should have been explained more to the team, because I know I wasn’t the only one nervous and offended.” It may be difficult for players to understand why someone is not wearing a mask if they are not informed of the doctor’s note rule detailed earlier. Hardy shares that after she understood the reasoning behind the player not wearing a mask, she felt better: “I only found out after that she has asthma and that’s the reason she wasn’t wearing one. Now, of course I understand. I think that it’s alright she wasn’t wearing one now.” The possibility of obtaining doctors’ notes to exempt mask wearing is an issue that will continue to be debated.

Led by four year starters Robert Grace IV ‘21, Jasper Liu ‘21, and Gabe Ganz ‘21, the varsity Boys’ Basketball team has a current record of 11-1. Head coach, Tyler Biwan, has been with the team for five years. On the “Blake Bears Banter” podcast, Biwan shares, “They really have been the ones that have developed that vision alongside us coaches and said ‘Yeah we can get that thing done. We can be a team that strives to compete for the section title.’” The team’s last season was cut short due to COVID-19 just before their section final game against Minneapolis North. This season, they have only lost one game, to Minnehaha Academy, marking a stark contrast to the seniors’ first couple seasons on the team. Karsten Farris

Competing In Masks Challenges Athletes, Prevents COVID-19 Spread Mask policy creates new stressors, less ideal circumstances Henry Schmidt | Contributing Writer

020 has been a year of constant highs and lows for sports. However, one thing has been a constant, the mask, from coaches to players to reporters, everyone wears one, even in the making of sports history. Student opinions on Blake’s current mask policy vary. After interviewing athletes, Thomas Nelson ‘21, and Max Hubler ‘22; the main consensus is that although difficult to wear, masks serve a useful and necessary purpose in preventing the

spread of COVID-19. Nelson, a lacrosse, football, and hockey player, shares that because of limited contact and the relatively small number of players on the ice, masks seemed redundant. Hubler, a varsity basketball player, expresses, “the addition of masks in sports drastically reduces the spread of COVID-19, but is also confus[ing] as to why players are not allowed to use the locker rooms, when they already change and play basketball together.” The school’s associate athletic director, Shawn Reid, stated that the school’s policy on masks is centered around input from the Minnesota High School League (MSHSL). The MSHSL sends COVID-19 related info

Katie von Gillern

Teams have found great success this season, despite wearing masks. The Blake Girls Varsity Basketball team won in dominant fashion, beating Trinity School at River Ridge 79-13.

every week to inform and adjust schools’ approaches to sports, which ranges from information on face coverings to guidance on competitive sports. The school uses this information to determine the best course of action on sports policy. Reid also stated that due to the current vaccine rollout pace, the current mask policy would extend to spring sports programs, but further updates with the MSHSL are yet to occur. The current mask policy is difficult, stressful, and less-than-ideal to many students. However, in the eyes of Reid and the MSHSL, in order to prevent the spread of COVID-19, it is vital that athletes wear masks when they’re playing and practicing.

INDEPTH | THE SPECTRUM NEWSPAPER | FEBRUARY 24, 2021 | 8

WHAT COMES

AFTER IN A STUDENT’S MIND Conversations offer a range of perspectives on what happens after death, beliefs Sara Richardson | Editor Emertia

rom “Things Fall Apart” by Chinua Achebe to “The Great Gatsby” by F. Scott Fitzgerald and Macbeth by William Shakespeare, it sometimes seems like any great classic ends with death. Although students talk about death with a literary and analytical lens, there is a lack of conversation about our own beliefs around death and the afterlife. When asking students about their thoughts on the afterlife, there was no clear consensus but rather an underlying theme of not letting this big philosophical question get in the way of living life. Fifi Tierney ’24 supports this sentiment, stating, “I guess I don’t really know what I believe in. I kind of just focus on the present moment and just hope that whatever is an afterlife is not painful and nice and relaxing.” Similarly, Ingrid Vorbrich ’22 shares, “I grew up Episcopalian, and so my family believes, not in strict heaven or hell, but that there is an afterlife. And I get that perspective, but I just feel like I’m someone who doesn’t really think theoretically, and it doesn’t really make sense to me. I would rather live in the moment.” Although many students could not give a clear answer of their beliefs of whether there is an afterlife, some students believed that there is not much after death. Maya Dieterle ’21 does not believe in an afterlife. She goes on to say, “I think you just

disappear. However, despite feeling “an impending sense of doom” when it comes to death, Dieterle’s parents influenced her to stay focus on living: “I have been raised to believe religion is kind of a scam and that it’s just kind of our way of trying to bring purpose to our lives when we should really ground ourselves in living instead of dying.” Samrat Pradhan ’21 also has a nonspiritual view, stating, “You don’t think anymore you’re dead… There is no way you can still function.” The perspective of there being nothing might make the most sense scientifically to some, but religion and the hope of an afterlife can be more comforting when thinking about death. Audrey Anderson ’22

shares, “It’s not like I do believe, but I hope there is an afterlife.” Other students root their beliefs in how they grew up; Nick Emptage ’23 states, “I believe in heaven because my religion believes in heaven. I feel like based on what I’ve learned in bible school, that’s what happens when you die.” As expected, every student had individual beliefs and influences about the afterlife. However, whether you believe in an afterlife or not, death is one of the most uncertain subjects since we cannot ask the dead ourselves. So with this unknown and slightly uncomfortable topic, it is important to respect others’ beliefs and not get wrapped up in the “after.”

Novels, written texts read in English, Literature classes assert various ideas Sage Marmet | Co-Editor-In-Chief

ach of these four texts discuss death within different ethnic, religious, and cultural paradigms, teaching us how beliefs surrounding death are versatile. “Antigone” discusses the ancient Greek belief of the underworld, Donne’s “Holy Sonnets” unpack the dichotomy between heaven and hell. Wiesel explains how death, or eternal “night,” felt inevitable in Nazi concentration camps, while “Things Fall Apart” explains the belief that human life is a path that leads one closer to their ancestors. Blake’s literary texts allow us to embrace the discomfort of discussing death by displaying a diverse array of authors’ commentary surrounding death: we learn that death is a unique, personal experience of human reality, and it awaits individual opinions and analysis in order to elicit a deeper understanding.

Sophocles’ “Antigone”

“

I have longer to please the dead than please the living here: in the kingdom down below I’ll lie forever.”

Elie Wiesel’s “Night”

“

To no longer exist. To no longer feel the excruciating pain of my foot. To no longer feel anything, neither fatigue nor cold, nothing… deep inside, I knew that to sleep meant to die… the night was growing longer, never ending.”

John Donne’s “Holy Sonnets”

“

One short sleep past, we wake eternally, / And death shall be no more; death, thou shalt die.”

Chinua Achebe’s “Things Fall Apart”

“

The land of the living was not far removed from the domain of the ancestors… when an old man died, because an old man was very close to the ancestors. A man’s life from birth to death was a series of transition rites which brought him nearer and nearer to his ancestors.”

