Spectrum March 2025

the SPECTRUM

Wednesday | March 12 | 2025

“The Lightning Thief” Exhibits Great Action

Turn to page 2 to for Anna Tao’s review of the performance of the spring musical.

Stavney Reflects On Experience

Head of School departing after 2025-2026 school year

Yoni Zacks | Editor Emeritus

“I’m graduating, so to speak,” Head of School Anne Stavney said. Stavney, currently in her 13th year at Blake, recently announced her departure after the 2025-26 school year. “I will have been here 14 years and the [mean] length of stay tenure for heads of schools of schools our size is seven years,” she said. The 14-year length is a familiar one to the school community, as Stavney’s predecessor John Gulla also departed after 14 years.

As the students who started the same year as her graduate next year, Stavney feels ready to move on. “My philosophy with schools is that you get the right leader for the right time, kind of like a relay race, they carry the baton down down the the track, and then there’s a point at which it’s really healthy for the school and for the person to hand off the baton and someone will bring in, you know, their energy, their vision, their their ideas, and, so I feel ready for that, and I feel at peace with that,” she said.

Board of Trustees Chair Chris Smith, who has worked with Stavney for nine years, appreciates all of her work. “For 13

Learn about the experience of participating in Unified and Special Olympics events.

blakespectrum.org View the reflections of the impact of home-cooked meals.

years, she’s treated every year like it was the first year she was here, and she’s been pedal down throughout her time,” he said.

“Over the years, she’s tackled the tough things that it takes to keep the school in really great condition. And I admire that about her. Not every leader does that and it’s not easy. [If you] think about 13 years, you can come in in the beginning and put a whole bunch of work in and then kind of coast, and she’s not done that.”

Stavney’s vision for Blake has included the Lower School Project (LSP) that led to the building of the ELC and the unification of the Lower Schools, renovating the Hopkins Campus, and managing the COVID-19 pandemic.

“[She’s] really continued to push the school to always think about how we can improve and be a better institution. I’ve enjoyed watching that,” Smith continued.

Michelle Keeley, who was the chair of the search committee that hired Stavney, appreciates Stavney’s leadership and dedication to students. “I’m proud that I was part of the team that helped bring her to Blake. She’s the first female head of school, she has continued to evolve the school in a direction that keeps kids at the center, with an emphasis on innovation in learning.

I’m proud of the work she has done there, and I know my fellow board members have felt the same,” she remarked.

Keeley recalled how Stavney stood out in the hiring process from the beginning. “She always stood apart in the interview process as someone who was a visionary leader, someone who was student centered and an excellent communicator. We were struck

Read about students’ opinions on the Upper School culture.

by her integrity and the manner in which she presented herself and talked about learning being at the center. Not just for kids, but for teachers … her devotion to continuous curricular improvement set her apart from other candidates,” she added. What’s next? Stavney doesn’t know for sure, but she’s excited for what lies ahead. “I’m not going to be in another headship,

um, but I will stay in independent schools, and I have my eye on a couple of roles that are really interesting where I can continue to use what I’ve learned. One area I love is working with boards and what’s called governance and strategy, and I’ve done a few consulting gigs on the side with that, and that really interests me. So maybe that,” Stavney concluded.

Bristol Pann ‘26 and Charlee Jones ‘26 (L-R) perform an intricate conversation during a conflicting moment.

Pit orchestra director and music teacher Brian Lukkasson leads the score of the musical, featuring songs such as”DOA” and “Put You in Your Place.”

Camila Pardo

Kai Capistrant

Alan Hodder ‘25, Saléya Scott ‘25, Harry Wallace ‘27 and Sophia Wyatt’25 (L-R) perform with Hannah Barisonzi ‘26 and Hazel Alexander ‘27.

Scott plays the role of the protagonist, Percy Jackson.

Kai Capistrant

Kai Capistrant

Stavney manages school development from her office at the top floor of the Hopkins Campus.

Kenwood

Editor-in-Chief: Camila Pardo

Managing Editors:

Lilah Johnson | Steven Cao

Copy Editor: Ben Aviles

Creative Director: Faith Zhao

News Editor: Izzie Miller

Student Life Editor:

Caitlin Strauss

Food Editor: Evie Chow

Sports Editors:

Charlie Dean | Dillon Kaiser

Perspectives Editor:

Rayan Nasir

Features Editor:

Tarun Gopalakrishnan

Editor Emeritus:

Gabriella Marmet | Yoni Zacks

Business Manager: Ben Sznewajs

Adviser: Anna Reid

STAFF WRITERS: Evan

Darmawan, Oliver Brown, Eva Gleason, Andrew Jetton, Chloe Kern, Ben Passi, Anna Tao, Isabella Valdesolo, Olivia Besikof

STAFF ARTISTS:

Madeline Hou, Willow Overcash, Will Mitchell

STAFF PHOTOGRAPHERS: Axel Bisbee, Noah Zacks

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 during both lunches every Tuesday. Please come if you are interested in writing, drawing, designing, podcasting, 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 to 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) Style as of the February 2020 issue.

Percy Jackson Hits Stage!

Spring musical comes to life

Anna Tao | Staff Writer

“The Lighting Thief” musical served to be a clever adaptation of the classic novel many of us hold dear.

Initially, I questioned the ability to transform the iconic series to a musical, but I was pleasantly surprised by the combination. The show was able to capture the essence of each character—from Sofia Wyatt ‘25’s portrayal of the defiant Annabeth Chase to the naive bravery of Percy Jackson displayed by Saléya Scott ‘25, the spirit of the novels was perfectly spun.

The show added multiple elements of humor, utilizing an element of self-deprecation as jokes repeatedly acknowledged the beloved absurdity of the series and musical. Beyond this, im-

pressive effects were used to display the fantastical realm within the Percy Jackson series that may have otherwise been lost on stage.

During the reenactment of Talia’s demise, a large shadow of a cyclops materialized on the entirety of

the vast backdrop behind the actors. While Hannah Barisonzi ‘26 (playing Talia) stood center stage fending off the beast, audiences could visualize the striking horror of the beast. This domineering figure was just one instance where the unique adaptation of the cast and crew enhanced the mys-

tical aspects of the Percy Jackson world. The tone of the soundtrack was audibly different from various musicals I have heard as it was predominantly reminiscent of alternative rock music, aiding to promote the angsty preteen energy of the series—a feat consistent throughout the musical.

The small, mostly senior cast captured the close-knit nature of the camp. Wyatt reflects, “because it was such a small cast we all have to sing so much more, so it’s a lot more vocally, tiring and physically tiring because we’re on stage a lot more [but] we built a great bond having to work

together.” Kai Capistrant ‘25 corroborates Wyatt’s remarks, “Having a mostly senior cast was super different from previous years, but it meant that we’ve all had a lot of experience on stage and know each other super well.” Capistrant added that he hopes “younger grades still feel inclined to join even after a large group of us leave after this musical.” Capistrant also felt that the closeness of the group made them “super comfortable together, meaning that making choices when it came to acting was both more fun, and easier.”

The notable bond between cast members aided in the impressive maintenance of energy, making the musical an engaging experience. Audience members were struck by the performance, resulting in an instantaneous standing ovation—the loudest I have heard thus far. This serves to be a testament to the brilliance of the cast and crew; from hilariously high-pitched squirrels to a questionably attached horse torso on Capistrant, “The Lighting Thief” was one of, if not, the most comedic school production I have attended.

Participation in GSA Decreases

Membership falls due to policy changes

In an age of Donald Trump’s two gender executive orders and anti-queer sentiment being at a high, there has been a decrease in the Upper School Gender Sexuality Alliance (GSA) attendance. The decline could be viewed as part of a national trend of gender identity and sexual orientation scrutiny. According to the American Civil Liberties Union (ACLU), there are 456 anti-LGBTQ bills in the U.S. with the most being in Texas. Even in Minnesota, LGBTQ rights are under attack as the ACLU is tracking 11 pieces of legislation. Despite the assumed negative implications of the decrease in attendance, Ben Cady, the advisor of GSA, said, “I see our lower numbers right now as kids feeling pretty good around our school.” He contin-

Women’s History Month Kicks Off

Student Diversity Leadership Council organizes events for March

Lilah Johnson | Managing Editor

We all know that the month of March means the start of spring and spring break. However, March also brings Women’s History Month and International Women’s Day on Saturday, March 8.

Women’s History Month began as a national celebration of Women’s History Week, which was originally celebrated during the week of March 8 to align with International Women’s Day. The month’s purpose is to celebrate women’s contributions to the United States and to recognize their achievements throughout American history.

C Celebrated around the world, International Women’s Day has existed for over a hundred years. It was first recognized in some European countries on

March 19, 1911. It continued to be established as a national holiday in many countries throughout the following decades. In 1988, U.S. presidents began to issue national proclamations that designated March as Women’s History Month. Since then, the movement has become more and more globalized and is recognized in many ways.

The National Women’s History Alliance (NWHA), an organization that focuses on education, equality, empowerment, and inclusion for all women, decides a different theme each year. This year’s theme is “Moving Forward Together” and, according to the NWHA, it focuses on women who are “educating and inspiring generations.” This includes women who have dedicated their lives to education, mentorship, and leadership to help future generations.

ued: “Our numbers kind of peak when things are pretty bad,” noting, “When gay marriage was still not legal in Minnesota or in the nation, there were a lot of people that were involved in GSA.” He believed that the value lies in the very existence of the club. It is there for the “kids here who are closeted, who are struggling, who are trying to figure out who they are.” He extrapolated, stating, “GSA will always be around both for those who want to come and want to be a part of it but also for people to just know it exists.” In his mind, it allows the students the thought that “there are people here who are accepting of no matter who I am.” The low attendance reflects a lack of need for aid and community, but the aid and community remain available.

