GLOBE issue 3, volume 88
S E PA R A T E and
U N EQUA L THE LEGACY OF RACIST HOUSING POLICY IN ST. LOUIS
clayton high school, clayton, mo. - november 2016
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GLOBE 24
november 2016
50 Years
This year marks the 50th anniversary of the conferenced English program at CHS.
26
Separate and Unequal
Sports 34
Winter Sports Preview
Read about this season in CHS sports.
The Globe explores housing patterns in St. Louis and subsequent educational accessibility in part one of a three part series: Separate and Unequal.
News 14
36 Athlete Profiles: Koji Barrette and Hutton Murdoch
An Expert Debater
A look into the career of the recently top ranked CHS Speech and Debate President Marysia Hyrc.
41
F e at u re 16
Review Snow Factory
Opinion
Elad: The Educator
CHS alum Elad Gros is the founder of Education Exchange Corps, a nonprofit summer leadership program that targets youth in the St. Louis area.
43
Staff Ed: Quick Tip
46
Gubernatorial Contention
CONTENTS 3
GLOBE editor-in-chief camille respess
chief managing editors kevin rosenthal ellie tomasson
managing editors noah brown nicholas lee mitali sharma max steinbaum
section editors madeline bale michael bernard daniel cho lucy cohen sean kim jacob lagesse zachary sorenson ashleigh williams tara williams
copy editors
charlie brennan harry rubin neel vallurupalli
webmaster nicholas lee
business manager
lucy cohen
photo editors
alex gerchen katherine sleckman
distribution editor grace monshausen
staff
editors
sophia barnes sophie bernstein lise derksen mariclare gatter olivia joseph nisha klein elise levy grace morris lauren praiss olivia reuter nikki seraji martin sharpe catherine walsh samantha zeid
reporters
madeline ackerburg sarah baker barrett bentzinger erin bingaman richard cheng daniel cohen theodore fehr leo gavitt anne goode justin guilak katie he cicely krutzch cody krutzch san kwon fiona mcguire kellan morrissey laura parvulescu gemma redeker eunice shin katherine snelling mary snelling philip stahl sara stemmler junyi su lila taylor karena tse
victor wei
photographers
synthia baer samantha bolourtchi jennifer braverman daishanae crittenden ella engel sarah franzel akansha goel paige holmes catherine holtzman alivia jacobs xuenan jin areeba khan richard kuehn gabreille lask caroline marsden michael melinger grace monshausen mia redington alhan sayyed sarah schmidt claire schwarz eunice shin david tamsky emma weber
adviser
erin castellano
Professional Affilations: Sponsors of School Publications, Missouri Interscholastic Press Assocation, Missouri Journalism Education Assocation, National Scholastic Press Assocation, Columbia Scholastic Press Assocation
I saw a pretty funny meme not too long ago. It was a picture of an obituary for a Richmond, Va. senior who passed away earlier this year. It ascribed the woman’s cause of death, hilariously, to “the prospect of voting for either Donald Trump or Hillary Clinton.” Dark humor aside, the line was absolutely accurate in at least one regard -that many American voters simply cannot bring themselves to support either Clinton or Trump, whom they view as equally unattractive presidential prospects. As The Week’s Michael Brendan Dougherty so perfectly articulated it, the repugnant idea of punching in a ballot for either Hillary Clinton or Donald Trump is, for many potential voters, one of “existential despair” in which the Republican nominee is an “unstable imbecile” and his Democratic counterpart a “bottomlessly cynical, power-mad grifter.” He argues that there is no shame in sidelining Nov. 8, 2016; any person who values their nonalignment convictions, he reasons, ought not to resign to a lesser of two evils. For many voters -and young people especially -- such rhetoric is becoming increasingly convincing. But as humorous and witty as his article is, he’s got it all wrong. It is, of course, your right to refrain from participating in this election, or any election. You are not required to vote in the United States, as you would be were you a citizen of Argentina, Australia, Belgium, or eight other nations that penalize noncompliance with compulsory voting laws. You may still feel a lingering bitterness over Bernie’s primary defeat, or resent that the reasonable Kasich only won his home state of Ohio. Or maybe you just despise Crooked Hillary and Dumpster fire Donald. That’s all fine. But reality is reality. Whether you are thrilled or terrified with the two nominees, they will be the two names at the top of your ballot come Tuesday, Nov. 8. And, come next January, one of the two will call the White House home. But aside from that, the American voter is endowed with an incredible responsibility. We are citizens of the most powerful nation on the face of the planet. As such -regardless of whomever the Democrats and Republicans select as their nominees, in any
FROM THE EDITOR election -- the consequentiality of participating in our time-tested decision-making process cannot be overstated. Outside of Independence Hall in the streets of Philadelphia in 1787, Ben Franklin said something interesting to a crowd that had gathered to learn of the proceedings of the Constitutional Convention and the new government it produced. “What have we got, a republic or a monarchy?” a woman is said to have anxiously asked. “A republic,” Franklin replied. “If you can keep it.” It’s apocryphal, sure. But it’s still no less applicable, especially to our situation at present. Franklin’s seemingly ominous warning -- a republic, “if you can keep it” -- is really a reminder of the paramount duties that come with being an American citizen. Our democratic government cannot function, cannot represent the will of the American people, if
her citizens do not safeguard the system via direct participation. After all, how could you call yourself a believer in the republican process if you choose apathy over contributing to the events of Nov. 8? As young people, this responsibility is amplified. For those of us who will be casting our first ballots, it is we who will longest experience the benefits or suffer the consequences of our new government. There will be other elections, sure. But the choice is literally at our fingertips. The future is as unlimited as the vastness of our hopes and visions. In the words of Hamilton mastermind Lin-Manuel Miranda, America is a “great unfinished symphony.” As the newest participants in our proud democratic tradition, the time has come for us to submit our first of many scores. iii fff
Max Steinbaum, Managing Editor
The Globe Newsmagazine exists to inform, entertain, persuade and represent the student voice at CHS. All content decisions are made by the student editorial staff and the Globe is an entirely self-funded publication. Not every story that our reporters write is published in the print newsmagazines. Visit www.chsglobe.com for additional stories and photos and for more information about the Globe itself. We reserve the right to refuse any advertisement - for more information about advertising and subscriptions, please contact our office: Clayton High School Globe 1 Mark Twain Circle Clayton, MO 63105 (314) 854-6668 globe@claytonschools.net
EDITOR’S NOTE 5
Senior Seth George visits the ARoS Kunstmuseum during his year in Denmark.
PA N O R A M A
Chuck Collis’ AP Environmental Science class plants seeds in a garden adjacent to Clayton High School.
Photo by Robin Fultz
NEWS
Art Fair Awarded The St. Louis Art Fair was awarded the Pinnacle Award by the International Festivals and Events association. The Art Fair runs each year during September in Clayton, featuring 150 artists ranging in fields from sculpture to photography. The Art Fair is a popular event, drawing crowds from all around the St. Louis area. The Clayton Varsity girl’s softball team. (Photo from Sarah Shepard)
NEW S and notes Softball Team Places Second at Districts The Clayton High School girl’s softball team recently placed second in their district. This came after a winning season with stellar performances from seniors Sarah Shepard, Tyra Edwards and Emily Sharp. The team played against Incarnate Word in the championship game.
Honduran Speaker at Wydwon Recently, 8th graders at Wydown middle school were visited by speaker Miguel Dulick, a former Spanish and English teacher who moved to Honduras in 2003. He is a friend and colleague of team 8 East English teacher Debra Baker and continues to visit and speak at the middle school whenever he is in St. Louis. When he moved to Honduras, he adopted a Honduran child into his family and has since become fully integrated into his Honduran community. He works to spread the word about life in Honduras by educating people in the United States.
Clayton Fire Department BBQ The Clayton fire department hosted a BBQ event on October 18th to raise funds for breast cancer research. The proceeds of this BBQ went to the David C. Pratt Cancer Center in St. Louis.