Rick Cawood, English Department Chair, in an interview with Noor Naseer, says,

“I and other English teachers try to bring an open mindedness to the words on the page and what they signify about the character’s consciousness... I think there’s a lot of openness about it, and I think that that’s one of the magical things about fiction and and about mythology is that we can read a sacred text and take it literally from the point of view of a believer, and we can read a religious text or a sacred text or a story and think critically about it– what are the realities or how does that impact the way that we think and behave and act in this world, when we have some sort of relationship, imagined or real, with what we want to call an afterlife or an underworld, or a heaven or a hell or just the presence of ancestors in our everyday world.”

The graphic above follows the journey of life, the obstacles it ent encounter various perspectives and ideas which ultimately inspire highlights that, for many, death is the conclusion of life. The tree the Earth’s realm. For others, death might be a continuation of a as becoming stars, flying home to Africa, reinarcation, and heave death is personal, nuanced, and ever changing.

INDEPTH | THE SPECTRUM NEWSPAPER | FEBRUARY 24, 2021 | 9

Lived experiences inform after death perspectives, evaluation of the community’s stance Noor Naseer | Co-Editor-In-Chief

hat happens after you die? It’s an age old question to which people have a wide range of responses. World Religions teacher, Maggie Bowman, explains the connection between afterlife and religion saying, “I see the question of afterlife, or more broadly, what comes after this physical life, as something that is common for all of the world’s religions…different religious traditions answer the question in different ways.” Bowman, who grew up in a Christian household, experienced a shift in beliefs as she studied world religions in college: “The academic pursuit of religion, the more I got into that, the less that it appealed to me in a personal or spiritual sense…somewhere between the age of 19 and 22, I probably would’ve said ‘No, I’m no longer a Christian…’ and part of that just stems from my inability to reconcile what is traditionally a Christian God… with the world that we live in. Those two things don’t mesh for me.” PK-12 Equity & Instruction Chair, Lora McManus-Graham, also experienced a shift away from Christianity. She attended a Catholic school during her childhood and noticed that her beliefs strayed from the norm early on: “I was taught that you go to heaven, and that’s where you meet God, and then we often talked about what does God look like, and everybody said that God wears sneakers and is a clean cut white guy. I always thought God was a peacock because my parents taught me that God transcended gender and was all genders and all beings, and so I always thought God looked like a peacock…I thought that you would float up to the sky and meet the peacock and there would be a curtained off area and you could meet your family who died.” Since then, McManus-Graham has grappled with various different beliefs saying, “In college, I took a class on atheism and skepticism that sort of made me think more about it, [and] I think…it wouldn’t be a terrible idea if you just became part of the Earth...I know some people who believe in multiple lives, and so that’s something that I’ve grappled with a ton, so thinking about if I don’t meet a really big goal in this life, at least I could do it in my next life...” Overall, she feels as though she’s “on the fence” about believing in an afterlife. English teacher, Anil Chandiramani

also went through a shift in his beliefs, expressing, “I was raised a staunch Hindu and the more I read, the more I learned about Hinduism and other religions, the more I thought they were interesting, but the more that I also realized that I just couldn’t believe. Things didn’t add up for me in my mind…I…found myself as a child engaging in all kinds of rituals, like various sorts of prayers, various other ceremonies, and I guess I never really understood why I was doing them, so when I started to read some of the doctrines that described those rituals and those ceremonies, and they kind of explained their origins, I began to understand the meaning of them, but I guess I just couldn’t bring myself to accept the assumptions that those texts made and the foundational principles.” In regards to the idea of hell, Bowman shares, “I think personally…when I was a Christian, the idea of hell didn’t appeal to me as a person, and so I think not only is there diversity between the religions, I think there’s also diversity inside traditions as well. I kind of think that no two Christians are going to think exactly the same thing about heaven and hell. There’s a lot of diversity within groups too.” McManus-Graham provides an example of this diversity in belief saying, “Growing up queer, especially at a Catholic school, there was always this threat of ‘you’ll go to hell,’ and I think that also really influenced my thinking, thinking about this place that’s supposed to be a hot inferno that nobody wants to go to, and just being with other people who are also LGBTQ and other people who are also “sinners” in various ways… I always thought if we all go to hell, it’s going to be one big party down there; I’m so excited for it, I’m pumped. It’s going to be all the really boring people up in heaven who are very square and straight and everybody’s who’s really cool will be down in hell, so I’m down for it if that’s what happens.” As far as the discussion of afterlife at Blake, Chandiramani shares his experience recalling, “When I’m providing that contextual information for a religion like Hinduism, I guess the reactions I get are either curiosity, which is always great, but more often than that, I think I’m met with disbelief and

complete incredulity…like people can’t really believe this…maybe it just has to do with the age group of those students that I dealt with...For example, I taught a 12th grade elective on South Asian literature for a number of years, and we’d spend some time talking about Islam and Hinduism and I was absolutely not met with that kind of disbelief and incredulity from seniors.” Chandiramani connects this feeling to the environment at Blake in general explaining, “I think there’s also ways in which the institution acknowledges as valid certain religions and not others. For example, without fail I never receive an email on Diwali saying, ‘Teachers and community beware, it’s Diwali, it’s a huge holiday. Here’s what it entails; be mindful of student commitments when assigning homework.’ I never get [an email] for Christian holidays because we don’t have school. Every now and then I’ll get one for Muslim holidays, and I’ll always get one for Jewish holidays. What I’m pointing out isn’t nove…I’ve talked to people about it before, but I don’t see this changing unfortunately. I wish it would. I remember one year too, we had conferences scheduled over Diwali. I mean could you ever imagine having anything scheduled over Christmas? In that way, I think the institution…unconsciously offers more credulity and validity to certain faiths over others. So it’s precisely that that might be related to the way that students in ninth grade respond to Hinduism.” McManus-Graham sees similar trends in the lower school saying, “Talking about in the lower school…there are various phrases that teachers and parents use alike, like ‘permanent nap time’ or ‘they went on a permanent vacation’ whereas other people are very straightforward [and say] ‘they died,’ and other people are like ‘they died and went to heaven.’” In regards to mourning death, Bowman asserts, “I think that moment of mourning, or humanity, or connection between two people sometimes elicits a religious response or sympathy even from somebody who doesn’t necessarily prescribe to a particular religion.”

Noor Naseer Anil Chandiramani, Lora McManus-Graham, and Maggie Bowman all share their insights about indiviudal after death perspectives.

STUDENT BODY SURVEY RESULTS

tails, and the reality of death. Through time’s passage, people e thoughts of what happens after death. The “the end” imagery imagery displays that death, for some, marks a return to nature in journey. Destinations vary according to traditions and beliefs, such en. These varying interpretations serve as a reminder that the after Zoe Florida

A survey was sent to the student body, grades 9-12, on behalf of the Spectrum Staff with an inquiring question: Do you think there is something that happens after people die? To the left, the pie chart represents the responses of the survey and 106 perspectives about what happens after death.

Bernadette Whitely

FOOD FEATURES | THE SPECTRUM NEWSPAPER | FEBRUARY 24, 2021 | 10

“To the Max” Sandwich: Bold, Surprising B&PJ’s PB&J Offers Delightful Taste

n the Disney series “The Wizards of Waverly Place” season 1 episode 2, Max Russo makes a sandwich for a competition to have a chance for it to be the New York Mets official sandwich. Max uses a mix of chicken strips, peanut butter, and mashed potatoes on the sandwich, and calls it “To The Max”.