The Student Diversity Leadership Council (SDLC) is promoting Women’s History Month by organizing two different events in the library during the week of March 10-15.

Olivia Duplessis ‘27 , a member in charge of the event, explained, “We are organizing a letter-writing activity in the library where students will write letters to women who have impacted their lives.” Their other library

event is for students to recognize women who have inspired them. There will be candy as a reward for students who participate. Additionally, SDLC leaders will “conduct interviews around the school to see how women have impacted others and why the month is important.” The library also has displays set up of books written by influential women. Duplessis believes that it is im-

portant for clubs such as SDLC to promote Women’s History Month because “it creates a space of respect and inclusion.” Being a role model for younger students is also significant for her: “We want to inspire them to continue to appreciate the importance of gender equality.” To learn more about Women’s History Month, visit womenshistorymonth.gov.

Capistrant, Scott, and Harry Wallace ‘27 perform during dress rehearsal.

Izzie Miller

Camila Pardo

A Women’s History Month poster and a women-centered book display set up by Library Council sits in the hallway of the Bennett Gallery.

Peace Pride flag proudly hung up in Upper School library.

Izzie Miller

Ben Aviles | Copy Editor

Issue VII March 12, 2025

The Blake School 511

Percy Jackson musical promotion poster designed by CJ Alexander ‘24

Izzie Miller

Scott as main character Percy Jackson in the musical dress rehearsal.

Camila Pardo

Students Voice Opinions on Community Environment

Juniors emphasize favorite, least favorite aspects of school culture

Caitlin Strauss & Faith Zhao | Student Life Editor & Creative Director

What does Blake really need?

Khanak Shukla ‘26:

To acknowledge individuals who struggle more than others, so that [teachers and students] can help them and give them advice.

Ava Mittra ‘26:

To have more food at different times of the day, like snacks throughout the day.

What do you love about attending Blake?

Shukla: I love my friends, the environment, and the building. We’re in a very safe space in this city, and I really appreciate that we have such a great security team.

Mittra: I love the campus because it’s so pretty.

What do you hate about Blake?

Shukla: I don’t like how all of the

people are kind of separated. I feel like seniors and sophomores can come together, but I feel that it is pretty separated for juniors.

Mittra:

There is a lack of compost bins on all floors except the first floor.

Favorite lunch at the Upper School?

Shukla:

I like pizza, and I love when it’s thick crust. As long as it’s cheesy goodness, I’ll eat it.

Mittra: Swedish meatballs.

Who is your favorite faculty member? Why?

Shukla:

My math teacher, Ms. [Susan] Kreisle because she has made me so confident in math. I love her so much. I also love Ms. Taous [Khazem] because she has helped me with auditions outside of school. She is so fun and uplifting.

Mittra: Ms. [Cory] Tao because I like her personality.

Where do you spend your free block?

Shukla: Near the Pendulum.

Mittra: At home.

What do you want to see changed at Blake?

Shukla:

I would like the cafeteria

to pay even more attention to the students who are vegetarian. Sometimes the reason I don’t eat lunch at school is because of a lack of vegetarian options that interest me.

Mittra:

More activities together as a grade.

Where do you escape?

Shukla:

If I could, I would probably go near the black box and hide in a little corner.

Mittra:

The chairs by the choir and band rooms.

What is one word to describe the Upper School?

Shukla: Privileged.

Mittra: Small.

Students believe school fosters a sense of community; however, they also see opportunities for change.

parents’ advice empowers her to appreciate her own qualities as well as those of others.

Lasting Life Lessons Learned

Students share valuable advice received from others close to them

Evie Chow | Food Editor

Although schoolwork and teachers equip students with academic knowledge, the experiences students face in everyday life shape who they are. For community members, these moments serve as catalysts for personal growth. Whether it’s advice or a moment, these insights can be applied to their lives today.

Parents and guardians are some of the most influential figures in students’ lives. The guidance they offer often serves as a foundation for our values and behaviors. “Be yourself,” adviced Olive Wilson ‘27 and Azlan Syed ‘28’s parents. This simple yet powerful lesson emphasizes the importance of individuality and staying true to yourself.

Isaac Lundholm ‘27 reflected on a piece of ad-

vice passed down to him by his parents: “Be kind to everyone.” This lesson resonates with him and influences his interactions with others to this day.

Jessica Atteberry ‘27 shared a life lesson from her extracurriculars: “If there’s something you want to do, and you put in the work, you’ll be able to accomplish it.” Atteberry learned this from her stand-up comedy, as her perseverance has enabled her to get gigs.

Want to share your favorite life lessons that you have learned?

Email the Student Life Editor at: cestrauss27@blakeschool.org

Spring Break Nears, What’s on the Agenda This Year?

Fun

activites, hobbies planned by students for time off from school

Caitlin Strauss | Student Life Editor

As spring break approaches, students look forward to a relaxing break from the structured nature of school. Many students use this time to focus on themselves or activities they do not have time for at school.

Sloane Blomquist ‘28 is looking forward to “staying at home and doing a puzzle” during the break. Blomquist added that she enjoys doing puzzles “with anything floral [that are] usually 1,000 pieces.” She stated, “Puzzles allow me to relax, have more time to myself, and not worry about homework.”

The concept of reading for fun is lost because the English curriculum assigns so many readings for classes.

Ainsley Pflaum ‘25 explained, “I’ve been trying to pick up reading for fun lately since I don’t have as much time for that during the school year.” Pflaum noted she likes “being away from technology by really putting myself outdoors and not having an agenda.”

Although quiet activities at home are enjoyed by many students, others prefer being outside.

Livvy Vandersall ‘27 mentioned, “I’m going to watch my brother play baseball in Florida…I watch [him] play base -

ball a lot.” Vandersall added, “I like watching [him] play baseball because it brings me joy when I am able to see the hard work he put in over the years to be the best baseball player he can be.”

Spending time with family is another great way to enjoy spring break. Pflaum plans to “spend time with my sisters when our breaks overlap,” and she is “hoping to explore more of Minneapolis and the cool aspects of the city.” She explained that she is most looking forward to “vist[ing] the Quarries, which are big rocks that you can jump off and then swim in the water.”

Vandersall agreed, remarking that spring break is “fun because I can spend time with my family, which is calming.” She added, “Spending time with my friends is fun because I don’t get to do that a lot during school because of how many activities fill up my days…sometimes we like going to Hilltop for lunch.”

Similar to Vandersall, Pflaum enjoys spending time with friends during the break. She described how she is “trying to plan a road trip or camping trip with friends.” She added, “We might go somewhere like the Boundary Waters, which is close, so we

wouldn’t have to drive for very long.” Pflaum also encouraged students to embrace new adventures during the break this spring, just like she said about the possibility of going on a road trip with her friends: “We’ll set out driving somewhere, and if we end up in the Boundary Waters, that’s great. But if we end up somewhere totally different, that will be great, too.”

Blomquist’s 1,000 piece floral-themed puzzle took her about 7 hours in total to complete.

Sloane Blomquist

Mittra Caitlin Strauss

Caitlin Strauss

Wilson’s

Caitlin Strauss

Faith Zhao

Shukla

Lundholm’s parents provide useful and meaningful insight that inspires his interactions with others in life.

Ania Lazarewicz

Homecooked Meals Provide Comfort, Connections

Submitted by Hovard

Students give advice on traditions

Charlie Dean | Sports Editor

Sourdough bread.

Lamb crown. Cassava leaf. A salt sandwich. Home-cooked meals exist in many forms, from the food itself to familial or cultural settings. Yet despite these differences, many people share the same sentiment: as Christian Hovard ‘25 put it, “it’s the best.”

Home-cooked meals mean different things to many different people. To many people, this may be eating a meal someone in your family created, but to others, the process includes creating something first.

Michelle Elliott ‘25 said she “love[s] baking so so much...and it’s definitely nice when your work pays off and you can enjoy what you’ve worked on.” Elliott often bakes for people “because it’s the way [she]

show[s] [she] care[s] about someone.”

To Bristol Pann ‘26, it’s simply “a lot more fun to eat food that you made.” Ignoring the enjoyment of cooking itself, there are many other benefits to creating home-cooked meals.

“When I look to college…I’m not going to be worried about how I don’t know how to cook this, I don’t know how to do that,” said Hovard. He also said that home-cooked meals are “oftentimes healthier, since [you] get to control what’s in [the food].”

Hazel Alexander ‘27 explained, “there’s a restaurant vibe, and that’s cool, and you don’t have to do any of the work, but when you’re cooking a meal at home, it’s with ingredients that you picked, and you did the work to bring…together, and that…makes it taste even better.”

But while home-cooked meals may taste better, the most important part may

be spending time with other people in your life. As Hovard said, “It’s about the process of making that food, and it’s not really about the end result of the food. You could be eating rubber, and the process of your friends sitting around the table…it’s just like a familial bonding event.”

Sawyer Guider ‘25 said “[he] like[s] family meals,” which act “like a point of grounding” since “[he’s] not really around them too much.”

With busy academic, social and extracurricular schedules, it’s sometimes really hard to find time to spend time with your family, which Elliott described as a “great way to connect.” To Hovard, spending time with his family is very important.

He explained that “with skiing…I’m out of the house most of the day. But I always take 30 minutes, even if my parents have already [eaten]...I bring my

food into the living room and sit and eat while we watch a show, so it’s kind of forced family fun, as my advisor [Kjirsten Walt-Anderson] would say.”

In Elliott’s culture, people generally don’t talk across the dinner table, but still enjoy eating together. She said “after I’m done eating with my dad or my friends or anything, I find myself thinking ‘I’m glad this experience was sparked by this shared meal.’”