Pieper Wins Pioneer Award Clayton High School Journalism teacher, Marci Pieper, was recently awarded with the National Scholastic Press Association’s 2016 Pioneer Award. Pieper is one of eight educators in the country to win this award. The award honors Pieper for her contributions to Clayton’s journalism program and service to journalism programs throughout the country. She is the current staff advisor of the CLAMO yearbook and co-teacher of the photojournalism class.
BY LUCY COHEN and JACOB LAGESSE / news section editors NEWS 8
NEWS
RUST AWARDED by LUCY COHEN / news section editor CHS math teacher honored with Emerson Award
“My first major was computer science. After spending many hours in the computer lab in front of a computer I decided that was not the career path for me. It was then, for the first time that I really thought about what I wanted to do with my future,” CHS math teacher Michael Rust said. “I put behind me what others were telling me what I should do and made my own decision about my future.” When Michael Rust was a sophomore in college sitting at a computer, he never dreamed that down the road he would be an award winning math teacher. In October, Rust was honored as this year’s Clayton School District’s recipient of the Emerson Award. The Emerson Award is sponsored by Emerson and is designed to recognize outstanding educators in the St. Louis metropolitan area each year. School districts around St. Louis each select one teacher from their district for this prestigious award. Once selected, the award recipients are then allowed to apply for a grant. Rust is still in the process of deciding on an idea for his grant proposal. Rust has appreciated the study of math from a young age. So when he realized being a computer science major wasn’t for him, he switched his major to mathematics education. “I have always enjoyed math, working with people, and participating in high school sports and teaching sounded like a career for me,” Rust said. “It was then I decided to change my major from computer science to mathematics education.” Rust works to make his joy for math evident in his classroom. When he teaches any class subject ranging from AP Calculus to Geometry, Rust continuously attempts to display his deep interest for the subject matter to his students. “I try to show my passion for teaching and enthusiasm for my subject area on a daily basis,” Rust said. He tries to make his classroom very unique by creating an atmosphere where students feel comfortable taking risks and asking many questions. “I try to treat my students with respect, show empathy when needed, and challenge
Mike Rust works with math teacher Alex Schwent (Michael Melinger). them while making it fun,” Rust said. Instead of just focusing on math, Rust likes to check in with his students and make sure they are doing okay outside of the classroom. “I would describe Rust’s teaching as very student oriented. If any of us has a question, he answers it immediately. Mr. Rust tells great stories and gives us lots of college advice,” CHS senior Ashleigh Williams said, who is in his AP Calculus AB class. Rust also likes to makes sure all of his co-workers are also doing well both inside and outside of school. His colleague, Katelyn Long said, “He is a fantastic colleague. He has been a role model ever since I started teaching. Mr. Rust has also given me great financial advice when saving money, purchasing a car, purchasing a home, and making sure I’m set for retirement. He also convinced me to get my Masters degree when I did.” Long has taught math with Rust ever since she started working at Clayton 10 years ago. Last year, they both taught Honors Calculus together. Since it was Long’s first year teaching that class, Rust gave Long any advice he could on teaching the course.
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Each day, Rust’s work ethic never fails to amaze her. “Mr. Rust is always ready to help solve any classroom or math challenge,” Long said. “He is a great team member to work with, and you always know he is giving you his best effort.” Rust not only dedicates his time inside of the classroom, but he has also coached multiple sports while at Clayton. Being a coach offers Rust a unique perspective that he brings to the classroom. “I have coached football, volleyball and track at different times in my career at CHS,” Rust said. “As a coach you are able to make a connection with students and parents that is on a different level than in the classroom. I continue to stay in touch with a few student athletes that I coached and/or taught early in my career.” Rust believes the Clayton community has strengthened him into the teacher he is today. “I am very thankful for the support and opportunities provided by the district for my continued personal and professional growth,” Rust said. ‘Being nominated [for the Emerson award] by my colleagues is a great honor. I wouldn’t be the teacher I am today without the support of many colleagues, parents, students and the district as a whole.”
COACH ZIWANI BY JUSTIN GUILAK / reporter with an individual emphasis on geography. In addition to teaching sophomore history, AP World and Sports History, Hoelscher has another, lesser known job: K-12 Curriculum Coordinator. He will not, however, use his paper outlining his ideal geography course in this role. Instead, he plans to incorporate his research, which shows that students understand geography better in historical context than as a standalone class, into the curriculum. This means that Clayton will likely not be seeing a new geography class anytime soon, but the subject will be incorporated more into the existing six-year plan and requisite freshman and sophomore classes. “I think kids today need to be a little more aware actually a lot more aware P h o t o o f D r . P a u l H o e l s c h e r b y - of the big world that’s out D a i s h a n a e C r i t t e n d e n . there, and geography can be an entry point into learning Standing in the middle of a grassy saa little bit more about the world,” he said. vannah somewhere in Tanzania, future CHS In the process of getting his EdD, Hoehistory teacher Paul Hoelscher stared at the lscher found himself exploring topics he had small building in the distance. never thought about before. He worked with “Wow, this is cool. This is where I’m gonprincipals and superintendents in classes na be for the next two years.” focused more on the entire school system, That is what Hoelscher thought when he rather than a single history class. skipped Swahili school to check out his new “I thought some of those were really injob in East Africa. teresting management classes that I’d never Now, about 20 years later, he is beginning really taken before, never really gotten into his 16th year at CHS with a new title. While previously,” Hoelscher said. Hoelscher says it “doesn’t feel different at all,” While his independent geography dismany students who knew their sophomore sertation took about half of his study, Hoehistory, sports history, or AP World teacher lscher took “a whole bunch of different as “Mr. Hoelscher” are surprised to hear his classes on a wide variety of subjects”, all fonew students refer to him as “Dr. Hoelscher.” cused on the idea of educational leadership. He recently finished his EdD, or Doctor Along the way, Hoelscher found himself of Education, in Educational Leadership at more captivated by some of his projects, paMaryville University. Rather than study a pers and classes than others. narrow, historical subject through a PhD at “I think, at some point, your education St. Louis University, Hoelscher’s educational degree focused on curriculum development
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becomes what you put into it, unlike sophomore year of high school where you are doing what your teachers tell you to do. My ultimate goals were to get an opportunity to learn a little bit more, because I hadn’t been back to school for a while, and to put myself in a position down the road where it would open some doors,” Hoelscher said. It is a goal of his to stay in the learning habit by continuing his education. He has also considered teaching undergraduate classes after retirement and decided to pursue his EdD after being told it would “open some doors in terms of teaching some undergraduate classes” outside of St. Louis. Hoelscher has been a history teacher at CHS for 16 years. “When I came here I felt it was just a little bit different, enough. The atmosphere was, maybe, a little more academic than some other high schools, and I felt that would be a good place for me to grow,” Hoelscher said. After taking job, he spent the first half of his time at Clayton coaching soccer, and began to focus more on curriculum in his second half. With his two kids starting in the district, he has been able to understand the learning process from a new angle. “I think having the kids in the district gives you an additional value or appreciation of the district, so where we are right now as a family, it’s definitely the best thing for the family,” he said. Hoelscher’s life before Clayton, however, was a different kind of adventure. As an undergraduate, he studied Political Science and History. Even though both his parents were teachers, he was considering law school next. For the time being, however, he took his counselor’s advice and taught on the Navajo reservation for a year. Through Indiana University’s American Indian Project, he discovered his passion for education. He continued to search for opportunities on the reservation after the first year, changing his mind about law school. “Had I had a car, or a girlfriend, or anything, I would have stayed [in America]. But I had literally nothing, so that’s when I went to East Africa,” Hoelscher said. To continue his teaching career and interest in travel and history, he taught for the UN Peace Corps for two years at a school in Tanzania called “Ziwani,” meaning “Lake Secondary School.”
A Globe reporter explores the adventures of esteemed AP World History teacher Dr. Paul Holescher.