Ingredients: 2 tbsp of peanut butter 1 package of mashed potatoes 1-2 chicken strips or 4-6 chicken nuggets 2 slices bread of choice Instructions: 1. Lay out pieces of bread 2. Boil water and add instant mash potatoes 3. Spread mashed potatoes onto bread 4. Place chicken over mashed potatoes 5. Spread peanut butter on the top piece of bread 6. Close the sandwich and enjoy!

Emily Rotenberg | Student Life Editor

G la n

ain

The peanut butter was overpowering, but after chewing the only flavor left in the mouth was the mashed potatoes, and the chicken flavor gets left behind. This sandwich is recommended if you are someone who hates eating normal food.

n the final episode of “Good Luck Charlie,” PJ Duncan creates a food truck that sells peanut butter and jelly sandwiches. Him and his dad, Bob Duncan name the food truck “B&PJ’s PB&J”. The show never explicitly gives any type of recipe, but there is a YouTube video of Jason Dolley, the actor who plays PJ, recreating the infamous sandwich. They take the traditional peanut butter and jelly sandwich and add a twist by turning the bread into french toast. Although I am not the biggest fan of peanut butter or jelly the sandwich was much better than I expected. The peanut butter melted from the hot french toast and this was a delicious twist on your average peanut butter and jelly sandwich. I highly recommend

bowl and whisk them along with the cinnamon and nutmeg 2. Submerge both pieces of bread into the egg and put the bread into a pan 3. Cook both pieces of bread until golden brown 4. Take the bread out of the pan and spread the peanut butter on one piece of bread and the jelly on the other piece of bread 5. If you’re feeling extra fancy add maple syrup, powdered sugar and fresh sliced strawberries on top!

Dylan Gainsley | Arts & Culture Editor

this dish to anyone who loves peanut butter and jelly sandwiches, but also to anyone who doesn’t particularly enjoy them, like me. This sandwich was definitely a step out of my comfort zone but well worth the end result. Ingredients: 2-3 eggs ½ tsp of cinnamon ¼ tsp of nutmeg 2 pieces of the bread of your choice Creamy peanut butter Jelly Instructions: 1. Crack two e g g s into a

Try twist on traditional peanut butter and jelly sandwich

Unusual blend underwhelms

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Challah bread and apricot jelly were used to make this sandwich, but you can use whatever type you’d like.

CHILDHOOD TV SERIES ELICIT NOSTALGIA

Bernadette Whitely

Spaghetti Tacos Remain Iconic Try Robby Ray’s Infamous Loco Hot Cocoa

f you ever watched the classic Nickelodeon show “iCarly” growing up, then you certainly remember the famous spaghetti tacos. The seemingly absurd combination was invented by Spencer Shay (played by Jerry Trainor) who is the older brother and guardian of protagonist Carly Shay (played by Miranda Cosgrove). Spa-

a r ti ne zS

utt on

Spaghetti t a c o s started as a recurring joke on the show, but grew into a meal so well-recognized that it was featured in The New York Times.

won’t add spaghetti tacos to my rotation of recipes, but if you’re looking for a little nostalgia, this is the perfect meal. Ingredients: 4 oz. spaghetti 8-12 corn taco shells 2 cups canned crushed tomatoes 1/2 tbsp taco seasoning mix 2/3 cup diced onion Parmesan cheese to top spaghetti Optional: meatballs or ground beef Instructions: 1. Boil water and prepare pasta per package instructions. 2. Heat taco shells in the oven until warm and crisp. 3. Mix crushed tomatoes, onion, and taco mix in a saucepan and cook until hot. 4. At this stage, ground beef or meatballs can also be added. 5. Drain pasta and add to saucepan, stirring until coated in sauce. 6. Fill taco shells with pasta (tongs are easiest). 7. Top with parmesan cheese!

Perfect study drink for winter season Jackie Weyerhaeuser | Editor Emerita

oco Hot Cocoa is a drink created in the famed 2000s Disney Channel show Hannah Montana. It is Robby Ray Stewart’s signature hot cocoa recipe. While the drink should probably be described as more of a mocha, it is a delicious and simple recipe. The flavor of the drink was beautifully balanced. The hot chocolate taste was the most prevalent with the coffee flavor coming through in the end. This is exactly what I was looking for considering it was described as a hot cocoa. The whipped cream and cinnamon sugar on top added a richness and depth of flavor that enhances the drink. From someone who doesn’t like coffee

Emma Martinez Sutton | Editor Emerita

ghetti tacos were a staple in iCarly, appearing at regular dinners and in cooking segments on Carly’s web show “iCarly” that the series is named for. Below is a basic recipe for spaghetti tacos, but you can use pre-made tomato sauce for ease or add in other ingredients to make it to your liking. In terms of taste, there’s nothing wrong with spaghetti tacos. The mix of taco shell and noodles, on the other hand, does create an odd texture that made the recipe a little less appetizing. I probably

Legendary dish satisfies childhood dreams

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The recipe can be found on Food.com and the ingredients used in the cup above were 1% milk, Medaglia d’Oro Instant Espresso, Reddi Wip, and Lunds and Byerly’s Decadent Fudge Syrup.

a ton, this is the perfect drink to make for studying or before school. The caffeine from the instant coffee provides a nice boost of energy, the recipe is quick and easy to make, and the fact that it’s warm makes it a great option for winter. Ingredients: 1 cup milk 2 tbsp chocolate syrup

1 tsp instant coffee Whipped cream and cinnamon sugar for topping Instructions: 1. In a mug, combine the milk, chocolate syrup, and instant coffee 2. Heat in the microwave for 1-1.5 minutes 3. Top with whipped cream and a sprinkle of cinnamon sugar!

GAMES & ADS | THE SPECTRUM NEWSPAPER | February 24, 2021 | 11

FEBRUARY CROSSWORD

Maia Schifman | Contributing Artist

ACROSS 2. a type of small rocks 5. a portal into Narnia 10. animal associated with sweaters 11. a most dreaded insect 12. type of soothing song 14. apparent contradiction 15. a founding artist of pop art, well known for large sculptures of modern objects 17. networking app 18. small blood vessels 19. anti-doctor fruit 21. glue stuff for building with bricks 22. a yellowish color as well as a liqueur DOWN 1. charge of electrons 3. watery subsystem of earth 4. Tame _____, popular indie/alternative band 6. invincible demigod with one weak spot 7. to wither away 8. plastic containers for leftovers and such 9. a section of text 11. the network of filaments in mushrooms and other fungi 13. a public bidding sale 16. Easter candy that will never decompose 20. revolutionary war battle that led to France to ally with the patriots

WUZZLES PUZZLES Mallika Malaviya | Staff Writer & Sophia Vezmar | Staff Artist

ANSWERS Just Right Quarterback Off Sides

Come see us at the Trolley beginning in May! Located in the Excelsior Commons.