Hovard said that the most important thing is to “Make [spending time with your family] a priority, and make it obvious it’s a priority. When your parents say ‘come down to dinner,’ go down to dinner. Homework can wait, you can stay up an extra 30 minutes to have dinner with your family. Those are moments we take for granted, but if you’re sitting and eating food together…it’s the oldest form of social bonding. It’s the best.”

Food Sparks, Creates Meaningful Memories

Memories

formed over restaurants

Chloe Kern | Staff Writer

Last summer, I was at an ice cream shop and ordered a flavor at random. It was hot outside, and I had biked there from my home a good while away. So ice cream, according to me and my friends, was non-negotiable. Now, ice cream is quintessentially a part of childhood, and my childhood was no exception. I remember long, hot days when the sun seemed to beat oppressively down over everything, and

cutting through that haze of heat, I remember ice cream. I remember the cold of it, maybe a rich chocolate variety, perhaps the refreshing sweet of strawberry. The ice cream I watched them scoop for me after my bike ride was the latter type. Strawberry, with flecks of blue, red, and green. And what were those flecks?

Pop rocks. Another childhood classic. I hadn’t tasted them since I was eight, standing on a street in my old stomping grounds halfway across the country. That flavor and distinctive pop immediately brought me back to that memory.

Food has a proven connection to memory, partially explained by the hippocampus’s role in longterm memory, its connection to other parts of the brain (such as those responsible for smell), and the presence of receptors for hormones linked to digestion and food consumption. So, above the connection between food and sentiment lies a deep and complex science. But even without this understanding, there is a definite link between a certain taste and the memories it brings back, some resurfacing after years of abandonment.

In some cases, like

the pop rocks in my ice cream cone, the memories evoked by food are tied to a place or a time. But for some foods, their meaning lies in their connection to other people.

Esther Lee ‘27 shared how food strengthened her connection with her nowclose friends: “In sixth grade, Amanda [Nwachukwu ‘27] and I and Jacqueline [Dunlap ‘27] went to Chick-fil-A for the first time, and we didn’t know each other, but that brought us together.” Lee elaborated on food’s association with that friendship: “Now Chick-fil-A is such a mem-

orable place for us because that was the first time we had a good convo. We became really good friends after that.”

“I knew [Lee] before but not that well. I guess that going to Chick-fil-A was just a nice place to come together,” Nwachukwu added.

After that, Lee and Nwachukwu began to laugh, and soon, we all were.

Food has an intrinsic power to connect, and that bond forged over a Chick-fil-A meal was evident as I saw two good friends together in uncontrollable laughter at the memory that simply talking about it sparked.

The first event Hovard catered, which was a bridal shower, featured open-faced Danish-inspired sandwiches.

Kern enjoys the strawberry pop rock ice cream from the Social Ice Cream Parlor.

Submitted by Kern

A Hovard homecooked dinner featuring Cajun pasta with grilled shrimp and cilantro on top.

Submitted by Hovard

GET TO KNOW PROFE KAHLE

Spanish teacher JJ Kahle shares fun facts

Evan Darmawan | Staff Writer

Favorite place to be:

“A place where I have a lot of friends and I just love is Mexico...I grew very close to that network of people there.”

Advice to students:

“Make eye contact more and say hello.”

Bird Project Inspires Collaboration

Student-led bird project flies out of the shadows

Izzie Miller | News Editor

AWhat students should know:

“When students take bathroom breaks, they think the bathroom is a soundproof chamber We hear all of it, [so] beware. ”

Favorite hobby:

“I’m learning German. I just made it to Level B 1 [on Duolingo], which I’m very proud of myself. It’s a really nice escape from current events.”

Surprising fact:

“I helped lead mass and sang for Pope John Paul II when he was in Denver a LONG time ago.”

ll around the Upper School, artwork is displayed on the walls of hallways, classrooms, and even ceilings. A part of the art is the collection of Minnesota bird prints and plaques found in the stairwells. Perhaps you read the professional scientific descriptions alongside the prints, but were you aware that both these descriptions and prints were made by students?

Printmaking and photography teacher Brian Sago called the 2017 spring semester collaboration between Enviroment Science and Printmaking class the “Minnesota Migratory Birds Project.” He recounted the evolution of the joint assignment how “Environmental Science students chose a bird that passed through Minnesota on its migration path,” and then “worked with a printmaking student” who illustrated the birds. He also discussed how Andy Sackreiter, Lisa Sackreiter’s husband, “helped us laser [the] plaques” with the information Environmental Science students researched about each bird.

Student-to-student work was crucial to this project’s success. Environmental students researched their assigned bird under the su-

pervision of environmental science teacher Will Bohrnsen. He stated that this project was extremely “collaborative” as two different departments do not team up two classes for larger works frequently. Information like the Belted Kingfisher’s (Megaceryle alcyon) ability to perform phenomenally as an “aerial hunter” in the air and the American Kestrel’s (Falco sparverius) size as the smallest falcon in the Northern Hemisphere are two examples of fun facts students can learn from the plaques around the school.

While environmental students researched, printmaking students chiseled out birds from wood, paying attention to details like the textures of the feathers with carving tools. The wood block was then used to make prints of the bird using printing ink, a unique type of ink that requires both skill and practice to properly utilize to create a print of one’s desired image.

Printmaking and Environmental Science are great classes to take for students interested in these topics. Bohrnsen stated that he would “love” to collaborate with Sago again on another project sometime in the future.

Good or Bad: How Do Art Teachers Grade?

Art teachers share how they grade subjective topic

Chloe Kern | Staff Writer

Art is inherently subjective, but as a school course, it needs to be graded. What determines how “good” a piece of art is? How is art, which defies perfect categorization, sorted into groups of “A”s and “B”s?

Bill Colburn ‘88, the visual arts teacher, jokes

about grading, “I have this hat, and inside the hat there is one A, two B’s, three C’s.”

Colburn’s actual grading process takes into consideration three major factors: the specific skills or techniques covered in the unit, the effort the student put into the piece, and the work done preparing the final piece. For the technique component, Colburn uses charts to track the application of the skills for larger assignments. For the effort component,

grading looks a little different. “That’s tricky to put down in a chart,” Colburn says. “However, we do our work in class, …

“Leading Lillies,” photograph taken by Addison VanCleave ‘27, demonstrates great assymetry and technical skills. Sago explains:“There’s a Japanese Art concept called ‘Notan,’ which means balancing your light zones and dark zones in an interesting way...so the black space is just as interesting as the flowers.”

[so] I see the effort everyday.” The third component in Colburn’s grading is the work done leading up to a major assignment.

He remarks, “Your grade is ultimately coming from not just, ‘Is the final [work] successful in terms of the things we’ve been working on’ and ‘Am I seeing effort,’ but ‘Am I seeing the sort of stuff that led up to it?’”

Brian Sago, another visual arts teacher, provides his view on the grading system: “Way more information is relayed in a short narrative statement than in a letter grade,” he says. “Letter grades are a shorthand to give a fast idea of a state of

progress.” Sago follows similar grading principles to Colburn in how his grades are based on a rubric, with categories encompassing technical skill, academic expectations (e.g. work turned in in a timely manner), written and discussion components, and student vision. “Arts classes shouldn’t be graded,” Sago says, but since they are, “[W]e try to build into our grading rubrics a balance of objective things and subjective things that can be assessed.”

VanCleave

Madeline Hou

Pope John Paul II was in Denver for World Youth Day in 1993. The event gathered around half a million youth around from the world.

Madeline Hou’s art piece used pictures from the woodcut birds displayed in the stairwells.

Athletes Compare Club, School Team Cultures

Social perks differ between teams

Olivia Besikof | Staff Writer

The school offers many sports, but many students compete through non-school teams. Both types of teams have advantages and disadvantages, impacting the athletes and their lives.

Emi Goodwin ‘27 has skated for 12 years on the Northernettes, which connected her with friends in a different community and helped her become very close with many of her teammates. She liked “being with [her] friends and going to compete.” Goodwin believed a benefit of competing outside of school is “traveling to different countries and states and being with all my friends at the same time.” She recently traveled to Poland where her team won gold at a competition. Traveling is an op-

portunity that only students who compete out of school have, because school teams only travel to regional competitions.

Jojo Arlowe ‘25 has rowed outside of school for two years. Her favorite part of competing through a club team was “meeting people from different

schools and different communities…people who row for [the] club come from all around the Twin Cities.” Arlowe enjoyed getting the opportunity to connect with others who come from different backgrounds and have different experiences. Despite this, she said “[school] rowing teams seem to be closer

Boys’ Swimming Finish Third at State

Team loses historic 8-year winning streak

Oliver

Brown | Staff Writer

“We wanna win, you know?” stated captain Dominic Bollettieri ‘25 of the boys’ swim team. After months of grueling practice and preparation, the squad was poised to compete for the state title on March 8.

Bollettieri acknowledged the loss of many strong seniors who graduated in years prior, stating, “The team isn’t quite the national powerhouse that it has been.” However, the team continues to experience success due to the collective determination to dominate the playing field. Captain Henry Webb ‘25 adds, “The team is all really young but we are doing a lot better than anyone would have anticipated.”

Alex Du ‘27 is among the younger varsity

swimmers who aim to fill the shoes of their captains in years to come. He is a constant reminder that the future of boys’ swimming is bright. Du stated, “Our goal is to all qualify for state,” highlighting his belief in a collective success, instead of just an individual one.

The team competed in Sections on Feb. 26 at St. Chartine’s University. They scored the most points of all high schools and had the best placement overall.

On March 7 and 8, they competed in the State meet at the University of Minnesota. They finished in 3rd place out of 10 teams with 212 points, behind Northfield and St. Thomas Academy, who won the event.

The team had won a Minnesota-record 8 years in a row before this year, where they placed 61 points behind first.