Before he began teaching, however, Hoelscher needed to learn Swahili. His advisors enrolled him in language classes, but he did not exactly enjoy it. “I was young and extremely overconfident, and didn’t necessarily want to be in that language school,” he said. So, Hoelscher broke the rules. During a short lunch break, he walked away from language school and didn’t come back. Instead, he trekked through the African wilderness to Ziwani. “And, as I approached the school - you know, kind of grassy savannah, you could see the school a good half mile in the distance - as I approached the school, I got this feeling of, ‘Wow, this is cool. This is where I’m gonna be for the next two years,” Hoelscher said. As he neared the campus, however, he overheard an argument between the headmaster and a local Tanzanian gentleman. Smack. The screen door slapped in Hoelscher’s face as the other man stormed out. Thinking the introduction might resemble his future, he thought he might not fit in very well as the “tall, goofy, white guy.” As it turned out, the man who had left was the football (soccer) coach, who quit when the headmaster, Desai, did not have enough money to pay him. Hoelscher, who had won the state championship in high school soccer at DeSmet, volunteered to lead the school’s team in the Coca-Cola sponsored Tanzanian high school tournament. Rather than returning to Swahili school that day, Hoelscher went straight out to the
soccer field and started coaching the boys. He told them, “You don’t have to pay me anything, but you need to help me with Swahili.” His entrance to the language came through Kiswahili cha Mtaani, which translates to “Swahili of the street.” His group of high school students started by teaching him slang soccer terms. Next came the other half of his vocabulary: all other normal conversation. In the end, Hoelscher led the team to victory across Tanzania. “Dumb luck - I’m sure I wasn’t a good coach, they were just good players,” Hoelscher said. That aside, he took a group of high school kids who had never left their small village to a tournament in a different country. “So, in my first, basically, two months of teaching and working in that community, I went from language school to being the coach of the team from the village that had never won before,” Hoelscher said. “It was pretty easy to get along with people after that.” Hoelscher became known as “Coach Ziwani” rather than “Mr. Paul the teacher.” Hoelscher continued to teach at Ziwani for two years after the tournament. He considered staying in East Africa for another two to four years, either in teaching or foreign service. That is when he got sick. Hoelscher came down with bilharzia (schistosomiasis), a tropical, blood-borne pathogen that enters the skin through the form of a worm. Both he and his girlfriend at the time felt fatigued and shared other symptoms, but she chose to leave while he remained in Africa. Shortly after, she called a local Indian family, advising Hoelscher to leave the country. So, he was airlifted out. Hoelscher first spent time in London, but soon after traveled to the Center for Disease Control in Atlanta, GA to recover.
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While he recovered well from the potentially fatal illness, his white blood cell count was too low to return to Tanzania for a while. After his six month recovery, he returned to St. Louis and decided to search for teaching opportunities. First, however, he went for a night out with his old high school friends in St. Louis. At the time, Hoelscher, in his mid-twenties, planned to return to East Africa after about a year. But on his very first night out back in St. Louis, he ran into his high school girlfriend. They started a relationship again, and she convinced Hoelscher to stay and teach at Parkway rather than return to Africa. He stayed in St. Louis, and eventually married her. This coincidence brought Hoelscher to where he is today: teaching history at Clayton High School. “I never really thought I was gonna stay in St. Louis,” he said. “much less be a teacher for 20 years. But, it could be much worse.” To those who do not known him, Hoelscher may seem like a just an ordinary teacher. But behind this, there is a man who won a Tanzanian soccer tournament, worked for the Peace Corps in East Africa for two years until he caught a potentially fatal disease and was airlifted out, and much more. At this point, Hoelscher has almost too many fun and interesting stories to tell. .
Photos of Hoelscher during his time in Tanzania from Dr. Hoelscher.
FALL IN ST.LOUIS BY DANIEL CHO / feature section editor The trees have turned into a vibrant mixture of orange, yellow and red colors; the blistering heat of the summer is replaced by the cool fall temperatures and the t-shirts and flip flops are tucked away in the closet. We are now in the early stages of the 2016 fall season and you have a couple of months to experience the best that St. Louis has to offer.
1 The Pageant. Ranked one of the top five concert venues in the world by Pollstar, the Pageant is the perfect getaway to experience live music at its finest. Located in the Delmar Loop, this venue will be hosting a variety of artists and groups that will please the palate of all music enthusiasts. Hit artists such as Rae Sremmurd, Mac Miller, Troye Sivan, and Lil Uzi Vert will being having performances at the Pageant during the fall season, so make sure to go out and grab your tickets!
The Botanical Garden. The fall time offers arguably the most pristine conditions for going to St. Louis’ very own Botanical Garden. Year round it features flower shows, live music and special events. The 79 acres that it occupies offer something for everyone and a diversity of displays ranging from Chinese gardens to Victorian Districts.
2 City Museum. The name is a bit misleading. However, what you get at this “museum” is part playground, part junkyard and a thrilling playground for all ages. It used to be an International Shoe company, but now this 600,000 square-foot building has been remodeled to feature ten-story slides, rooftop ferris wheel, ball pits, and hundreds of feet of tunnels. For all of you that are kids at heart, or want a day of excitement, the City Museum is the place to go.
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A N EXP ERT CHS senior Marysia Hyrc earns top ranking in Eastern MO.
Marysia Hyrc and Robbie Lasky at districts in 2016. (Left) The Clayton Speech and Debate team. Photos from Marysia Hyrc.
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She didn’t know she held the first place ranking. CHS senior Marysia Hyrc was surprised when she was approached for an interview about her first place status on the National Speech and Debate Association’s list of top merit competitors in Eastern Missouri, one of the country’s strongest and most competitive districts. “I didn’t know our district even ranked people,” Hyrc said. “It’s exciting, but it doesn’t really change much, because I have always seen the debate community as a group of [friends].” In fact, Hyrc first joined Clayton’s Forensics team at about this time three years ago not out of a desire to win, but out of the motivation to be with her friends. “Because a lot of my friends were joining [the team], I thought I would try it out and just see what happened,” Hyrc said. Despite her success, Hyrc was not always such an accomplished competitor. In her very first round, she was stopped in the middle of her speech. “I remember being absolutely terrified,” Hyrc said. “I was the first person to speak in my room, and the judge stopped me to say that I was going too fast and that she couldn’t understand anything I was saying.” As her judge requested, Hyrc restarted her prose-reading round with a slower speed, and only a year later, she was helping Clayton’s captain of Lincoln-Douglas Debate (LD), Jake Tarr, run his morning meetings. “I like LD Debate because it deals a lot with morals and higher issues,” Hyrc said. “Having an outlet for my opinions and being able to share them in a very organized way [with] adults in the community is very powerful and special.” After assisting the Lincoln-Douglas captain throughout her sophomore year, Hyrc acted as the official captain of LD debate and also as the captain of both Domestic Extemporaneous Speaking and Storytelling. Responsible for organizing events and instructing potential competitors, captains are often viewed as the backbone of the team.
D E B AT E R BY MADELINE BALE / feature section editor
For her final year of competition, Hyrc was elected by her fellow teammates as President. “Marysia goes way above and beyond for the team in every way, and she sets a great example,” said Junior Kate Cooper, another member of the team’s board of leadership. “Our board meetings are [always] on track thanks to Marysia. She is always open to suggestions and [willing] to put them into place when the rest of the board agrees with them,” Cooper said. Between her responsibilities on the team, Marysia still finds plenty of time to compete. She attributes her 1,644 NSDA points and first-place ranking not to her success, but to the amount of the rounds she has accumulated. “It’s actually a rather complicated algorithm that takes into account how often students compete and how successful they are,” said Forensics teacher and Speech and Debate coach Justin Seiwell. Due to the point system’s heavier weight on the amount of a student’s completed rounds, the National Speech and Debate Association Honor Society manages to recognize not only competitively successful students, but also students who have committed themselves to the activity and contin-
ue to participate. “Marysia has been doing this for a long time, [and] she’s a very successful debater, so at this point, she is ranked the highest,” Seiwell said. Not only has Marysia achieved the top rank, but she has also earned the Honor Society’s most prestigious and elusive Premier Degree. In more than 70 years of the team’s history, only four students have achieved this degree, Hyrc being the first to do so as a junior. “In order to get to this Premier Distinction, a student has to make speech and debate not only a top priority, but the top priority,” Seiwell said. The challenge presented by the Premier Degree only increases in Missouri where, unlike many parts of the country, Speech and Debate is often treated as an extracurricular as opposed to a curricular program with allotted time during the school day. “That, to me, only heightens how impressive Marysia’s accomplishment is,” Seiwell said. “She’s working in an environment in which students have to work even harder to excel to the level that she has.” However, Hyrc’s top ranking has not changed anything about her attitude toward competition.