OPINIONS | THE SPECTRUM NEWSPAPER | FEBRUARY 24, 2021 | 12

ACT, SAT Reveal Education Gaps Harry Styles Changes Fashion Standards Standardized tests are complicated, unfair Jenna Thrasher | Staff Writer

t’s no secret that the ACT and SAT are tied to one’s socioeconomic status. These standardized tests often feel more like they are testing how much you can pay for tutoring, rather than your intelligence. However, as a Blake student, I was fortunate enough that I was able to take the ACT prep course taught by Breakaway Test Prep, offered during the first semester of eleventh grade. Unfortunately, very few schools have similar opportunities. In fact, there is a whole industry built around test prep, where students not only learn content, but also strategies. Hannah Sweet ‘21 shares, “I went into a test prep class, and the first thing the instructor said is that we want you to think as little as possible during this test. There is a certain way to take the test, and if you don’t learn those little tricks, you’re kind of screwed.” These “tricks” make the tests more of a game rather than a chance to show what you know. It also means that whoever can afford to learn these strategies will most likely do better. Sweet continues,

“If you are wealthy, you are going to do much better on the test. The statistics back me up. You can look at this through an economic lens or a racial lens. White students predominantly score better on the test and students of higher economic brackets continue to score better as well.” This sad reality makes the ACT and SAT seem discouraging from the get-go; however, the world of standardized testing has shifted. Like almost everything else in the world, the ACT and SAT have changed due to COVID-19. What once used to feel like the second most important thing on your college application (after your GPA) now feels much lighter, as many colleges are now test-optional. Essentially, if you don’t feel like you are a strong test taker, you don’t have to go through the grueling process of preparations. “If testing doesn’t allow you to show your strengths, don’t do it. We are starting to get a

strong sense from a lot of colleges that they are going to extend their test-optional policies at least a year, if not longer,” says Associate Director of College Counseling, Jim Mahoney. However, this doesn’t mean that the ACT and SAT are now pointless. “We still advise families to explore taking the test. There are still scenarios where that might make sense for you,” Mahoney continues. Despite this, it looks like the ACT and SAT are here to stay. “I think that while testing is always going to be an imperfect tool, I do think it’s probably not going away in the longer term because there are students and situations and colleges who believe that it shows them important things,” says Mahoney. That being said, at least students now have the ability to choose whether or not they want to take it. After all, standardized testing may be one person’s worst nightmare and another person’s moment to shine.

Zoe Florida

Stars challenge image of masculinity, gendered fashion through self-expression Christina Chekerdjieva | Editor Emerita

he Dec. 2020 cover of Vogue Magazine features Harry Styles in a mesh, baby blue dress with black lace trim, covered by a black sheen blazer. Intricate but chunky gold rings adorn each of his hands. In 2012, Harry would have most likely been seen in skinny jeans with a plain T-shirt, flannel, and a dark jacket. Over the last 10 years in the spotlight, his image evolved and matured from the teenage boy band member to gender-barrier breaking fashion icon. During his time in One Direction, fans constantly questioned his sexuality. Rumors about a secret relationship between him and band mate Louis Tomlinson, “Larry Stylinson,” became trending hashtags on Twitter every other day. The speculation about his identity is nothing new to old fans. When he started painting his nails, and one hand was pink, and the other was blue, this was taken as a hint to bisexuality. However, he’s expressed a desire to have the freedom to be whoever he wants without

forcing labels on his identity to suit everyone else’s curiosity. The way someone dresses does not have to correlate with sexuality, rather, it has everything to do with art, expression, and personal preferences. While women should not dress to please men, and men should not dress to please women, if you ask women what they think of Styles, I guarantee they will express overwhelming support. Yet, toxic masculinity suggests that femininity is inherently bad because it is avoided and denounced at all costs. Furthermore, it also refers to the notion that some people’s idea of “manliness” perpetuates aggression, homophobia, and domination. In the end, it is just more attractive when

someone appreciates femininity while being uniquely themselves and expressing their style creatively. Typically the ones voicing distaste online are men (or self described “conservative influencer” Abby Shapiro). This makes no

sense to me because Styles is doing the heavy lifting of breaking barriers, so they do not have to feel forced to be excessively masculine. The earliest memory I have of similar online outrage over a man’s fashion choices is when Jaden Smith started wearing skirts in 2016. He was featured in a Louis Vu i t t o n campaign in a midi-skirt t h a t s a m e year. E v e n e a r l i e r, Prince’s entire career was s p e n t breaking gender norms. S o , Styles

Emma Martinez Sutton

didn’t single-handedly break down gender barriers in fashion; however, we are lucky to have someone with his broad platform and following, encouraging the freedom of self- expression and portraying it in a positive light.

Social Media Influences Body Image, Health Do Ghosts, Spirits Exist? Social media negatively impacts young people’s confidence Mallika Malaviya | Staff Writer

very morning, I scroll through TikTok and Instagram and find myself looking at another girl who I aspire to be. Her body is amazing, and her life seems so perfect, making mine seem dull in comparison. This is not an isolated occurrence as many young adults experience the negative impact that social media has on their self-worth. From a perfectly created images to a lack of representation, social media has become harmful to mental health. Social media platforms allow for each individual to curate their lives based on their best moments. From the outside, it seems like everyone else’s lives are more perfect than your own, which creates a pressure to do better. This false sense of perfection that social media conveys makes it seem

like having a bad or off day is unacceptable or unnatural. The authentic and natural aspects of a person are hardly ever accurately represented on social media, making many young people feel like outcasts. T h e most significant lack of representation on social media is a variety of body types. The most popular creators for all genders have perfectly toned and difficult to achieve bodies. These are the people who receive the most praise and support for their attractiveness and success. S i n c e these are the only people being represented, it begins to look like the “normal” or “standard” body type is extremely fit and slim. This can make many young people feel insecure in their own bodies, because they

aren’t seeing a representation of other people who are considered attractive like them. The dynamic on many of these social media platforms is toxic when it

comes to people posting themselves with what has been deemed as normal and healthy bodies. Many

comments on these posts are backhanded compliments like, “you were so confident to post this.” These comments contribute to the issue b e cause they make it seem like different body types are not normal. Although there are many problems with the dynamic of social media in today’s world, many creators use their platforms to help break this pattern. Encouragement of body positivity and self-worth has bec o m e Zoe Florida increasi n g l y popular in recent months, and although a lot of work still needs to be done, positive changes are happening.

Understanding the supernatural and mysterious Betsy Fries | Creative Director

he mystery surrounding ghosts has been around for a long time. Teenagers all over the world sit around bonfires and tell stories of possible spirits and ghosts. However, these stories seem that the idea of ghosts is far more scary than their possible existence. It is more frightening to not know what lurks in the dark than to create an explanation for it. Personally, I do not believe in ghosts but I still run up the stairs after turning off the lights in the basement. However, surveys found that 42% of Americans say they believe in ghosts. People aren’t afraid of the dark, they’re afraid of what’s in the dark or not knowing what’s around them. Our brains have a tendency to fill empty space that we can’t see with optical illusions. So when you wake up at 4 AM and see that stack of clothes piled on a chair, just know it’s not a ghost.