Despite the disappointment of losing the streak, many swimmers had very successful individual performance. Webb won

both the 100 Freestyle and his third consecutive 200 Freestyle gold. In the 200 Freestyle prelims, Webb set a Class A state meet record 1:35.76, and despite swimming slower during the finals, won by an impressive 3.5 seconds.

RESULTS

200 Medley Relay: 1:34.93, 2nd

200 Freestyle: Henry Webb: 1:36.70, 1st

100 Butterfly: Dominic Bollettieri: 52.08, 6th

100 Freestyle: Henry Webb: 44.71, 1st

500 Freestyle: Max Cockson: 4:58.34, 10th

200 Freestyle Relay: 1:30.87, 6th

100 Breaststroke: Dominic Bollettieri: 57.14, 6th

400 Freestyle Relay: 3:13.41, 2nd

Piper Fuhr ‘26 has done Irish dance for 11 years at Corda Mór. Fuhr reflected on the community at her dance school, explaining: “It allows you to make connections with people at other schools which will help you in the future.” Despite her love for dancing, Fuhr acknowledged negatives to non-school sports, mainly the downsides of the intense time commitment.

ed, “they’re just two totally different communities…I just know it is really important for kids and everyone to have places where they can go and feel welcomed besides just their home and school.”

than we are. We see each other 12 hours a week, but it’s not the same as carpooling and seeing teammates in classes.” Club sports have the benefits of getting to know students from different schools, but usually means only seeing each other at practices and competitions and not at school.

“My least favorite part is that I often have to choose between school events [and dance],” Fuhr said. Further, some people drop activities altogether because of the time commitment. She “was involved with cross country” for four years, which she described as being “really fun,” but “had to make the hard decision to just do dance in the fall because [of the] increased homework load.”

Arlowe said that school and outside-of-school sports are “hard to compare.” There are pros and cons to both, and as Fuhr elaborat-

Girls’ Basketball Overcome Odds

Team finds unexpected success in transition period

Dillon Kaiser | Sports Editor

Strength. The word Charley Bowles ‘26 used to best summarize the Girls’ Basketball team’s season. While the team experienced many challenges this season, they continued to improve, both individually and as a team. “One word I would use to describe the season is strength because... we’ve all overcome a lot of challenges. I think everyone’s been really strong with having a new coach,” Bowles said.

One of the team’s most memorable moments was when they defeated Dassel-Cokato in December. “This was impressive because, for the past three years, we’ve lost to them in sections,” said captain Naima Michael-Crushshon ‘25, adding that the team did well in conferences.

Another massive game was against Pack Charter, where the team played what Bowles described as their best half of basketball ever: “Our ball movement was really good, which was wonderful to see.”

Despite the eventful games, the team faced many challenges this year, including a new coach and a young roster. “Another challenge is that we have a young team, consisting of one senior, two juniors, and then everyone else who is underclass-

men,” Michael-Crushshon explained. The team still overcame these challenges by showing up, working hard in practice, and learning to communicate better. “We’ve grown as a team collectively through taking more pride in our defense, as well as a lot of individual progress and confidence offensively, which has helped us become more of a scoring threat to other teams,” Bowles noted.

Michael-Crushshon emphasized the importance of leadership and teamwork to their improvement: “I feel that I contribute to the team’s success by helping lead younger players and rebounding shots. I not only try to contribute individu-

ally but also help my younger teammates succeed too.”

With a 15-10 record, the team exceeded expectations. “At the beginning of the season, we were struggling because of missing players, but recently we’ve been on a winning streak with few losses,” Michael-Crushshon said. Bowles added, “The team overall has a fun environment because of the teammates, and we’re going to have a great go at sections.”

Through leadership and strong team environment, the squad made constant improvement, practicing and engaging every day. They lost to St. Anthony 68-45 on Feb. 26, ending their season.

Webb, center, jumps off the starting block beginning the prelims for the 400 Freestyle Relay on March 7. The team finished second overall in the relay, which included Webb, Isaiah Jacob ‘28, and two Breck swimmers.

Arlowe, second from right, rows with her club team during the 2024 Head of the Charles Regatta in Boston, Massachusetts.

Bennett Wieland

Players box out for a rebound during a 62-59 home win against St. Agnes on Feb. 11.

Ben Sznewajs

Fuhr soloing in a Saint Patrick’s Day show with Corda Mór at General Mills.

Submitted by Fuhr

Submitted by Arlowe

Unveiling the March Mystery Athlete

Shooting star of boys’ basketball reflects on season

Max Unglaub | Contributing Writer

The mystery athlete is a shooting guard on the boys’ basketball team. During the season he amazed teammates, fans and opponents with his sensational 3-point shooting abilities and clinical defense.

Teammate Ben Johnson ‘26 noted: “[He] is a very good shooter and a good defender and one of our best scorers.” He has been described as “a good teammate and a good motivator on and off the court.”

While his recent accomplishments in basketball are noteworthy, it is only possible with years of experience and hard work.

This athlete has played basketball since third grade. Years of practicing and playing basketball culminated in this current season which is his most successful yet. Their favorite performance this season was a career high 34 point game against Minnehaha in the season opener.

“It was a very fun night and was a great way to start the season,” he remarked.

The mystery athlete has greatly enjoyed playing basketball at Blake. “I love the group of teammates that I have. We are a very close team and love playing with each other,” he said.

Luka Lakers Fakers, Nuggets for Real

Lakers struggle, Nuggets fight for dominance

Ben Aviles | Copy Editor

With the season kicking into gear and the playoffs looming in the not-too-distant future, we must start thinking about what wild things will happen: What will transcend the realm of expectations and understood order in the league? Although hot, and no way guaranteed, these takes are my strongest NBA opinions coming into the end of the season:

Lakers will be a 2nd round exit: Following a blockbuster Luka Doncic trade, the Lakers had their eyes set on a Luka-Lebron dominant duo future. This will not be their future as they do not have the necessary parts to make an NBA Finals run. The key to Doncic’s dominance in Dallas was a pick-and-roll with Derek Lively III allowing Doncic to pick apart defenses while also threatening a lob threat. The Lakers have no one that can fill the Lively III-sized hole in Doncic’s game. To propose Jaxson Hayes or Alex Len as a replace-

ment is preposterous and short-sighted as they are both replacement-level centers at best.

The other major problem with the Lakers’ hope for playoff contention is that Lebron James is 40 years old. This is not 2020 Lebron or anything resembling that. He can still play at a high level, but only for a game or two, not a full playoff series. I do not mean to disparage the GOAT, but he is falling victim to the natural pitfalls of aging.

The Denver Nuggets will be Western Conference Champions Russell Westbrook and Nikola Jokic. Many people (including myself)

scoffed when they made the offseason move to acquire Westbrook. Still, because of Jokic’s ability to elevate any player on the floor, this duo has been phenomenal. I saw the Olympics over the summer and the beginning of the NBA season and thought that Jamal Murray’s tenure as a second option on a contender team was over. I forgot that Murray has always elevated in the second half of the season over his career. I saw Christian Braun barely receive any playing time and thought he would never become ready as a starter. Despite this, Braun has alleviated the Kentavious CaldwellPope deficiency and has become a reliably strong player.

All of these aspects coupled together spell out a scary Denver Nuggets team. They are as good as they were last year, if not better. This mixed with their championship experience and having the best player on the court at all times means they pose a scary problem for the OKC Thunder. If they see the Thunder in a Western Conference Championship, the banner will hang in the Mile High City.

Celebrated BBH Coach McClanahan Retires

Hockey hero leaves forever grateful, lasting legacy

| Editor Emeritus

Rob McClanahan doesn’t enjoy being celebrated. In fact, he’s “a pretty humble guy,” according to Charlie Moore ‘26

“[We were] singing “Happy Birthday” to him on his birthday earlier in the winter, and he made us skate for it because he didn’t like it when we celebrated him very much,” goalie Fuzz Aafedt ‘25 remarked.

Assistant Coach JT Wyman ‘04 humorously told another story from McClanahan’s birthday this year. “Our goalie coach, Clay Knutson, brought in a big bundle of balloons from Party City and there were probably 15 or 16 balloons inflated with helium. He put them outside our coaches locker room and one of the balloons said ‘it’s all about me, It’s my birthday’ and Rob came storming in the locker room and was furiously asking who was responsible for this. He said if this was the players [doing] they’re going to get skated the whole practice,” he recalled.

His birthday wasn’t the first time McClanahan made his players skate extra. Lachen Reid ‘20, one of the captains of McClanahan’s first team in 2019-20, vividly

remembers how McClanahan implemented his strategy. “The most important part of his coaching philosophy was speed. He just wanted us to play as fast as possible to the point where we would be doing drills like overspeed drills in practice, where you’re trying to go through a neutral zone sequence in a certain pattern, but just try to go

I ever realized. It wasn’t without its sacrifice, without its hard work, but if you put in the time and effort, if you buy into the process, not the outcome, good things can happen. In this day and age where everybody’s looking for immediate results or the quick answer, sometimes you have to just go through a process, both good and bad, aches and

that almost made him retire.

During that two-win season, McCalanhan emphasized the importance of getting back up when you fall down. Aafedt took that message to heart.

“He’s helped me keep pushing … being in there every minute last year was pretty hard on me, but he kept pushing me because he knew deep down that I had it in

I am excited and look forward to the challenge,” he said.

faster every rep … we would do a sprint between every drill,” he recalled. McClanahan, one of the heroes of the 1980 U.S. Olympic Hockey Team, has long been influenced by that team’s coach, Herb Brooks. “He made me realize that I was capable of far more than

pains, along with your successes to get through and actually grow,” he recalled.