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“The fact that the volume of my rounds has added up highest doesn’t make me any better, and [other competitors] still beat me in a significant number of rounds, which I enjoy,” Hyrc said. Even after reaching the top of Eastern Missouri, Hyrc continues to set goals. “Practice definitely makes perfect. Coming so far from [freshman year] and being able to develop an attitude of improvement has been so beneficial. Our team is so much about not looking at the ranking on the ballot but instead looking at the feedback on the ballot and seeing where we can go from there.” Because of her goal-oriented attitude and determination, Hyrc is often considered the epitome of Clayton Speech, Debate, and Interpretation by many team members. “Marysia is very successful [but] also very humble,” Cooper said. “The way she is able to accomplish so many things within the team and outside of the team makes me think it’s possible for me to [do the same].” While she demonstrates all that can be achieved through commitment to Speech, Debate, and Interpretation, Hyrc also reminds her teammates to compete for the right reasons. “I debate more to have constructive conversations than to win,” Hyrc said.
ELAD T H E E D U C AT O R
BY NICK LEE /managing editor
The Globe explores the way in which one CHS alumni looks to redefine the educational system.
In addition to being a practicing lawyer, CHS alumnus Elad Gross also works as a national advisor to several countries. Granted, these countries are fictional and governed by elementary age children, yet this fact does not diminish the importance of the job for Gross. For Gross, being a national advisor means making a difference in kids’ lives through Education Exchange Corps (EEC), a nonprofit summer leadership program that targets youth in the Hyde Park area of North St. Louis City. As the founder, president and chief executive officer, Gross has been a part of EEC since it was established eight years ago. Gross first developed the idea of EEC in part due to his experience at CHS, particularly at SummerQuest. “I had worked as a counselor at Summer
Quest, and I knew I’d love to bring something like Summer Quest to kids who didn’t have that opportunity,” Gross said. After CHS, Gross attended Duke University where he became interested in the summer learning loss, a phenomenon observed in kids from poorer communities in particular, who fall behind academically over the summer. “You lose skills over the summer if you’re not doing anything,” Gross explained. “When [kids] go back to school, especially kids in under-served communities, they fall behind and don’t catch up.” According to Gross, summer learning loss and a lack of summer opportunities are both accurate explanations for the achieve-
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ment gap, the statistical disparity between the academic achievements of white and black students. Gross finally had an opportunity to address summer learning loss in 2008 through a program known as DukeEngage. Funded in part by the Bill and Melinda Gates Foundation, DukeEngage provides resources for Duke students to carry out their own community service projects throughout the world. “They [DukeEngage] were like ‘you can do community service anywhere in the world,’ and I proposed a project back home,” Gross said. At first, Gross had little more in mind than providing summer opportunities for kids who wouldn’t otherwise receive them. Gross and a group of other students from Duke, University of Missouri St. Louis and St. Louis University worked for the first few summers as teaching assistants in local summer school programs. “Initially, it was all about that positive summer experience where you were surrounded by people who cared about you and you were having a whole lot of fun,” Gross said. However, as the school with which Gross worked began to cut back its summer school program due to financial restrictions, Gross began to look for a new way to provide the same positive experience. Ultimately, Gross and the other members of EEC decided to form independent summer academies that worked with, but were not dependent upon, the local school districts. As Gross worked to develop the new academy program, he and the rest of EEC tried out a number of different themes, though none lasted more than one summer. Leading up to the summer of 2014, as EEC searched for a new theme, a radical idea was suggested. “We thought, ‘What if we had the kids run a country?’” Gross explained. “We were kind of like ‘that’s a bad idea, why would we do that?’ But over the next hour, we kept coming back to that idea.” To make this idea a reality, Gross looked
to his love of board games. “I’m pretty dorky, so I had a lot of games I played as a kid and even today still,” Gross said. “We tried to insert a lot of those experiences and a lot of storytelling because kids really love that stuff.” In the end, Gross and EEC created their own game that allowed the kids to simulate governing their own country. Each group of kids have their own nation and their own citizens of which they are national leaders. Given their resources, each nation must determine how much to tax their citizens as well as what public services to provide. Every action the nation makes affects their country’s “happiness points” which are tracked over the course of the program. “This year, the kids were learning how to budget what they gave their people, what services they provided, crazy stuff you don’t expect a kid to figure out,” Gross said. Throughout the program, Gross incorporates a number of international crises which the kids must address either as individual countries or as a global community. These crises range from asteroids who must be destroyed with coke and mentos rockets to international terrorists which must be prosecuted in a mock court. While the “happiness points” depend upon how the national leaders address these crises, the countries can never truly be destroyed. “It’s a simulation in which kids feel supported, but also [feel free] to fail. Even if something goes wrong, it’s a learning situation rather than total failure,” Gross said. In addition to the daily responsibilities as national leaders, the kids also get to participate in a number of events including cooking competitions and guest speakers. “I think it’s a really important concept to learn as a kid that you are valued,” Gross explained. “That’s why it’s good to bring in folks from outside to show that they’re willing to give them their time.” This past year, the national leaders were visited by a police officer, a state representative in the Missouri legislature and a federal judge. “We had a lot of people who are willing to come out from all over the city and all over the country to hangout and play with kids for an hour,” Gross said. “I think that’s something we can all get behind.” This year, Gross added another aspect to the EEC summer program, once again inspired by Summer Quest. “I realized that Summer Quest is really a whole lot more [than the] younger kids who are going through the programming,” Gross said. “You’ve got older kids who are employed through the program. They’re learning leadership skills, they’re getting their first job,
they’re getting critiques, they’re in a work environment and they’ve got coworkers.” To incorporate this idea, EEC employed several local high school students who worked as national advisors this past summer. For Gross, this new component of the program expanded its effect on the community. “You’re creating an education opportunity, and you’re creating an employment opportunity. That really helps empower communities where a lot of those opportunities don’t exist,” he said. Gross hopes that eventually, the simulation can be used on a wider scale in classrooms throughout the year. “It has the potential to bring people together in this fun atmosphere, but it’s also really applicable, and you can use real life events and real life issues to teach kids what leadership looks like,” he said. In addition to providing learning opportunities to under-served kids, Gross believes EEC has the potential to unite St. Louis as a whole. “I think that a lot of the problems we’re seeing in St. Louis come from a lack of familiarity and really a lack of understanding,” he said. “I really think this [game] is an opportunity to bring people from different groups together and try to rectify that from a young age.” This idea proved especially true when a police officer came to speak with the kids. “If [the kids] were older, they were a little less comfortable, but the younger ones were always talking and had lots of ques-
tions,” he said. “When we’re kids, these divisions don’t really mean anything. It’s only when we grow older and are trained by the system that it actually sets in.” While Gross is very optimistic regarding the potential of EEC, he has questioned the magnitude of its impact. “Sometimes it can feel really isolating. It’s an issue that’s been around for a long time, and you can only reach so many,” he said. “You’d expect a lot more people to get involved, a lot more people to care, a lot more people to make this huge commitment and find a way to finally fix this, but it hasn’t happened yet.” Despite his doubts, Gross has felt compelled to continue his efforts to make a difference through EEC. “I’ve worked with kids who are extremely smart, and I’ve seen situations where kids should have opportunities and they don’t. I think it’s extremely unfair to have a community that doesn’t support everyone in it,” he said. “You’ve got families who’re really trying to give [their kids] every opportunity, but you know that they’re going to go to a school that’s not really equipped to provide kids with a quality education.” Although Gross aims to impact the community as a whole, his impact with individuals have been the most rewarding. “To see a kid learning is an awesome thing,” he said. “It’s really cool to see a kid internalize something. You’re like ‘No kid can run a government,’ but these kids are getting a whole lot of what it takes.”