What are ghosts and why do they exist? I think it’s important to note that the terms “ghost” and “spirit” are often used interchangeably. However, the idea of ghosts holds a more negative connotation as it is portrayed as haunting spirits. While spirits, in general, can bring closure and comfort to those who have lost a loved one. When a loved one dies the feeling and perceived presence of the dead gives people hope and reassurance that the living are being cared and looked after. That belief in turn helps them find closure. The spirit of the dead is seen as eternal because the love between one another forever lies within people’s hearts, even when they are physically with us no more. I think that people like the idea of ghosts more than they actually believe in them. Even though ghosts are seen as haunting figures, they are romanticized and used for entertainment. TV series like Ghost Hunters or cartoon shows like Scooby-Doo, or horror movies like Annabelle are all based around paranormal activity. Is it all in our heads or do ghosts and spirits exist?

OPINIONS | THE SPECTRUM NEWSPAPER | FEBRUARY 24, 2021 | 13

Vice President Kamala Harris Makes History, Faces Great Challenges Harris’ historic win as first woman of color Anushka Srivastava | Staff Writer

amala Harris’ newfound vice-presidential status has not only made history; it has given courage, representation, and visibility to millions of people both in the United States and around the world. However, being the first female vice president, as well as a first-generation person of color, comes with its setbacks. VP Harris has faced growing adversity throughout her career but has been shown much support as well. Harris’ career is longer than one might realize if they’ve only learned about her in the past couple of months. Her career started in 1990 when she became a deputy district

attorney in California. Until now, she has served as a district attorney, attorney general, senator, and now, vice president. When Harris was elected to the Senate in 2017, she became the second Black woman in history to serve in the United States Senate. Seeing as she was the only Black woman in the Senate, there are currently zero Black female Senators, despite there being over 20 million Black women in America. The situation is similar for South Asians, with Harris being the only South Asian to ever serve in the Senate, let alone South Asian woman. Harris’ victory is a win for all women, particularly women of color, as they finally get to see themselves represented in the White House. My mother, an Indian immi-

Defining American Supposed American ideals contradict current political, social climate Siena Pradhan | Contributing Writer

hat does it mean to be American? To be living the “American Dream” in what we call the “land of the free and home of the brave?” As kids, we were repeatedly told that America is it; it is the place to be in the world. There is truth to this, but looking back I think to myself, how can we say that with such confidence? We tell our youth that the president is the leader of the free world while we watch our own people storm the capitol. We tell them that anyone can live the “American

Dream” while we throw kids in detention centers and deport their parents seeking asylum. We tell kids that we are making change, yet we’ve never known a world where politicians can seem to agree. I posed the question of what ‘being American’ means to some students. Natalie Weinman ‘24, states, “[Being American is] dealing with the systemic oppression for all groups except cisgender, straight, white men.” On the other hand, Maddie Hsia ‘23 answers, “Being American means to be open minded ... though it doesn’t always feel like that.” Although there were conflicting answers on whether being American is a good thing or not, the consensus was we can, and we should do and be better.

See more at: www.blakespectrum.org

grant, said that “It feels like we’re finally seen, when for so long, we were invisible”. Not only does V P Harris’ status

provide visibility, but it also offers a feeling of safety and reassurance to many people of color. The nature of politics is inherently cutthroat,

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uring Black History Month, we as Americans and as a Blake community continue our conversations regarding racial inequity and Black history. We are simultaneously reminded of the problems that face our country and the insufficient response that the school has had in discussing these topics. At the beginning of this school year, Anne Stavney sent out an email, affirming their commitment to anti-racism and providing a list of “Blake’s ongoing efforts in the areas of diversity, equity, and inclusion.” The list included administrators, academic department chairs, as well as the College Counseling and the Student Services departments participating in an Intercultural Development Inquiry. It also involved

with having your views and opinions attacked is precisely what the job description e n t a i l s .

Women worldwide constantly face sexism, misogyny, and belittlement in daily work environments, and the vice president is not exempt from this. Various news and media outlets have already set a precedent for the type of headlines that the public can expect over the next four years in relation to Harris. For example, when you search for Kamala Harris, headlines surrounding her appearance and clothes are often the first to show. Yet, when you search for Joe Biden, you are presented with news about his latest executive Zoe Florida orders and other presidential plans. This is This a prime example of how already tricky field women are mocked and is made more difficult put down, despite being by being a woman and a just as, or more, capable person of color, both of and relevant to the discuswhich Kamala Harris has sion as to their male counexperienced. terparts.

U n f o r t u n a t e l y, many media outlets heavily inform the general public’s outlook and perception of women, specifically women of color. Politicians across the aisle have already taken cues that they are allowed to mock and belittle women of color. In Oct. 2020, Senator Perdue of Georgia publicly and blatantly mispronounced VP Harris’ name, as former President Trump cheered him on. VP Harris’ win is undoubtedly historical and a leap in the right direction. However, there are still plenty of Americans who can’t seem to respect her, the second most powerful person in America. It would be foolish to think that those people would respect an average citizen that looks like her. Nevertheless, along with the new vice president comes an era of hope, reassurance, visibility, and strength.

Anti-racism work at Blake proves to be insufficient, lacking student efforts white-identified teachers engaging in building AntiRacist White Educators inquiry series. Additionally, all employees participated in an annual day of professional development to explore intercultural competence through the lenses of our community partners, and much more. While this list is long and these activities will in theory help students, there is a distinct lack of student-focused efforts. This absence of student-centered action reflects the idea that the response hasn’t been enough. Despite this absence, there has been some progress made by the school. One of the few student focused efforts, the Student Diversity Leadership Council (SDLC) has been organizing Equity Labs, which have been a step in the right direction

but don’t seem to be doing enough. Equity Labs are not required for everyone and despite their infrequency, attendance reflects less than 25% of the student body according to SDLC. In order for these events to be effective, they need to be required. In contrast, Breck held speakers and workshops for two days, cancelling classes in the process. With the rise of performative activism, school provides a perfect opportunity to foster real progress from sustained, long term action. One solution could be making these workshops mandatory and increasing their frequency. Also, building Black history into the curriculum, such as creating specific units like more study of the Great Migration or studying Black history local to Minneapolis

when learning about American history. Certain classes like the Global Theories, Local Realities taught by Social Studies teacher Dion Crushshon ‘88, give students the opportunity to talk about current events of their choosing. Bringing speakers in like Rose McGee, who spoke at Breck, to talk about these issues with required attendance for students could provide a simple way of spreading the message. Additionally, some of this burden falls on the students. These ideas of social justice aren’t new, and organizations like the Justice League have been present at Blake in the past yet don’t exist now. The student body has a responsibility to create new organizations and adapt old ones to fit the changing climate.