Over his six years at the helm of the boys’ hockey program, he’s experienced thrilling highs, such as making the 2020 State Tournament, and devastating lows, including a 2-win season last year

me,” he said. The team underwent a turnaround this year that led to 19 wins, and McClanahan gives a huge credit to his assistants, all of whom (besides one retirement) have been with him since the beginning. “I have the best assistant coaches in the state of, and

they’re younger, they relate to the kids probably better than I do and uh this is definitely not a dictatorship.They have the opportunity to speak up, to run drills and to coach the kids, and I think we make a good team because of that,” he said.

Wyman mentioned McClanahan’s role in the turnaround. “Watching the way that Rob motivated and inspired the kids, instilled good habits, and [a strong] work ethic into their everyday behaviors, and watching how he operates and how seriously he takes supporting the team and leading the team is something that’s gonna be ingrained in my memory forever,” he noted.

Jay Phillips, another one of McClanahan’s assistant coaches, recalled a memory that spoke to McClanahan’s selflessness. “When we made the state tournament in the 2019-2020 season, during the introductions, all the players get introduced to the skate out of the blue line and then the coaches get introduced, but the camera focuses mainly on the head coach. As the player introductions were wrapping up, before they were going to announce the coaching staff, Rob motioned to Tom Doyle, our other assistant and myself … to come over and stand right next to him [so that] all three of us would get on TV and on the on the big screen with the arena. He didn’t have to do that, but I think he just had that awareness about [it

being a] special occasion. Off the ice, McClanahan has instituted a balance of academics and sports. “Blake is a unique school. Its academic standards and the rigors that the students go through are really challenging at times … your parents don’t send you to Blake to play hockey here, to play soccer, or to play other sports, they send you to Blake to get a good education, and if you happen to participate in sports that helps you balance out your life,” he remarked.

Captain Finn Woerner ‘25, a four-year veteran, hopes McClanahan leaves behind a positive legacy. “[He encourages us to] always work hard and do things right, not take advantage of the game, play hockey [how] it’s supposed to be played, and then be a selfless player, play with your teammates.”

These thoughts were echoed by Joe Erickson ‘26 “He’s really inspired me to work my hardest,” he added. McClanahan, ever the coach, has one final message: “There’s always something more in the tape, and if you think you’ve given your all, you haven’t … You can enjoy and soak in your successes, but don’t let [up]. Don’t stop everyone from improving to get better.”

Six years as a head coach, one state tournament, and dozens of players impacted later, McClanahan, who always wanted to focus on the process, has completed his.

Yoni Zacks

McClanahan (right) walks to the locker room after the first period of the Bears’ home opener against Mounds View alongside Wyman and athletic trainer Aubrey Dudley. Wyman, who has been involved with the team since 2015, was recently named McClanahan’s successor. “Blake Hockey has played a pivotal role in my life. I am honored and excited to be leading this program into the future. Thank you to the Blake community for entrusting me with this responsibility.

Noah Zacks

The mystery athlete shoots a free throw against Providence Academy on Feb. 13. The team won that game 70-56

Noah Zacks

Courtesy of NBA Logo Wallpapers

The NBA Logo was designed in 1969 by Alen Siegel, the founder of the branding consultancy firm Siegel+Gale. He modeled it after Jerry West, a legendary Los Angles Lakers player and hall-of-famer.

CCompetitiveness Promotes

Gabriella Marmet | Editor Emerita

ompetition is often mistaken for only leading to negative outcomes, only leading to people comparing themselves to others and obsessions of how they can be better. On the contrary, competition can be healthy, as it’s fueled by people internally motivating themselves to be better in a positive manner.

People love the satisfaction of winning, or doing well. Competition motivates people to be their best selves so they can feel a high level of satisfaction. This also allows people to create goals in their heads of how well they would like to do, motivating them to prepare better and then do well. Anya Agrawal ‘25 explains that “competition motivates you to continue to do more, and it keeps you sort of in line with your expectations of yourself and ideals for what you need to accomplish.”

This healthy competition can also be

When you’re competing with either yourself or others, you find ways to attain your goal, which drives your motivation.”

seen when students compete with themselves to be the best that they can be. In terms of academics, if a student scored a 85% on their previous exam, then they would set that as a base-line goal for what their score should be on their next test. Rather than merely creating a goal of getting an A or that perfect score, students can motivate themselves through their previous scores.

Davandre Campbell ‘25 connects a significant amount of his competition through the sports he plays. He explains internalized motivation derives from “trying to be better than how you were, for example the day

before, is something people can use to move forward. It’s like a strong way to push yourself forward, and I definitely use it in my sports life.”

In addition, students can positively compete with their friends to encourage each other to do their best. People are often influenced by those around them, so when the culture within a group of friends is to study really hard for each test and quiz, their friends will likely be influenced, and study as well. It’s important when addressing competitions with friends to share each other’s motivation in a healthy way. This includes being happy for a friend if they did better than you, and then just motivating yourself to improve for the next time. Agrawal says discussing grades and scores with friends “can be a lighthearted conversation, and you can bring a lot of humor out of it. But, there are moments that can lead to self doubt or where it drives your self confidence down. Then you start to think that it defines who you are, and that’s when it unhealthy used lose satisfaction general.

D“has and pushing high eryone be

istinct remains School the students’ core values, but it has become dents’ lives become competition motivates put greater effort venture beyond the values of grow as students. (NIH) offers this is characterized among [and] pants, and that winners] a special,

Given the sonal development to seize them, ble consequence a significant to others. This having achieved positive and negative the school community.

A commonly petition can be lot more compared

Evan Darmawan

CamilaPardo

Camila Pardo

Camila Pardo

Camila Pardo

Ben Passi | Staff Writer

Beyond the Hype: Are AP Classes Worth It?

Advanced classes good for some, not for others

Gabriella Marmet | Editor Emerita

As the end of the school year slowly approaches, the time rolls around for students to request their courses for the next academic year. Many students will often question: Is it worth taking high-level and AP-level courses? While a simple answer to this predicament is yes, it’s also important to take courses you are actually interested in.

Of course, students from a college-prep school seriously take into account the benefits of taking these high courses in terms of college admittance. Tess Dayhoff ‘25 says that even though these rigorous courses are encouraged to be taken for developed learning, “it’s [also] important in terms of college. That might not be the answer you want to hear, but I think that’s just the plain truth of it.” Outside of what students participate in outside of school and grades, colleges often look to see if students balance their busy schedules with high-level classes. AP College Board Central explains that “Students who take AP courses send a signal to colleges that they’re serious about their education, and that they’re willing to challenge themselves with rigorous coursework.” Also, colleges like to see students take classes relating to their interests and intended major (if they have one).

It’s important to not just take all of the high-level courses possible, but the ones that interest you. The

resume is not just academic rigor, so it’s essential to enjoy your coursework as well. Kyra Sharma ‘25 passes her advice down to students after going through the whole college process: “Take classes that interest [you], because if you’re interested in it, it’s much easier to put your time towards it, and not just think about what colleges want or which classes you should take.”

Ava Broll ‘25 similarly com-

ments, “If you really enjoy the subject, you should take the harder class because you’ll discover if you truly enjoy that subject, and it will prepare you for college and see where your interests lie.”

I took A Cappella Choir and Journalism for the past few years at Blake; both of these classes let me express my creative and artistic side, bringing me a break from the rest of my academic-based classes. I also

Sharing (Test Scores) Isn’t Caring

Many left stressed, saddened by results; effects worsened by sharing

Camila Pardo | Editor-in-Chief

Revealing test scores is a destructive numbers game. Education should be centered around understanding and personal development, not a competition to see who can memorize the most or perform the best under artificial test conditions. When scores are publicly shared, students who struggle are unfairly labeled stupid. On the other hand, those who excel are put on a pedestal, reinforcing harmful stereotypes about intelligence. Obsession with ranking and public comparison shifts the focus away from improvement and personal achievement, turning education into a toxic race rather than a journey of knowledge.

I remember the exact moment I got my math test grade back. My hands shook as I flipped over the paper, and my stomach dropped when I saw the score. It was much worse than I had expected. Before I could even process it, someone turned to me and asked, “What did you get?” I froze. The lump in my throat grew, and before I could stop myself, tears

welled up in my eyes. It wasn’t just about the grade itself; it was the humiliation of knowing that I had been reduced to a number. A single score became a reflection of my intelligence, my worth, and my future. Whispers spread, and I could feel the unspoken judgment, just as I had witnessed before when others received low scores. Meanwhile, the highest scorers were praised, and their achievements were put on display as if intelligence could be neatly ranked.

This is the problem with revealing test scores. It turns education into a public spectacle, where students are labeled as “smart” or “struggling” based on a system that fails to measure real ability. Beyond psychological harm, sharing test scores overlooks the flaws embedded within standardized assessments. Test scores fail to capture more valuable skills in the real world such as creativity, critical thinking, work ethic, or resilience. Some students excel in traditional testing environments, while others thrive in hands-on learning, discussion, or project-based work. Reducing one’s entire academic ability to a single number is not just misleading, it’s unfair. Worse, it disproportionately affects students with test anxiety, learning differences, or external struggles, punishing them for circumstances beyond their control. At its core, sharing test scores

“When scores are publicly shared, students who struggle are unfairly labeled [as] stupid.”

“Take classes that interest [you], because if you’re interested in it, it’s much easier to put your time towards it.”

made it a priority to take rigorous classes, but made sure that I had a change of pace from my other classes. Roland Bentley ‘25 explains his regrets from selecting courses during high school: “I wish I’d taken art classes I actually wanted to take… instead of just getting the art requirements.”

These high-level courses help prepare students for their future college classes and assist with better study habits and time management. Sharma says, “Obviously they’re more challenging, so you do end up learning more, just advancing your knowledge. I think they help you develop good time management and methods of study, especially because they’re similar to college courses.” While students often find these classes difficult, the benefits outweigh the struggles they may have. Dayhoff mentions her satisfaction with the high-level courses she took because they’re “challenging, interesting, and if you can get college credit for it then it’s a pretty good use of your time.”