(Left) Gross poses for a selfie with a counselor. (Above) Students cooking through an Education Exchange Corps program (Photos from Gross).
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AC SQUARED GLOBE EDITOR KEVIN ROSENTHAL GETS EXCLUSIVE INTERVIEWS WITH CNN NEWS ANCHOR ANDERSON COOPER AND CLAYTON GRAD, ANDY COHEN BY KEVIN ROSENTHAL / chief managing editor
They were given a standing ovation before they even said any words. On Oct. 15, Bravo producer, host of “Watch What Happens Live” and Clayton High School graduate Andy Cohen returned home to St. Louis with longtime friend and CNN news anchor Anderson Cooper for “deep talk and shallow tales” at the Fabulous Fox Theatre. The “Welcome Home Andy” message which blared across the Busch Stadium backdrop as the two television stars entered the stage probably helped arouse the standing ovation. But the mere presence of these two people would have been enough to bring a crowd of over 4000 to their feet regardless of the backdrop. The premise of the show was that there was no show. The show was so rebelliously self-aware in its lack of design that the first topic Cohen and Cooper discussed after the crowd settled was how Cohen and Cooper simply came to converse for an audience. It was, as the billboard described, “an intimate evening with Andy Cohen and Anderson Cooper,” but at its core, the night was a storytelling session. Why would anyone pay to watch two people talk to each other on a stage? The balance of Cohen and Cooper’s energies is dynamic, the vitality with which
the two celebrities live is contagious, and the harmony of Cohen and Cooper’s uncontrollable laughter while telling stories of a deep-rooted friendship resonates through a theater. For Andy Cohen, life is a never-ending party and the entertainment business is the party’s piñata. At a young age, Cohen caught his first glimpse of the entertainment business. The entertainment business wore colorful feathers; not a single speck of its frame was dull. It was extravagant, overflowing from the base to the brim with candy. Plenty have swung at the piñata and struck out. Cohen knew early that to penetrate the bright, elusive animal containing an ocean of flavors, hard work would be imperative. To be happy, Cohen didn’t have to be l’invité d’honneur -- he never needed to be hallowed -- he simply needed to be in the room where the most eminent of people intersected, where human fireworks kindled together. Ever since Cohen slashed open the surface of the entertainment business 26 years ago, his party hat has been tightly glued to
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his head. Anderson Cooper, meanwhile, commands a room with his poise. The “Silver Fox” is awe-inspiring in person because Cooper’s face, though generally stoic, is a tapestry of adventure. Cooper epitomizes wisdom through worldliness. He is calm, confident, and like a fox, always ready to hunt. For Cooper, hunting means tracking the most interesting story happening in the world, and instead of simply thinking about that story, becoming immersed in it -- inhabiting the story. Among Cooper’s adventures, he has flown to numerous war-torn countries, greeted hurricane Katrina, and has been face-to-face underwater with a crocodile. The level of intrigue generated by Cohen and Cooper being in the same room made subject matter of the actual show secondary. The audience was thrilled to welcome home Cohen, who has been vocal throughout his career about his love for St. Louis, and to cheer on Cooper, who moderated the Presidential Debate at Washington University the previous week. Cohen and Cooper had always talked about doing a show together. They knew they had onstage chemistry but the two could not progress past brainstorming. The idea for a show bloomed when Cooper’s agent, who had previously booked Bill O’Reiley and Dennis Miller for a tour, saw Cooper interview Cohen in New York for Cohen’s second book and was interested as to the type of audience the onstage personalities of Cohen and Cooper would attract. The crowd of people at the Fabulous Fox Theater included Cardinals players Kolten Wong and Jhonny Peralta, as well as former Cardinals players Shelby Miller and Jon Jay. Also in attendance was overnight St. Louis sensation Ken Bone, who asked a question in the Q & A which ended the show. For Cohen, the idea of a homecoming was exciting. The St. Louis show would be the first AC Squared event with Cohen’s parents in the crowd, as well as dozens more of
Cohen’s family members. Cohen personally invited eight of his former Clayton High School teachers to the event. But how did Andy Cohen, a man with Greyhound blood flowing through his veins, enter the fray of being a celebrity? What were the inner-workings of his mind when he was younger? Cohen’s ideas of success and happiness formed while Cohen lived in Clayton and remained consistent throughout his life. “I think in a weird way I envisioned everything that has happened,” Cohen said. “I wanted to be myself on TV and that’s exactly what I am. I think it’s totally logical that I work in news and work in entertainment and produce a reality soap opera.” Cooper, who did not personally know the childhood Cohen but who has a strong pulse on Cohen’s existence through a decades-long friendship, echoed the idea that Cohen’s fundamental identity has undergone little change during Cohen’s life. “The guy Andy was when he was seven years old is the exact same guy he is now. Andy was obsessed with celebrities then, and he still is now, so at his core, he’s the same person he’s always been,” Cooper said. It can become easy to forget the human elements of celebrities. Cohen, like the rest of us, admits to feeling tired and cranky from time to time. But in general, Cohen, who is living his childhood dream, has an elevated sense of happiness. “I’ve always over-indexed on the happiness scale,” Cohen said. “My resting mood is happiness. But I’m not saying I’m Mr. Sunshine all the time.” Without closely examining Cohen’s character, it could appear as though Cohen’s heightened happiness simply formed of his becoming a celebrity. The truth about how Cohen attained happiness is far deeper than any superficial desire for him to be recognized, however. Cohen’s happiness is a result of him living in the moment. While climbing the ladder, Cohen released excessive desire and bathed in the present. “I always felt like I was at the top. If you are happy in what you do, it will lead to further success,” Cohen said. “I was always happy in what I was doing. That’s important. I wasn’t always thinking ‘what’s the next thing.’ And I think too many young people think that way. It’s too much about where you’re going and not where you are. I think if you just calm down and focus on where you are, you can be in a really good place. If you focus too much on what’s next, you might lose sight of what’s going on, and you might also become one of those horrible people.” Cohen’s undying belief during his climb
upward that he was successful serves as a valuable lesson not only for people who want to work in the entertainment business, but also for any ambitious young adults whose dream jobs entail promotions. To be happy, Cohen balanced his internal and external worlds -- he never lost sight of his dreams, but he did not allow his dreams to impede his embrace of reality. “When I started at CBS news, they hired me as a desk assistant and at first I was convinced I needed to be a producer. They said no, you’re 22, you’re going to be a desk assistant. And that’s what I was and I was happy,” Cohen said. “It’s not like I didn’t want promotions, but I still wasn’t ruthlessly elbowing my way up. People don’t like people with sharp elbows.” Happiness does not alleviate nerves. For the AC Squared show in St. Louis, despite the thousands of public appearances for Cohen, the adrenaline still flowed for him before taking the stage in his hometown. Before the St. Louis show began, Cohen said, “I do feel like there’s more pressure doing the show in St. Louis. I just want the show to be sharp. I want it to be as good as it can be.” Cohen’s popularity has surged to such
heights that he has been forced to develop a technique for meeting people enamored with him on the street. “What I do is I take the camera from people who stop me on the street and take a selfie. I’m taking selfies all day long. I’m fast, I get a good angle, I know how to do the photo, I bang it, and I hand the photo back,” Cohen said. “It’s a quick transaction. People just want a selfie. They don’t want the interaction, they just want the proof of purchase. I have no problem with it when people stop me. If I ran into someone who I was excited about running into, then I would do the same thing.” Cohen’s world is rich. Life is a party for the Andy Cohen on television, the Andy Cohen on stage, and the Andy Cohen from Clayton High School. Cohen is a personality, not an actor. What people view of Andy Cohen is Andy Cohen. As Cooper said of Cohen, “Andy is completely genuine, so what you see on television is exactly who he is. Andy and I have been friends for 25 years. He’s a lot different than I am. I wish I was more like him. He’s the life of every party. There’s nothing better than traveling around, hanging out with your friend and chatting.” .