Similarities, Differences Between Roaring 20s, Post-COVID-19 World Aftermath of 1918 pandemic, COVID-19 mirror each other Zoey Ueland | Staff Writer

he year 2020 was expected to be full of extravagance and fun, similar to the “roaring twenties” 100 years before. Yet, three months after Jan. 1, we were trading in party dresses for masks, locked in our homes and away from friends. The 1920s held an economic boom and prosperity, full of flapper

dresses, prohibition, jazz music, and writers like F. Scott Fitzgerald. Yet this could not be farther from the reality we are facing in early 2021. But, there are more similarities between the two centuries than one might expect. In the 1920s, writers like Fitzgerald depicted what many of us assume to be the truth behind the gilded age. However, English teacher Patrick Barry had some thoughtful insights: “It’s not inaccurate but maybe it’s incomplete. I’m sure some of the ways in which the Roaring 20s are depicted on the page or on film bear some resemblance to life, but also

leave out plenty of people’s lived experiences.” Despite the differences between the extravagance and an ordinary family’s take on the 1920s, the country overall had a lot in common with 2020, including a rising stock market, heightened political tensions, a pandemic, and the ready for social interaction. The 1918 pandemic, commonly known as the “Spanish flu,” killed an estimated 50 million people worldwide and shares many similarities to COVID-19. Overall, the aftermath of the pandemic and World War I was a rush to become social once more. Similarities between pre-1920s life now

prompt a question that goes unanswered, what will our world look like post-pandemic? Although there is no definitive answer, post-pandemic life might look similar to the roaring 20s based on countless parallels a century apart. Yet, it is also important to keep in mind that ultimately the 1920s did lead to an economic recession, and given the current pandemic, millions are without jobs. Postpandemic life might not all be glitz and glam as it was depicted in Great Gatsby despite people’s urge to go out and party after being quarantined for so long. In Barry’s concluding thoughts, he states,

Similarities between pre1920s life now prompt a question that goes unanswered, what will our world look like post-pandemic? “My hope is that if people are able to look beyond themselves to their neighbors, their friends, their families and put the health of the collective whole first I think there is a way out of the pandemic that leads to...something more closely resembling a united nation.” The 1920s, although full of elegance and glamour, also had hardships and

inequalities, many we are facing in 2021. Therefore, our shared readiness to become social once more might have to wait until the end of the pandemic. Ultimately, the end of the pandemic will likely bring about a response similar to Gatsby’s version of the 1920s full of fun and decadence if we can come together and work to repair the brokenness of our nation.

PERSPECTIVES | THE SPECTRUM NEWSPAPER | FEBURARY, 24 2021 | 14

Personality Quizzes:Pseudoscience or a Way to Unlock Inner Psyche? Personality Quizzes Originate from Scientific Theories, Partially Based in Fact Don’t view results like a prescription Sage Marmet | Co-Editor-in-Chief

ince its development in the 40s, the Myers-Briggs Type Indicator (MBTI) personality inventory has been used to pinpoint individuals’ personality types, preferences, and strengths. Its basis relies on Carl Jung’s theory of personality types, being that differences in perception, preferences, and judgement are not randomly varied, rather, they have a specific order and can be consistently determined. Isabel Briggs Myers and Katharine Briggs created the

MBTI test to allow individuals to access the insights of this theory and to learn more about their personality type and how it affects their preferences and strengths. The test identifies an individual’s personality type out of 16 distinctive types from differing combinations of Jung’s four different preference dichotomies, providing the tester with their identified personality type and associated strengths. Carl Jung’s four dichotomies are an individual’s: preferred world, way obtaining information, way of making decisions, and way of dealing with the outside world. An individual’s preferred world refers to whether they are more introverted (I) or extroverted (E), meaning they either have a prefer-

ence to focus on the outer world or their own inner

world. The way that individuals obtain information is

defined as either sensing (S) or intuition (I), where the

Melody Lee

Minimal deviation from an initial result upon a retest raises the question of

how much the Myers-Briggs Indicator can inform an individual about their person-

ality type and inner psyche, or if much of it is only pseudoscience.

individual is identified to either focus on the information they take in or if they interpret it and add meaning. The third dichotomy, decision making refers to whether an individual looks first at logic and consistency, thinking (T), or if they look at people and their circumstances, feeling (F). Finally, structure is determined by an individual’s tendency to prefer to make final decisions, judging (J), or their tendency to stay open to new information, perceiving (P). Differing combinations of these four dichotomies comprise the unique result of MBTI personality inventory: ISTJ, ISFJ, INFJ, INTJ, ISTP, ISPF, INFP, INTP, ESTP, ESFP, ENFP, ENTP, ESTJ, ESFJ, ENFJ, and ENTJ.

Results Fail to Provide Complete Human Picture PERSONALITY QUIZZES member what is going on immediately think, “I guess for the [ESFJ] personality Eight letters AT BLAKE around you when taking I’m not creative,” then that type, as they are happy to inaccurately portray the nuance of personality Noor Naseer | Co-Editor-in-Chief

ersonality quizzes can come in many different forms. Some, like the Myers-Briggs test, are more scientific, whereas others, such as Buzzfeed quizzes, are more fun and lighthearted. Either way, I think these quizzes provide interesting and useful information, but should not make the taker feel limited in their abilities. For example, I just took a personality test, and I was given the ESFJ personality type. I’ve taken this test a few times in the last year and have received a variety of different results, so immediately, I question its validity. It’s important to re-

these tests. For example, I took this test after seven months of living with COVID-19. As a result, I likely answered differently for some questions pertaining to social interactions and relationships than I would’ve during the normal school year with normal social activities. Mara Noel ‘24, speaks to the importance of outside factors to one’s personality saying, “I don’t really think there’s a determining factor for somebody’s personality. I think [it’s] more the factors that happen in your life, and who you’re surrounded with and all of that.” According to 16personalities.com, people with the ESFJ personality type have strong practical skills. That’s great information to have about yourself, and I don’t think there’s anything wrong with measures like this. However, if someone were to read that and then

is a problem. This test should not limit who you think you can be, instead it should help you to understand why you may feel the way you feel and how you can use these feelings to play to your strengths. Additionally, 16personalities.com says, “Having children is often the culmination of Consuls’ life goals, and they cherish every moment of it.” Again, this is a nice sentiment, but it could easily make someone of the ESFJ personality type who doesn’t have children feel like they’ve missed out on something and haven’t lived their life to the fullest. It’s important to remember that these personality descriptions are not unique to you. The website doesn’t know you, so some of the information will more than likely be wrong. For example, apparently, “Monotony and routine work are not a challenge

do what needs to be done.” This is just incorrect for me. I don’t like monotony and routine when it comes to work or school. Carly Shoemate ‘22 echoes these sentiments, saying, “[Personality quizzes] could be accurate in getting sort of a vague picture of a person’s personality or love language, but people are too complex to fall into such simple categories I think. Also, you can only ask so many questions in a survey that people are going to fill out...and I feel like you would need infinite questions to be able to make a definite decision about what kind of a person a person is.” I don’t think there’s anything wrong with taking personality quizzes, but you should bear in mind that these results are not unique to you and that your abilities go far beyond what your results show.