Although AP and honors level courses do provide many benefits to a student’s knowledge and resume, I also have to acknowledge that there may be downsides depending on the person. These fast-paced classes often induce high levels of stress and cause students hours of intense studying and preparation for the class. High-level classes often place higher amounts of pressure on students too, creating unnecessary stress. Broll explains that “it pushes you in a really healthy way, and even if it’s really challenging, you grow the most when you’re in uncomfortable positions.”

serves no real purpose other than fueling unnecessary competition and insecurity. Instead of fixating on numbers, schools should emphasize individual progress, helping students set personal goals and measure success in meaningful ways. The solution is simple: keep test scores private and prioritize personal growth over public comparison. Schools should foster an environment where

feedback fuels improvement, not insecurity, and where success is measured by progress, not rankings. When we ditch the numbers game and prioritize real learning, every student has the opportunity to thrive. The moment we stop glorifying test scores and start prioritizing actual learning, we’ll create an environment where students feel motivated to improve, not just perform.

Willow Overcash

Pressure to take AP classes is insurmountable, but the difficulty can be harder.

Trump’s Policies:

Are We Affected?

New administration orders hit headlines and home

Lilah Johnson | Managing Editor

The Trump administration has made more executive orders in the first week than any president has before in its first year. Yes, you read that right. We’ve heard more about some executive orders than others. As teenagers, the one that we’ve probably thought the most about was the order to stop the TikTok ban and get it back onto the App Store. Everyone has also probably heard about the renaming of the Gulf of Mexico to the Gulf of America. But there are many more that we probably haven’t thought much about. So how do some of these changes affect us in our daily lives on a broader scale?

Since his inauguration, Trump has made it a priority to cut the Department of Education. As students at a private school, we may think this doesn’t affect us. However, this is far from the truth. On a personal level, my mom is a public school teacher in Minneapolis, and her position is 100% governmentfunded. If the Department of Education is cut, it would significantly impact my family’s life. However, even if you aren’t affected like me, there are more disadvantages to be considered. Many of us will apply to college soon, which means many students will consider taking out loans. Federal student loans programs such as Pell Grants, FAFSA

(Free Education for Federal Student Aid), and more will be at the very least reduced. Additionally, there would be no state-mandated graduation requirements, which would change the way that colleges view a private school degree. Some states may require standardized tests such as the ACT or SAT while others may not. Essentially, the way that a high school education is viewed would change drastically in the eyes of college admissions. The Biden administration took significant leaps forward to benefit the climate during their

In a competitive and academically-driven environment like the Upper School, it is difficult not to compare yourself to others or get caught up with your imperfections. Nobody is perfect, regardless of what it may seem like, and instead of comparing ourselves to others or an unachievable level of perfection, we should appreciate how far we have come and strive to improve for the future. Especially in a school without any class ranking, colleges will see your grades, scores, and progress, not how well you rank against someone else.

A practice of academic competition is the comparison of test scores and answers. While most people acknowledge the negative effects of talking about test scores,

“Different policies have different impacts on different people, and it is important to recognize that we are not so far removed.”

the Boundary Waters Canoe Area Wilderness. I have spent many summers doing trips there, but the Trump administration wants to build a copper-nickel mine in the Boundary Waters watershed which would decimate the water, land, and wildlife.

There are many more executive orders and plans in place for this administration; these are just a few. Different policies have different impacts on different people, and it is important to recognize that we are not so far removed from the effects of these policies.

Peaks and Pitfalls of Perfectionism

term, including signing the Inflation Reduction Act, the biggest federal climate change investment in US history. The most frightening policy relating to the climate is Trump’s “drill baby drill” approach toward oil and gas production. The United States’ oil and gas industries were at record highs during the Biden administration, and with tariffs, the price of gas and oil will likely rise. While this is concerning, the aspect of the “drill baby drill” approach that is most scary is the effect that it will have on our natural spaces and wildlife. A personal example is people still talk about them. Additionally, after taking a test, many people ask others for answers to certain questions, which increases test-taking stress and negatively impacts people who didn’t receive the same answer. The competition associated with our schoolwork takes the focus away from individual progress and learning, which are the overall goals of the class. It is important to find the balance between the desire for better and the acknowledgement of improvement. Regardless of whether it is academic, goal setting for the future can help motivate people to become better versions of themselves. While this is important, it must be done in moderation to keep sight of progress and the bigger picture of life. Instead of focusing on the points you didn’t get, focus on what you did, and use the information you receive to prepare better for the next time. Regardless of whether you achieve your academic goals, we go to a challenging school, and colleges recognize this. This difficult baseline level of academic

rigor makes it unnecessary to take every hard class. Less stress allows students focus on their passions or potential future majors. Taking every AP in every class is not the smart decision, as it sacrifices mental health for college credit. The desire to be perfect, or to appear perfect, whether for colleges, others, or yourself, is not a winnable endeavor, and instead, focusing on living a fuller life is a better strategy.

Ben Aviles

Madeline Hou

The unprecedented amount of executive orders during Trump presidency has left many feeling overwhelmed.

History Month Awareness, Education

Honoring Diversity: The Significance of Heritage Celebrations

History months acknowledge minorities

Dillon Kaiser | Sports Editor

Harvard Office for Equity, Diversity, Inclusion, and Belonging states that a “history month is dedicated to recognizing, celebrating, and educating people about the history, culture, and contributions of a specific group of people.” The months also aim to raise awareness about

historical injustices and promote inclusion.

Black History Month was the first of many history months introduced in 1926 by historian Carter G. Woodson and the Association for the Study of Negro Life and History. The timing of the history month in February was due to the birthdays of Abraham Lincoln and Frederick Douglass. Woodson’s goal for Black History Month was to educate the public about the important contributions of Black Americans, even

though he was enduring racism and segregation at the time. In 1976, President Gerald Ford officially recognized February as Black History Month.

Due to the accomplishment of Black History Month, other diverse groups soon followed. Women’s History Month began as “Women’s History Week” on March 7, 1982. However, in 1987, due to many petitions for more recognition, March became known as Women’s History Month.

The main purpose of

History Months Highlight Cultures

Marginalized voices recognized

Tarun Gopalakrishnan |

Features Editor

History months are needed. With over 3,000 cultures in the world, it is almost certain that some are completely unknown and underrepresented. History months provide an opportunity to explore backgrounds and identities of various cultures and communities, while also recognizing marginalized voices. History months are necessary in order to commemorate the global contributions of various communities, which would be ignored in the absence of a designated month.

Graham Bennett ‘26 claims that “it’s important to shed light on groups of people who historically have not had their stories told. It’s important to dedicate time to focus on communities that are underserved.”

Shoumili Tarafder ‘26 says “It’s good to celebrate history and be more educated about the people around us.” The majority of people most likely do not have extensive knowledge about the

history of various communities. History months provide an opportunity to become aware. “History months are a good way to learn more about other people and it helps me be more aware about the people around me,” said Tarafder.

Bennett says a similar experience to Tarafder, explaining the impact that Black History Month had on him when he was younger: “I was able to learn things that I hadn’t been taught about before and it’s important to see people like me being covered in history class like they often aren’t,”

Since 1976, every U.S. president has officially recognized the month of February as Black History Month. Other countries such as Canada and the UK also devote a month towards celebrating Black History.

The NBA amasses millions of viewers each season. Every February, NBA Players wear warmup shirts that celebrate Black history. This year’s shirts read “Built by Black History. Elevated by Black Voices.”

Companies such as the NBA, should use their platform to spread

these historical events was to help guide communities into other perspectives and lives.

Asian American and Pacific Islander Heritage originally took place for a week during May in 1978; however, in 1992 it was given the entirety of May. The month of May was chosen as it was the arrival of the first Japanese immigrants to the U.S. in 1843 as well as the completion of the transcontinental railroad in 1869, built by Chinese laborers.

Pride Month was dedi-

cated to honoring the Stonewall Riots of June 1969, which was a beneficial moment for the LGBTQ+ rights movement. It was officially recognized by President Bill Clinton in 1999.

Hispanic Heritage Month started as Hispanic Heritage Week in 1968. With the help of President Lyndon B. Johnson, it was later expanded to include a full month in 1988 through President Ronald Reagan. Beginning on September 15 in honor of the independence days of several Latin American

countries, and ending on October 15.

Native American Heritage Month was originally created in 1915 by the Congress of the American Indian Association. After many petitions and efforts that led to more recognition, President George H.W. Bush officially declared November as Native American Heritage Month in 1990. The month was to acknowledge the contributions of Indigenous peoples in the U.S. such as the implementation of corn, canoeing, and log cabins.

Shifting from Apathy to Action

awareness about history months. “The efforts that many companies make to take part in these history months to share stories and experiences…it plays a big role in creating awareness,” says Bennett.

In 2023, Black players made up 70.4 percent of the league, a clear majority. In a league where a minority group is the majority, recognizing the players’ history is important, and can be done through these history months. The shirts recognizing Black History inform the public and NBA fans across the world about the importance of Black people and their contributions.

Turning awareness into engagement

Jay Ali | Contributing Writer

There is an epidemic that is plaguing all cultures and ethnicities. One that disrespects the values of these cultures, and effectively ignores the importance of celebrating them. This plague is apathy, a lack of interest and enthusiasm, specifically towards understanding the histories and all of the contributions of various ethnic groups.

To combat this issue, history months were im-

plemented to focus on one culture at a time, whether that be Black History Month, Hispanic Heritage month, Women’s History Month, or Asian American & Pacific Islander Heritage Month. These months are meant to serve as a reminder of the diversity in different aspects of our lives, like school, work, and activities. In theory, focusing on one culture at a time should effectively to build affinity and cultural awareness, yet, not much has changed when it comes to cultural engagement.