(Left) Clayton alum Andy Cohen at the Emery Awards in 2015 (Photo public domain/wikimedia commons). (Above) Globe Chief Managing Editor Kevin Rosenthal conducts an interview with Anderson Cooper at the AC Squared event in St. Louis (Marianne Rosenthal).
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THE BECKERS BY MADDY ACKERBURG AND CATHERINE WALSH A look into a CHS family’s time living in China.
The Becker family returned to Clayton this past summer after spending two years in China. Dana and Brent Becker along with their kids Brooke, Avery and Ellie moved from Clayton to Shanghai in July of 2014 after Brent took a position with a new company. CHS students Brooke and Avery, along with their 9-year-old sister, Ellie, attended the Concordia International School of Shanghai. And the Beckers stayed in an ex-pat community named Jin Qiao, where many other international families live. “It’s an international school with American curriculum,” Dana said. “In many ways, it’s similar to Clayton. Everyone challenges themselves, and the teachers are very eager to help. Everyone’s very welcoming because everyone is coming and going.” Many international students from around the world attend Concordia Inter-
national School in Shanghai every year. There were vast similarities and differences between Clayton schooling and Chinese schooling. “The school is Pre-K through 12th grade, and it’s pretty small, about half the size of Clayton,” Avery said. “In the school, English was almost everyone’s first language, because everyone was international students like us. Academically speaking, it was an easy transition, because of the American schooling.” “We made friends from all over the world,” Brooke said. “Korean friends, Japanese friends, Australian friends. There were people from everywhere.” There were a wide variety of extracurricular activities offered at the school. “When you play sports, you get to trav-
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el to other countries,” Avery said. “I played softball my first year, and we went to Hong Kong. We went to Japan for another conference. You do home stays, where you stay with another family in the different country, which is really cool. I stayed with a Japanese family.” The Beckers took advantage of many opportunities offered in China that are not available in Clayton. “We ate different food and experienced different things,” Avery said. “We also went to Yellow Mountain and hiked that. Last year we went to service trips in Himchan which is the like the Hawaii of China. We spent a little bit in the rehabilitation centers helping children with cerebral palsy and autism, it was an amazing experience.” “We traveled to Vietnam Thailand and New Zealand, and we went to the Great Wall,” Dana said. “One time, there was a
IN CHINA professional photographer. He asked for a picture of the girls, and before you know it there were like 20 people taking pictures of the girls, it was like paparazzi. People would ask us a lot of questions.” Avery described Jin Qiao, the place they stayed, as a bubble just like in Clayton. “There were a bunch of international people living there. You could go to a shop and order something in English and they would probably understand you because of how many international people are living in the bubble. But you take a bus and leave the bubble and it’s completely different. I could go to the market in the city, and it was all Chinese and they would give you odd looks.” While there were some similarities between life in America and life in China, the Beckers found that the culture is completely different. “In China they have Internet censorship. Also, there are T.V. blackouts when there’s things that they don’t want you to see,” Dana said. “We don’t take things for granted anymore.” The language barrier was not usually a challenge for the Beckers, as they made an effort to learn enough to get around. “It’s a lot better to learn a language when you can actually use it,” Brooke said. “The curriculum was really good because it was helpful for learning things we would use in China, and we could learn how to ask for a taxi, and order food at a restaurant.” While learning simple Chinese, the Beckers were taught how to bargain and order food, a necessity to survive in the new environment. This was important because negotiating prices was often necessary in a market. “The Chinese people were grateful if you tried to use Chinese,” Dana said, “You could get along Shagging without knowing Chinese, but it’s so cool to learn how to speak it. Putting effort into to learning the culture is great.” Language is not the only difference between American and Chinese culture. “I think the girls will miss the freedom, it was so safe,” Dana said. “Avery could hop in a taxi with her friends and go to the other side of Shanghai and I wouldn’t have a problem with it. It was a very different environment.” Transportation was another huge difference between Chinese and American cul-
ture. “A lot of people take taxi’s, but where we lived we could walk anywhere,” Avery said. “Another big difference is electric scooters are really used a lot there. Instead of getting a car in China, high schoolers ride scooters. It was also so crowded, there are so many people there. In the beginning it was super overwhelming.” The experience, overall, was an amazing one. “I think the worst experience was having to say goodbye to everyone,” Dana said. “It’s a long month of saying goodbye to everyone, because all of the families where we stayed
leave in cycles together, staying for only a few years. It was very emotionally draining to say goodbye.” However, there were things in America that they did not mind coming back to. “We missed the clean air, without all the pollution,” Avery said. “Also fast Internet, being able to easily shop without it being super crowded.” The Beckers look back on their once in a lifetime experience in China happily. “We would go back if we could, right now. If someone asked if we wanted to repeat the adventure, we would definitely would.” .
Left: The Becker sisters riding through the streets of China (Avery, left. Brooke, right.). Above: The Beckers face the Shanghai skyline (Photos from the Becker Family) FEATURE 21
Clayton Citizen’s By JACOB LAGESSE / news section editor
Clayton residents during a meeting of the Academy. (Photos by Areeba Khan) Whether it’s chasing down bank robbers with sirens blaring or patrolling local neighborhoods, the job of a police officer seems to be rife with exciting moments. While many may be intrigued with the law enforcement profession, for most, they never get to experience the true life of an officer. The Clayton Citizen’s Police Academy gives regular people this chance. The Academy is a program that lets residents of Clayton experience what it is like to work as a police officer in the city. “We wanted to give the residents a chance to see what our department does,” said Officer Korey Golcynski, Community Services Corporal for the Clayton Police Department. Many cities throughout the nation have implemented similar programs in an effort to educate the public about the work of law enforcement. Clayton’s program runs for nine weeks
in the fall and consists of classes varying from powerpoint presentations to role play and crime scene investigations. The program is open to all Clayton residents ages 21 and older, but residents must apply and go through background checks before they are accepted into the program. On the 9th class, residents graduate from the program. While the program has been going on for many years in Clayton, but doesn’t happen every year. Golcynski revived the program back up in 2010 after being assigned his current position. Throughout the years he has been running it, Officer Golcynski has received nothing but positive feedback from the community. “Residents come to the program not necessarily understanding police procedures
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… but after nine weeks they warm up to the idea of what we do and why we do it,” Golcynski said. “What we’re hoping [the residents] do is go back to the public, their family and their friends and be ambassadors for [the police department].” Clayton resident Sara Matthews attended the program with her husband. For her, the program expanded her views on the department in Clayton and taught her a lot. Her experiences at the Academy made her become a strong advocate for the program. “Before I joined the program, I did not realize how much the Clayton Police Department actually did for the city. Now I support the department even more than I did before,” Matthews said. During the program, residents get to experience what it is like to be a police officer through live situations through a role-reversal with the police officers. They take on the role of a police officer while the cops take on
Po l i c e A c a d e m y Clayton residents get an inside look at law enforcement. the role of the residents. “[The residents] can see what you have to do, what decisions you have to make on a split-second notice. And the decisions that you make will be long lasting. You have to think on your feet,” Golcynski said. The department often gets complaints that crime is happening in a neighborhood but residents don’t see the police doing anything about it. Golcynski hopes that the program will show the public how police are constantly patrolling and protecting the city, even if residents don’t see them. “There are different ways of doing our job. This may include bike patrol or unmarked detail,” Golcynski said. “It we ride around in police cars with sirens on, it is easy for people to duck behind parked cars to avoid us. However, if we are on bicycles or dressed like regular citizens, it sometimes makes it easier for us to do our jobs.” Golcynski also hopes that the residents realize that police officers are like any other Clayton citizen for the most part when they are off-duty. “We leave here when our shift is over, and we’re kind of like anybody else. All of us have had interactions with law enforcement in our life, whether positive or negative,” Golcynski said. Over the years, the Clayton Citizen’s Police Academy has worked to bring the residents of Clayton closer to the police officers. The program leaves a lasting impact on citizens who attended. “Many people who have gone through the program still bring their kids and grandkids in to say hello and go on station tours,” Golcynski said. The Citizen’s Police Academy in Clayton has succeeded in creating stronger relationships between the public and law enforcement. According to Matthews, this is necessary to the success of the entire department. “It is very important for residents to interact with police, and the Citizen’s Police Academy is a great way of making this happen,” Matthews said. “The most important thing the Academy taught me is not what the police do on a day-to-day basis, but how citizens and police must work together and have a symbiotic relationship in order to keep the city safe.”iiiii
“[The residents] can see what you have to do, what decisions you have to make on a split-second notice. And the decisions that you make will be long lasting. You have to think on your feet.”