Academic applications of MyersBriggs offer beneficial understanding Anna Johns | Staff Writer

“JUST LIKE ANY PERSONALITY TEST YOU CAN DEBATE WHETHER OR NOT YOU FEEL [THE MYERS-BRIGGS TEST IS] VALID OR HOW ACCURATE IT IS BUT IT’S AN INTERESTING PIECE OF INFORMATION ABOUT YOURSELF, AND IT’S A LANGUAGE YOU CAN USE WHEN YOU’RE TALKING TO OTHER PEOPLE... IT’S AN EXAMPLE OF TAKING PSYCHOLOGICAL CONCEPTS AND TRANSFERRING THEM TO SOME TYPE OF INVENTORY WHERE YOU CAN ASSESS IT IN ANOTHER PERSON.” - DION CRUSHSHON ‘88, SOCIAL PSYCHOLOGY TEACHER

Best Friends Provide Testimony About Accurary, Purpose, of Personality Quizzes Quizzes offer new perspective

compatible as friends. One might say we are two peas in a pod! The personality tests despite -- their sweeping generalities -- were overall accurate.

We have been friends for four years and our differences have led to small misunderstandings but our overarching similarities support our longstanding friend-

ship. The tests we took were very similar to the popular Myers Briggs tests. The personality test consisted of many questions pertaining to certain aspects

Molly Seidel & Zoey Ueland Woerner | Staff Writers

fter taking many personality tests, we have a clearer understanding of the ins and outs of our friendship. We may treat our friends with the same care; yet, our unique personalities, strengths and weaknesses should influence the way we interact with each other to strengthen relationships. Our results came back Photos Submitted by: Molly Seidel & Zoey Ueland very similar which is a tes- Self-proclaimed “best friends forever,” Molly Seidel’24 and Zoey Uelland’24 , reveal thier pertament to what makes us so sonality tests results which provide a explanation for thier years of friendship and compatibility.

of ourselves. This includes how we would like to spend a Friday night and how we prefer to do our work. Although seemingly random, these questions were able to reveal our key personality traits. The website gives a description of different personality types varying from extrovert to introvert and additional personality markings. We each received the result that we are more extroverted, and we feel more than we think. Molly received the result that she is more intuitive and Zoey is more observant. Meaning, Molly solves problems based on her own thinking and feelings, whereas Zoey solves problems based on

observing her surroundings. We both got the friendship test result that our friendship style is to treat friends as a second-family. This is an accurate representation as we both feel so comfortable around the other and appreciate our unique personality traits and styles. Our traits influence our interactions and decisions as people and as friends. These different assets can build upon each other to create a lovely balance in our friendship, and it is important to recognize the inherent traits of our close friends and family members. Taking these tests has shined a light on the fabric of our friendship and how it all knits together.

FEATURES | THE SPECTRUM NEWSPAPER | FEBRUARY 24, 2021 | 15

Chinese Adoptees Reconcile Experience Chinese Adoption Statistics 78,257 Americans adopted 78,257 Chinese children between the years 1999-2016

267,000 China adopted out over 267,000 children between the years of 1999-2016

1/3 Submitted by Betsy Fries

Betsy Fries ‘22 unpacks adoption system complications, contemplates emotions Betsy Fries | Creative Director

was adopted from Guangzhou Province, China on Dec. 3, 2004. While my family took many videos of the experience and I enjoy looking back on them, there are many things that I may never know like where I come from, the day I was born, my birth parents, etc. But does that really matter? My biggest concern would be not knowing any previous health conditions, besides that I’ve constantly found myself at a crossroad: should I look for answers to these questions or do I just move on with the rest of my life? I’ve always known that I was adopted. It was something I took pride in when I was younger. For a lot of my life I thought it made me special, but turns out it really doesn’t, because thousands of kids are adopted, and I honestly I still don’t know how to feel about that. It’s beneficial to know that someone, somewhere can relate to my story and self, but I wondered: what makes me who I am? All of these years I’ve suppressed my emotions, the anger and confusion that bubbled inside of me because it felt like everyone was telling me what to think and how I should feel about my adoption. I avoided

talking about it, in fear that nobody would understand. While that is true, I’ve learned that avoiding the unknown is even worse. I’m opening up about this now because as I’ve grown older I have had ample time for reflection; now I feel that I can share my own understanding and not let others’ comments dictate how I feel about my life. Throughout the years, I’ve found that the reason I’m adopted keeps changing. When I was younger I was told that my parents gave me away because they couldn’t care for me and that’s what was best for everyone. As I grew older I knew the world was more complicated than what I was told. In 2019, I watched a documentary called “One Child Nation” that gave a whole new perspective on China’s one child policy. It forever has me wondering could that have been me. In order to control overpopulation China enacted the one child policy in 1979, which ended in 2015. The documentary showcased the Chinese government stripping babies away from their families and throwing them in plastic bags with the words “medical waste” plastered on the front. They would forcefully abort and sterilize mothers, and for the lucky babies, they would be sent to orphanages. Through learning all of this I was sent on a rollercoaster of emotions: confusion, pain, and sadness. Could I have been taken, stripped away from my birth family? Do they still think of me? Do they want to meet me? Are they still alive?

Almost one out of every three Chinese adoptees were adopted by Americans

86% Around 86% of all Chinese children who were adopted are girls, as compared to 14% were boys

1-2 Years Most Chinese children were adopted between the ages of one and two due to newborn abandonment in China’s One Child Policy

2005 The number of Chinese adoptions peaked in 2005 and has been decreasing ever since

#1 China has the highest rate of international adoptions in the world

Statistics from www.internationaladoption.org and travel.state. gov

Submitted by Jing Jing Munson

Jing Jing Munson ‘21 reflects intersection of Chinese, American identities Jing Jing Munson | Contributing Writer

y dad hands me three small circles of dough. I lay one flat on a plate and scoop a mixture of pork and cabbage into its center. As I dip my finger into a bowl of water, I look over to see my sister one step ahead of me, running water along the edge of the circle, letting the water molecules stick the dough together, enclosing the filling inside. I hurry to catch up and pinch together the top for decoration. My mom takes my small meat and cabbage-filled package and gently plops it into a large pot of boiling water. Making dumplings is a traditional way to celebrate Chinese New Year, but as I sit at the dining room table with steam from the freshly boiled dumplings rising and hitting my face, my eyes are not met with three round-faced and black-haired individuals like myself, but rather just one. To my left is my mom with her slender face and brown hair. To my right is my dad towering over me, his mustache perfectly groomed. Sitting across from me is my sister, whose long black hair is pulled back off her naturally tanned face. I sit and eat my dumplings, thinking about how my family and I celebrate the most important Chinese holiday like we would Christmas to honor my sister’s and my Chinese heritage.