Shucayb Harir ‘26, a member of the Student Diversity Leadership Club (SDLC) and leader of SHADES, says “I feel that we aren’t doing enough for affinity groups,” and he continues by stating “I hear more jokes about history month than I see action.” Harir details his own experience as a student leader of multiple affinity groups, expressing his frustration with the lack of any real participation when it comes to celebrating these months. By reducing history months to just a symbol of our heritage rather than a way

to physically celebrate different cultures and actually engage in conversations, the true purpose of history months is lost. When asked how we can encourage more participation for history months, Esther Lee ‘27, a leader for women in business and member of SDLC, says we should “Make it more interactive, so everyone can see the perspectives of different cultures, [and] having hands-on activities in schools and classes.” Reflecting on her own experiences, Lee details what she believes is the proper way to encourage participation in history months. By making an environment where a diverse group of people are able to enjoy learning and celebrating cultures, people will be more likely to participate if it’s a fun activity rather than a nice gesture. To change how we view history months, and acknowledge a wide variety of cultures, we must create an environment different from what we have right now that encourages participation, rather than baseless symbolism.

Chizoro Nwokocha ‘25, Michelle Elliott ‘25, and Shucayb Harir ‘26 presented on Black fashion figures during the Black History Month event on February 20 in the Carlson Commons.

Izzie Miller

Izzie Miller

Cultural books and items on display at the Poetry Night event were brought by the We Win Institute, a non-profit organization providing free programs for children in communities.

Sudoku

Charlie Dean | Sports Editor

Connections

Want the answers? Check out blakespectrum.org for the completed crossword, Sudoku, and Connections!

UNIFIED UNITES COMMUNITY

Students, athletes come together at various events

Steven Cao | Managing Editor

Unified Sports partnered with the varsity basketball team in hosting a community game with the Western Wings on Feb. 1. Unified is a Special Olympics program that gives athletes with intellectual disabilities an opportunity to participate in various sports with varsity athletes. The Western Wings are a partner delegation to the Special Olympics league, and host sports such as basketball, swimming, softball, and bowling for about 150 athletes in the western suburbs of Minneapolis.

Graham Everett ‘26 is a leader of the Unified Club in the Upper School and has worked extensively on the planning of such events. “We had to reach out to Coach [Tyler] Biwan to see what times would work for the basketball team… we then reserved the gym and sent sign-up forms to the Western Wings and the students, ” Everett said. The event started

and Right: Students and athletes shake hands after a hard fought basketball game on Feb. 1. Middle photos: Ryan Lee ‘26, Jane Stanchfield ‘26 and Charlie Moore ‘26 with athletes after a pickleball event with the Western Wings Delegation on Oct. 27, 2024. Left: Students pose after participating in the annual Polar Plunge.

with a pizza lunch. The lunch contained fresh cheese pizza alongside a wide assortment of organic fruit, vegetables and beverages to fuel up before the game. Volunteers and athletes from both teams mixed and introduced themselves during the meal, providing an opportunity to bond and get to know each other.

“I think this game is definitely a great opportunity, especially for basketball players to get exposure to Special Olympics… I think the best part about it is that people can come together over basketball…it’s a great opportunity to show people that it’s not hard to build those connections,” Everett said. The game aims to foster community and team building amongst all participants. The varsity basketball players were split up to join the rosters of the Western Wings for the game. Andrew Mao ‘26 volunteered at the game, which was one of his recent experiences working with Unified. Mao

was tasked with the role of the “Electronic Score Tally Adjustment Operator.” He had to make appropriate adjustments to the electronic scoring system by accurately inputting increases to the score value depending on the events of the game alongside maintaining control of the timepiece to ensure that game time was not lost when the ball was out of bounds.

“Everyone was being so supportive at the game…the enthusiasm and the energy was great,” Mao said. He plans to continue contributing to Unified through volunteering. “You get to meet new people and branch out of your comfort zone… it’s also really beneficial to teach others,” Mao stated. Mao hopes that other students can look to join volunteering for Unified. “It’s pretty low commitment, like only one hour a week,” Mao exclaimed.

Beyond basketball, the Unified club organized a Polar Plunge, with all proceeds going towards Special Olympics

programs. The Polar Plunge is an event where the organizers choose a lake during freezing temperatures and cut a large hole into the ice. The ice is removed, revealing the ice cold water underneath. Participants

home of the Timberwolves, in Downtown Minneapolis.

pay an entrance fee to enter the event. They can choose to jump with or without their subzero, cold resistant clothing articles. The participants will jump off the ledge into the inhospitable, bitterly cold, piercing and numbing water. It provides the participants a feverish adrenaline rush.

Alongside the Polar Plunge, they are collaborating with the Songs for Smiles charity to host a talent show for the Special Olympics athletes. Unified also branches to other sports, such as Alpine Skiing. Cole Eckes ‘26, a varsity skier, spends time with Unified as a coach for Special Olympics Ski. “There’s a lot of different levels of skill. For a lot of them though, we’re teaching them to get faster, techniques and such.” Eckes states. Unified operates the ski events at Hyland Hills, a ski park in Bloomington. “It’s like regular skiing, but we might set it a little easier for them…it’s not like they’re super competitive, it’s fun,” Eckes concluded.

Submitted by Charlie Dean

Graham Everett

Graham Everett

Charlie Dean

Submitted by Graham Everett

Top

Everett participating at a statewide Unified event. Everett networked with other leaders and assisted a Unified basketball game at Target Center,

Submitted by Graham Everett

Alan Page Discusses Career, Motivation, Legacy

Q&A with the former NFL player, Minnesota Supreme Court Justice, and Blake grandparent

Ben Aviles | Copy Editor

What do you hope your legacy will be?

I'm not sure I know how to define legacy. It's not me trying to do things so that people think that I… was somebody or something special. To me, legacy is bound up in those we touch and those who touch us and live on in the people we touch… I'm a strong believer in what Tennyson said in Ulysses: “I am a part of all that I have met.” Little pieces of me live on in everybody that I've touched. And little pieces of everybody that has touched me live on in me. That's where legacy comes in, is that those people, the pieces that live on from person to person, generation to generation, not so much in, you know, he was a great guy, he did X, Y, and Z, but more in the sense of that person who he touched or who touched him.

What is your motivation at this point in your life?

At this stage in life, it's doing what I can to make the world a better place. I've been fortunate: [I’ve] had lots of opportunities, had lots of good things happen to me. From where I sit, there's no reason that other people shouldn't have the same kind of good fortune. What motivates me is trying to figure out how I can help other people get into the position to have the success that I've had. Success isn't a destination. It's a manner of travel. And, you know, I've reached a lot of destinations, but that's not what it's about. It's the journey that really matters. I wake up every day and I'm still on the journey.

What motivated you to return to law school during your NFL career?

The largest piece to the… return to law school is that back then professional athletes, while it paid very well, it wasn't something that you could do and then live off the fruits of that labor for a lifetime. I understood also that at some point my football career was going to come to an end, and then what? [Additionally], the challenge combined with the fear of failure. [I] used that fear to overcome the challenges. Sometimes that fear can paralyze us. I've been fortunate enough to use it as a motivator.

Asian

I’ve seen you walking without regard to the temperature around Lake of the Isles, why do you do this in the brutal cold?

The question of “Can you do it?” And if you can, “why not?”... [in regards to George Bernard Shaw’s quote], “Some people see the world and ask why. See the world the way it is and ask why. Others see the world as what could be and ask why not.” I think I fall into the ask why not category.

You’re always at Upper School events for your grandson, Otis Friesen [‘26], why?

One of my colleagues on the court used to say, “The world is run by those who show up” and I think that's true. And you can have an impact simply by showing up. That impact can be big, it can be small, it can be whatever it is. But you can have an impact.

What morals and values did your parents give you?

My parents were strong believers in personal responsibility… If I got in trouble at school… the issue wasn't the teacher was wrong or somebody else did something wrong. The responsibility was mine. They also believed strongly you had to be as good as you could be at whatever you were doing. They understood… that there was value in seeking excellence, not for the sake of winning or for the sake of being better than the people around you, but for the sake of fulfilling yourself.

Any parting thoughts?

We have the opportunity to find at least to some degree what the future will be. We have the power as individuals to change it from what it might otherwise be. We have to be willing to act. We have to have the courage to act. I think it's important to also understand that character matters, and honesty matters. Self-respect matters, respecting others matters, how we treat other people, no matter who they are, no matter where they come from, no matter what their circumstances are, they're still people that, I sort of bought into this notion that all men, I would add women, are created equal. We may be different. I may be able to play football very well, but there are lots of things that I can't do, that other people can do. The fact that I can play football extremely well doesn't make me any more or less than anybody else. The fact that somebody who maybe has a disability can't do the things that I can do physically doesn't make them any less than. It just means they're different and that our differences are just differences. They don't determine or define who we are. I am who I am and you are who you are. As long as we respect each other and treat each other fairly, couldn't ask for more. I will say this by being truthful and honest, which is something that I think is a challenge right now; Doing the right thing, even when it's not the easiest thing, is critical for all of us, being honest, you know, in terms of human relationships. Truth and honesty are linked to trust. If you can't trust…we don't have anything. Trust is critical to our survival. You know, if I can't trust you. where does that leave both of us? If I can't trust what you say or what you do, then I can't rely on you. That's a little scary.