(Above) A Clayton police officer presents to a group of residents.
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50 YEARS In the early 1960s, CHS principal Nathaniel Ober began advocating writing as a core skill of a successful member in society. It was this thought which planted the seed that became the conferenced English program at CHS. Ober wished to hire an extra faculty member just for the purpose of evaluating and discussing a student’s writing one-onone. This single teacher held conferences for individual writers during the 1961-62 school year with rewarding results. By the end of that school year, there was a noticeably positive response from Clayton students as well as coherent essays by the dozens. Administrators along with the Board of Education took this as a success and worked to expand the program over the next few years, eventually creating the system in place today. Flash forward 50 years and the program thrives, experienced by every student to walk the halls of CHS. There are many factors which take place to allow this program to be active, many of which are unknown to students, such as annual cost and a teacher’s personal time. Specifically, one can look at the expenses through the number of English teachers at Clayton. Whereas a normal math or history teacher is in the classroom five out of eight daily class periods, English teachers only have three classes per day, a schedule which opens valuable time that can then be used for individual conferences. The limited number of classes per teacher creates a demand for more teachers in the English department. While there are only 12 and 10 teachers in the math and history departments respectively, there are 17 English teachers currently employed at CHS. This increased number quickly translates into thousands of dollars of additional district spending. Additionally, the importance of a teacher’s time must be considered. On average, a normal English teacher has 20 students per class. Multiply this by three and you get 60 essays and conferences at one time. On this, the 50th anniversary, the development and progress of the English confer-
encing program at Clayton is tangible, yet one thing has not changed: the benefits. American and AP Literature teacher John Ryan testifies wholeheartedly to these benefits. “Within the world of composition ... giving students that one-one-one attention to their writing, ten times a year ... we can see the growth in writing just across one year,” Ryan said. “The ability to write coherently ... you’re going to have to do that in work. I don’t care if you’re a scientist, you’re going to have to write a research grant, if you’re a lawyer you’re going to have to write briefs, if you’re a police officer you’ll have to write crime reports.” Sarah Murphy, Clayton alumna, has
reaped the benefits of the program. With a degree in Art History, a MA in Education Advocacy, and pursuing a PHD in education, Murphy certainly values the education provided by the conferencing program. “I realized how special the program was when I went to college since so many of my classmates, even though they got into this top 30 college, they didn’t have anywhere near the writing skills that I did,” Murphy said. “I think the more exposure you can have in adolescence with people that aren’t adolescents, the better.” According to Murphy, studies show that during adolescence, the teenage brain is in a stage of synaptic exuberance which only
John Ryan speaks with a student in his office.
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THE CLAYTON ENGLISH DEPARTMENT CELEBRATES THE 50TH ANNIVERSARY OF THE CONFERENCE PROGRAM by LISI LEVY / page editor
CHS English teacher Susan Teson conferences a student’s essay. Photos by Erin Castellano occurs twice in one’s life: adolescence and between the ages of one and three. “You’re learning so much and absorbing so much that everything that you do has so much of an impact on you,” she said. “Being in a situation where it normalizes receiving criticism, constructive criticism, is so valuable.” Sean Rochester, Honors American Literature and College Prep English teacher, is also a Clayton alumnus. Having come full circle as a former recipient of the conference program and now as a teacher, Rochester has a comprehensive view of the program. “The program just embedded in me and my peers that writing is a process.” As a teacher, Rochester has seen the difference between a Clayton student with the program’s help and his
“Schools like to talk about differentiation, personalized learning. It is during this conference moment that a teacher can offer personalized feedback.” - Sean Rochester
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previous public students without. “The average student did not grow that much from the beginning of the year to the end,” Rochester said. “Schools like to talk about differentiation, personalized learning. It is during this conference moment that a teacher can offer personalized feedback that the kid needs for his or her own paper, so there’s no cookie-cutter feedback being delivered, everything is in essence homemade.” The conferenced English program is quintessentially part of the Clayton learning experience and is an invaluable resource Clayton provides. Murphy encourages current Clayton students to not take such a rich program for granted, saying, “Never skip a conference.”
S E PA R A T E and
U N EQUA L THE LEGACY OF RACIST HOUSING POLICY IN ST. LOUIS
by Noah Brown and Camille Respess with M a r t i n S h a r p e a n d E l l i e To m a s s o n
THE STORY
“Separate and Unequal”: The Legacy of Racist Housing Policy in St. Louis is the first installment of a three part series on housing, accessibility to education, and the Voluntary Student Transfer Program. The Globe is dedicating three issues to discuss these topics because, as we dove into this story in May and have continued to learn more and more, the story we want to tell has grown. We felt in order to do this story justice we had to dedicate the space, time and in-depth, long-term reporting to these issues.
PART I. AN INTRODUCTION “None of said Lots; nor any building or structure at any time situated thereon, may be sold, re-sold, conveyed, leased or rented to or occupied by any person not wholly of the Caucasian race, except that this provision shall not prevent any bona fide servant from being employed by and from living with any resident family which is wholly of the Caucasian race.”
It’s 1985. A lawyer has just purchased a single-family home in Colonial Park, a subdivision less than a mile from Clayton High School’s campus. “When I moved in, a neighborhood trustee approached me and asked me, ‘I heard you’re a lawyer; we have a little problem we’d like to see if you could address,’” current CHS history teacher Rick Kordenbrock said. This “little problem” – racial restrictive deed covenants – happens to be a national phenomenon. If Kordenbrock would have looked on the deeds for any house in his neighborhood, he would have seen words with the sole purpose of preventing black people from living in this Ladue neighborhood. While the enforcement of these racial deed restrictive covenants – which inhibited the buying, selling and renting of properties in certain neighborhoods to people of non-Caucasian descent – were determined unconstitutional in 1948, the words remain on the deeds as remnants of the oppressive system of housing segregation. “Despite the fact that this clause was not enforceable after 1948, and the fact it’s now been formally removed, and it’s not there, I’ve lived in that neighborhood since 1985, and I don’t believe we’ve had one African American property owner,” Kordenbrock said. “We haven’t had a black family purchase a home in our neighborhood, and we’re walking distance from Clayton High School. That’s the reality though.”