I was adopted at 14 months old and brought to my new home, relocating from Anhui, China, to Minneapolis, Minnesota. Growing up, I have found myself standing on the edge between my Chinese and American identities, eager to figure out where I belong. During the summer of 2019, on behalf of a scholarship from the U.S. State Department, I was able to return to my birth country and immerse myself in the Chinese language and culture. My one fear was how I would fit in. One afternoon, my host dad dropped me and my host sister off at a learning center for children with hearing aids. We were there to participate in a volunteer activity. As we entered the small building decorated with children’s artwork, I waited for someone to make a comment about the foreigner in the room, just like I have heard many times before, but no one said a word. I realized that without my fellow blondehaired and blue-eyed Americans by my side, nobody could even tell I am a foreigner. I simply blend in with everyone else. As the teacher begins talking, I worry I will not understand because she will not know to slow down to accommodate an American listener. I was happily surprised when each character seamlessly travels out of the teacher’s mouth and into my ear. I sat in my American style clothes and high ponytail, absorbing the rest of the fast-paced Chinese. I smiled; my nine years at a Chinese immersion school paid off. Adoption is not of-

ten discussed, but it should not be viewed in a negative light. Adoption is fairly common, yet it is not a topic that is often discussed. If you have been watching senior speeches this year, you probably listened to Ben Aronow ‘21’s speech on adoption. In the beginning, he played a compilation of movie clips in which the phrase “you are adopted” was used as either an insult or shared as sad news. Many people view adopted children as lesser than biological children, but family is not defined by blood. Despite media portrayal, adoption is not a bad thing and no one should be ashamed or made fun of because they may look different from their parents. Although growing up as a Chinese adoptee in America has sometimes left me feeling like I am straddling the two sides of my identity, making me question where I fit in, I have learned how to embrace both sides. I don’t live life constantly thinking of my identity as an adoptee, rather I view it as one aspect of who I am. Yes, it has significantly shaped my life and will continue to be part of me into the future, but I try not to let it dictate who I am supposed to be or how I am supposed to live my life. I have come to realize that I am lucky to be adopted because that means that I am able to immerse myself in two different countries and two different cultures. The exact thing that makes me stand out and question who I am is the piece of my identity that makes me unique and grants me the power to experience two lives in one.

STUDENT SPOTLIGHT | THE SPECTRUM NEWSPAPER | FEBRUARY 24, 2021 | 16

Semester Away Created Escape, Fostered Microagressions Rabi MichaelCrushshon ‘22 recounts experiences at Idaho semester away Nya Manneh | Staff Writer

ichael-Crushshon participated in a semester away program at The Alzar School in Idaho amidst the pandemic and intense political climate. She learned about the program during announcements at school but was ultimately drawn to Alzar

students and their parents on Zoom, so that was so much fun and so worth it, but it shows that even though at the beginning I was completely terrified to talk to the people in my yurt, I stepped out of that comfort zone and had an amazing experience.” Having never backpacked before, she would not have characterized herself as an outdoorsy person, but she noticed that “having everything on your back and just knowing that everyone with you and everything with you is all that you need for that time is such a weird

Native Americans used to live on the exact spot where they were camping and learning about the wilderness while experiencing it firsthand on an expedition. Her teachers focused more on learning than how far they were into the material; it felt like she was learning about something that would really help her in the future, to stop stressing about everything else that’s going on in her life, and just be in the moment. Despite the amazing experience, Michael-Crushshon also faced hardships. She didn’t expect that microaggressions and the in-

tors didn’t do anything to deal with it, and they were also doing a lot of microaggressions and being racist, but they weren’t aware that they were doing that. And they weren’t doing anything when we went to them about students.” Michael-Crushshon recounted hearing white students using the N-word and seeing her fellow Black yurt mate being told to dance or rap while people touched her curls without her consent. She remembered one classmate, Javier, being called “Jose” or “Juan” by one of his yurt mates despite him knowing what his

terrified because I was the only [person] of color and half the people on the bus were Trump supporters, and everyone around me was white. The faculty administrators for the expedition, none of them were aware that this was happening at all. The campsite was packed, so I was terrified for the rest of that day, and really the whole time, because I couldn’t leave. I couldn’t tell anyone, and I had no idea what was gonna happen, or if anyone in that campsite was a white supremacist. It was clear that there were more of them in this area,

coming. She explains, “I would appreciate [being] welcome in the community I’m living with, so when there’s not accountability or punishments for students or faculty who are just being racist, it’s really disheartening.” While it was definitely difficult to be away from home, Michael-Crushshon’s bond with her yurtmates made living away from her family more enjoyable. “We were always with each other, so you don’t really have any privacy, but we got to know each other really well. And we had ‘yonding’ which is

Submitted by Rabi Michael-Crushshon

Michael-Crushshon went on many excursions while attending The Alzar School in Idaho including hiking, camping, backpacking, and rafting, which immensely grew her leadership skills.

based on its opportunities to speak more Spanish, learn to kayak, hike, backpack, grow leadership skills, and travel to Chile. She went from a home in the city to living in a yurt with five other students. Amidst outdoor schooling, Alzar students went on two two-week expeditions backpacking in the canyons. During an expedition, Michael-Crushshon became “Leader of the Week” explaining, “When I read the part about leadership, I was like ‘oh my gosh, I’m not doing that.’ I was so nervous about being leader of the week because you have to speak with all of your peers, and then I ended up signing up to be leader of the week during parents’ weekend. We had to create scripts because we were talking to all 30

feeling. It’s kind of freeing because you don’t have to worry about anything else because I feel like in the world, and especially in the United States, we are so focused on having things, on having the next thing, the most recent, popular item, but during those 10 days, I couldn’t worry about that because we were all there for each other. The only thing we had to worry about [every day] was walking and making sure we got to where we needed to be.” Michael-Crushshon explained that she chose to go on the semester abroad to mitigate the stress she thought that she would feel during her junior year. Alzar’s curriculum allowed her to be further immersed in her education, and she loved learning about how

tense political climate of the U.S. would hinder her ability to relax with her other peers. As only one of four people of color at the school, MichaelCrushshon and her fellow students of color noticed countless occasions when they experienced subtle racism on a predominantly white campus. “It definitely was a hard part of my experience, but coming from Blake, I’m used to microaggressions. I’m used to having to deal with that, but I feel like being a person of color, you got to be used to that because it happens everywhere. Not that we should be and that us four should have had to do with that, but it was just something that happened. The worst part of it was probably that the faculty administra-

real name was. She and her yurt mate were even called aggressive for trying to stand up for themselves. Because they were in rural Idaho, every time they drove outside of the campsite, Michael-Crushshon was bombarded with Blue Lives Matter, Trump 2020, and Confederate flags hanging from every building they passed. In one specific expedition where she was the only person of color on the trip, and one bus ride marked one of the worst days of her time at Alzar. “There was a giant Trump 2020 flag, and two people on the bus pointed at it and then they both stood up and high fived, and everyone was laughing. And then a block later, we turned into the parking lot for the campsite, and I was just completely

so I was just running worst case scenarios in my brain, stressing out completely by myself… And then it was night and we were walking around and it was dark outside, so anything could happen and no one would see… nothing happened, but it was the fear of being there and no one knowing.” Because of their shared experiences, she and her three other friends of color joined to work with the Alzar administration to discuss the problems they faced and brainstorm solutions. After sharing their stories, they are now part of a board to help improve the Alzar School, and Michael-Crushshon has currently been working on an affinity group for alumni and students of color to make Alzar feel more wel-

what we called Yurt Bonding at night when we all just sit together and just talk... we were building our own family, so we were all there supporting each other, laughing together, crying together. So especially with the racism and all that... we were able to help each other and support each other and care for each other, which is what you look for in your family.” The biggest thing she learned from being at Alzar was to step outside of her comfort zone and learn more about what she likes to do. “I think part of living is seeing other things, exploring, learning different perspectives, and learning different activities that you’re experimenting with and having fun with those, because otherwise you’re just stuck.”