Markets Spark Childhood Memories Various food items bring family, favorite toys & shows to mind

Faith Zhao | Creative Director

Ilove the smell of durian. To be more specific, I love when I can smell its green and brown thorns when I’m perusing the plates and soup spoons. I remember wanting to bring the translucent soup spoon–the one with the little hole at the very tip of the handle–home with me to drink the chicken soup my grandma made. My grandma would make it in a big white clay cauldron like pot that had a painting of a stick of grass or a tall flower in the middle. The edges of the pot were tarnished brown by the stove. I never really liked how I could see the little goosebumps on the chicken legs of my ji tang. My dad went to get one of the spices for the soup. The seasoning looks like a 2D flower made of leftover wood pieces. It’s called wuxiang, five good smells. While he pushed the gray shopping cart around, I was going over my regular excavation: red bean popsicles, the skinny shrimp chips, the flat shrimp chips, and the smudged plastic tubes filled with candies that had a monkey clapping or a pink rockpaper-scissors hand on top as a cap. The first switch was for rock and the second switch was for scissors.

The pink rock-paper-scissors candy tube was what I used to store the dragonflies that we, my sister, neighbor, and grandpa, caught at night in the park. My seven year old self was scared of the dragonflies until my grandpa, with his leather hands, showed me to just grab them by their wings and quickly put them in the tube. With the candy tube holding my treasures, I raced back home on my razor scooters in my pink flip flops that had a flower on it; Grandpa was behind us with his arms behind his back. On the other side of the snack aisle were jelly sticks and cups that were housed in mini plastic backpacks, plastic bears, and big “cheese ball” containers with the red or purple caps on top. After watching three epi-

“It isn’t just a place to buy food. It’s a place that reminds me of my home”

-Zhao

sodes of Sofia the First, my scissors were sticky and my trash can lined with a Target or a Cub Foods bag was full of the hard to peel plastic. The container was now empty. I would proudly give it to my grandma where she would store spices. Opening the pantry, instead of little jelly straws in the big container I see millet, xiao mi. Later, she would make xiao mi tang My dad said we were ready to go and I followed him to the checkout where I saw the lady that constantly tells me she’s jealous of my tall seven year old genes. She asks if we want plastic or a box. There were always plenty of empty boxes. My dad says plastic, suo liao. The “Thank you” yellow smiley face slowly gets stretched to its seams. We walked out of the red lanterns in the entrance and passed the Chinese newspaper stack that had an out-

dated picture of my friend’s mom in one of the

created

and I could feel the

on my

Page signs his new book at the Lower School LitFest on March 3.

Ben Aviles

pages. The plastic bag

sharp creases

fingers

“Have A Nice Day” trying so hard to keep its shape only to slowly expand and stretch from the oyster sauce, jelly containers, scallion pancakes, pickled radish, and shrimp chips. It has the heavy duty of carrying all the pieces of who I am.

Faith Zhao

Faith Zhao

A display on the racks of the store, showing various Asian snacks.

The Asia Mall not only sells food, but houses many Asian resturaunts and shops such as Legendary Spice, Hot Pot City, UniUni, and Pho Mai.

History of Pop Music

Game Theory

Looking for a fun way to apply mathematics to games? Take Game Theory! This semester course takes game strategy to the next level. Math teacher Daniel Willms has taught Game Theory many times and states that there are “two major ways” game theory is approached. One is “looking at games of chance through a lens of probability and expected value” while the other is “looking at more games of strategy through a classic game theory approach using matrices.” The class explores lots of games according to Willms, who said that “basically every class is a new game.” Following the game, students will work through math, usually connected to the game played at the start of class.

Morality in the Modern World

Taught during first-semester, Morality in the Modern World Issues helps shape the very ideals that make you who you are. The course examines how the morals and values of societies are shaped by factors such as faith and culture. It is a discussion heavy course, so be ready to talk regularly with your peers in class! Nova Stay ‘26 states that they would “open the class with a current event,” on a question that challenged one’s morals. Things like “how much a person should give based on how much they make” and “what could get in the way of a utilitarian” making the most logical choices are specific things the class discusses. Other things such as “virtue ethics” and “care ethics” are explored in relation to real world scenarios such as “the ethics of sports betting.” Students end

The History of Popular Music in the United States is a fall semester course taught by Brian Lukkasson ‘88 . Offered biannually, Pop Music looks at the change in music culture throughout the 20th and 21st centuries due to aspects of social, political, and economic shifts. Enrollment in any music is not required as this course is a way for students to be introduced to the world of music. The main objective of the course is “studying and understanding the influence of history on music and music on history and how there’s so much overlap between them.” Throughout the semester students explore different decades of popular music in America starting “from about 1950 up through the present” according to Lukkasson. Pop Music will be taught next during the 2026-27 school year.

Elective Opportunities for New School Year

Are you currently debating what electives to take in future years? As students work away in the second semester, many are thinking about what classes they may take during their next few years in high school. With the wide variety of electives the Upper School offers in all departments, it can be daunting when planning classes to take years ahead. To combat this, here is a unique look at four elective options from the arts, sciences, social studies, modern and classical languages, and mathematics.

the class with a final research project about “one

School,” which gives students the chance to apply

Astronomy

Have you always been interested in space? Wanted to look through a big telescope at the universe we all live in? Advanced Science: Astronomy may be the perfect course for you! Taught by Jeff Trinh, this second-semester course covers constellations, why things happen in space, and big ideas such as the fate of the universe. Rebekah Johnson stated that in class “hands-on labs and sky-watching nights bring what you learn to life. If you’ve ever looked up and wondered what’s out there, this course is for you.”

Izzie Miller

Izzie Miller | News Editor

big topic that surrounds the Blake

what they learned during the semester.

Izzie Miller

Izzie Miller

A board outside the band and orchestra room displays all the music that the class has studied.

Dice are often used in game theory. Willms explains, “Dice are used as probability models for analysis of dice based games.”

Izzie Miller

This panel is of “the scientist who discovered dark matter and the galaxy that helped him discover it,” according to physics teacher Maggie Molter

“Ethical Choices” is one of the books studied in Morality in the Modern World Issues.

Promotes Growth

gets unhealthy.”

There is clearly a fine line between unhealthy and healthy competition, but if used as a motivator rather than a way to lose self confidence, it will lead to increased satisfaction and better scores and results in general. Lauren Lee ‘25 says that competition “has something that you can strive towards, and if everyone is working to be better and pushing themselves in comparison to other high achieving peers, then it results with everyone being better. So it can help everyone better.”

“ If you are relaxed about it, and not insanely obsessive with it, I think it can bring absolute joy to your life, for sure.”

Campbell

Ben Passi | Staff Writer

Words of Wisdom from Director of Counseling Erin Adams

Students you have grown up being assessed and measured for years. “ “ ” I think it’s hard for students to hear the message: don’t worry about grades just worry about learning.

” There’s also pressure on people to find their thing. “ ”

“ ” You can still want to do well, but trying to make doing school feel joyful and balanced is a good thing.

“ ” At a certain point it becomes a part of your sense of yourself.

“ ”

Fear takes us out of the moment.

Perfectionism Fuels Dissatisfaction

| Staff Writer

from a race, friendly competition remains a significant aspect of the Upper School environment. It may contribute to growth and align with the school’s but it is essential to assess whether become excessive to the point where stubecome negatively affected. Friendly motivates those who participate to effort into their academics and lives, beyond their comfort zones, and embody our community so that it helps us students. The National Institutes of Health this definition: “friendly competition characterized by rules, often informal, agreed mutually accepted [by its] particithat [it] gives the competitors [and special, advantageous status [among]

abundance of opportunities for perdevelopment and the strong encouragement excessive competition is an inevitaconsequence when certain students demonstrate level of accomplishment compared This hierarchical structure of students achieved more than others can have both negative effects on our lives within community. commonly shared student opinion of combe observed. “The workload is just a compared to other schools” says Rowan

Kalar ‘27. And how “[it’s] not ultra [hard] but I think that Blake is definitely more competitive compared to other schools and we’re all supposed to be smart and the bar is set really high” observes Elizabeth MacNeill ‘27

Sarah Warren states that as a teacher of a religions and ethics class, she doesn’t notice competition, however, “[she does] notice some form of benchmarking like when I hand back an assignment, [they’ll] sort of compare who got the best score.” MacNeill also iterates how she “[doesn’t] think it’s purposely made to be that way but people sort of turn it into that because they are trying to be the best for things like college apps. Since this is a college prep school, all of your high school and a bit of 8th grade, it’s all about doing things that would look good on college applications.” However, Kalar says how she thinks that “it is supposed to be difficult, it is set that way but they don’t really try to enforce competitiveness in the background.”

This suggests that competition at the Upper School may be a mutual, perhaps unintentional creation by students, rather than something imposed by the school, as participation is optional. It’s up to them how much they want to do as long as they can, as MacNeill also says: “do the most extracurriculars and balance their school life with it” while also still receiving high grades.

Both students indicated that there are definitely great sides to competition while there are also

negative sides. Kalar mentions how “there are good sides” and how “it pushes you to do better,” while MacNeill refers to it as more of a “double-edged sword.”

Overall it seems that at the Upper School, competitiveness is very regulated. Students can choose how they would want to go about their academic lives participating partially, fully, or not at all, each choice coming with its own positive and negative influence. Whether it’s realized or not to potentially be toxic, it hasn’t been something that is problematic within the community and thus doesn’t need administrative intervention. Warren, as a leader in what the administration does, when asked about the admin’s role in competition, says that “we do not have an agenda trying to push academic competition among students. I think that I know we’ve shifted in terms of our phrasing but the value of love of learning or curiosity is really more about the individual student, valuing and pursuing something they have an interest in…I know there are times when a teacher might develop a lesson with like a Kahoot or something like that where there may be healthy competition that may be a way to get students excited.”

Though such competitiveness may be inevitable it is not something that the school tries to cultivate, instead an approach to build a love of learning something and internal competition.