II. HISTORY OF HOUSING IN ST. LOUIS “There’s such a stark disparity between the conditions found in one half of the city versus another,” lecturer of American Culture Studies at Washington University in St. Louis Michael Allen said. “I mean, the conditions in North St. Louis and the south side are very, very different in terms of population density, building density. It’s not accidental, this is the result of many choices, many factors.” As Allen suggests, the manifestation of these social inequities can not be traced back to one single cause. Despite it being a culmination of many different factors, Chris Hamilton, a fellow in American Culture Studies at Washington University in St. Louis, argues that the problems have most predominantly been rooted in federal policy and decision-making. “To backtrack and sort of look back to it, how we got here, I think the most important point to underscore is that it is largely a result of federal, state and local government policy. But especially federal level policy,” Hamilton said. “There’s a myth that our racially segregated neighborhoods came [solely] through individual choices, of people wanting to be around other people like them, the manipulations of real estate agents and brokers, those are all part of the story. But the thing that puts its all into play is federal government policy.” St. Louis’ unique geography yielded its susceptibility to becoming one of the most heavily segregated cities in the country. “St. Louis is what we would call a border city that sort of sits right between the north and the south so it has a lot of these racial relations and racial attitudes related to the deeper south, but not a lot of African Americans lived in St. Louis until the earlier years of the 20th century,” University of Iowa professor and author of “Mapping Decline: St. Louis and the Fate of the American City,” Colin Gordon said. “So as African Americans come in, you see very dramatic and ultimately successful efforts to segregate African Americans in cities like St. Louis much more than other cities.” In spite of the current and recent existence of racial segregation in St. Louis, this had not always been the case. In the 1930s, for instance, there were neighborhoods in St. Louis that were integrated.
The neighborhood of Desoto-Carr, a housing project on Choteau and 14th, was one example of an integrated community within the city of St. Louis. “Desoto-Carr used to be a racially integrated neighborhood that was full of European immigrants, as well as black families,” Hamilton said. “They lived together, it wasn’t perfect or without animosity and differences, but these neighborhoods were integrated because this was a time when not everyone had a car and the workers needed to be close to the job centers in downtown St. Louis.” However, due to local government intervention, the racially diverse makeup of Desoto-Carr was not permanent. “That neighborhood was razed through federal housing projects and in its place an all-black housing project was built there. Farther in south St. Louis City, they built an all-white housing project,” Hamilton said. “So they would literally raze racially integrated neighborhoods and replace them with these segregated housing projects. So they kicked off the patterns that we see today.” Racial division was largely a product of zoning which, according to Washington University in St. Louis professor Daniel Mandelker, is the “way in which cities divide their cities into different zoning districts and only certain uses are permitted in the zoning district.” Although the Buchanan vs. Warley supreme court case of 1917 ruled that “racial segregation of residential housing was unconstitutional in respect to the 14th Amendment,” racial zoning was and remains in practice nearly a century later, albeit in less explicit ways. “[Black] neighborhoods were zoned in ways that allowed them, even pushed them to becoming slums. Black neighborhoods were often zoned to have commercial, residential and industrial all side by side. The white neighborhoods had much stricter zoning policy. So what they did through the zoning that allowed the neighborhoods to have bars in them and saloons and these industrial sites, they zoned them in a way to create centers of vice. The way that the zoning in these cities occurred was that they ensured that these things were going
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to happen in black neighborhoods,” Hamilton said. “You end up with these neighborhoods with poverty, and vice, and industry, that in a way created what became to be known as urban slums.” Not only were areas zoned in a way which allowed for racial segregation, but racial deed covenants also served as a mechanism to prevent blacks from living in many areas in St. Louis. “The supreme court outlawed [racial] zoning and they moved on to the local real estate interests and establish basically the same set of restrictions just by the way which regulate the practice of real estate,” Gordon said. “And [real estate agents] encouraged homeowners to attach what are called restrictive deed covenants to the deeds of their homes, so that they can go up and down the street and got people to attach these legal instruments to their deeds that [say], ‘I promise never to sell my property to an African American and I understand my neighbors have the same promise.’ And these spread across St. Louis between about 1910 and the end of World War II so they covered large swaths of the city on the south side and on the north side.” This practice was not long-lasting. In 1948, the Shelley vs. Kraemer supreme court ruling, which was in response to a situation where the Shelley’s, a black family, were kept from moving into a home in the white Fairground district of St. Louis due to their race, outlawed the practice of racial restrictive deed covenants. But society’s seeking of racial separation pervaded all steps of the real estate process. “These FHA backed loans for housing developers to build these large scale projects out in the suburbs... It was explicitly mandated that to receive these federally backed loans, you were only allowed to create sort of white only suburban communities,” Hamilton said. “So developers that tried to create black suburban communities were denied these loans, which meant the loans they had to get, if they could get any at all, would come at a much higher risk and much higher interest rates, and generally they could not get any additional money, even if they wanted to take on those burdens.” The creation of white suburban commu-
nities was attractive to many who were able to live in those communities, which led to the popularization of white suburbia. “These places became cheaper to live in than buying or renting in the city because of these federally backed mortgages which you could get in these neighborhoods,” Hamilton said. “So [white people] were really incentivized to move to these suburban communities that black families were not able to get into, both on the front and back end.” Inevitably, the Shelley vs. Kramer supreme court ruling and the Fair Housing Act of 1968 were not permanent remedies to the inequity Africans Americans faced in the housing process. “[Governments] limited affordable housing by limiting multi-family units and limiting the smallest lot sizes that could be constructed. These are some of the tools that were used after the Fair Housing Act and after these more explicitly segregated policies were no longer acceptable,” Hamilton said. “So they turned to this kind of zoning, which in a way, is more of a class based zoning, which continued that initial inertia of the original segregative policies. So it became another tool for these municipalities to ensure the type of populations that they wanted, which were richer and whiter, in 4 6 0 0 L a b a d i e A v e . t h e f o r m e r r e s i d e n c e o f J . D . S h e l l e y . ( S l e c k m a n ) general.” One way in which governments sought to remedy the existence of racial segregation in the home-buying process was through the The sort of perception of safety and comfort. - which further allows for this racial divide People aren’t blind to what’s happening one to permeate society. implementation of housing vouchers. “If you’re rich and white or you’re poor “[The government] would give housing neighborhood over and it impacts their ability and their desire to stay where they are, ” and black, you’re more likely to be survouchers to some of these families to move somewhere else and these white suburban Allen said. “These sort of political boundar- rounded by people just like you. You’re not communities wouldn’t accept them. They ies, these dividing boundaries, are these vi- really thinking outside yourself,” Allen said. were again relegated to these small sets of sual divides. You know you can follow these “Very few districts really cross those social stratifications. We’ve isolated these groups neighborhoods in North St. Louis city,” lines.” The distinct racial segregation that once and are not cooperating.” Hamilton said. “This is how North St. Louis separated St. Louis city from St. Louis counGordon suggests that the consequences city became largely a black residential enclave. So as housing was being demolished ty has manifested itself in all parts of St. of these issues are felt not just by members in other places, as that was happening, these Louis as racial segregation has also become of the African American community, but by the entire community. black tenants and homeowners found them- a suburban phenomenon. “Our suburbs are mainly very highly ra“I think it is a tragedy in many respects selves confined to the areas in which they might be able to take these vouchers or oth- cially segregated. We have few that are not,” to think that cities clearly suffered from this erwise, they just legally were not allowed to Hamilton said. “We have a pattern in the history. And it’s not just African-Americans North St. Louis county populations where in the city but for the city as a whole,” Gormove to any other neighborhoods.” The remnants of these underlying issues most of the population is black, we have a don said. “I think the more diverse and inhandful of suburbs to the west that tend to tegrated settings are now safer, they’re more are visible to those living in St. Louis today. In addition, the history of racial segre- be a little more integrated, and in the South, politically tolerant, they tend to have strongation has yielded residential complacency, the suburbs tend to have a high white pop- ger political institutions, stronger patterns producing a largely divided city in terms of ulation. The suburbs in the far west in the of political engagement, all of these are good county tend to be overwhelmingly white.” things. But so much damage has been done its racial makeup. For Allen, the long history of racial segover a long period of time for St. Louis and “Sometimes there’s this psychogeography -- like the sort of mental image of the city. regation in St. Louis has confined both white other cities like it, that it’s really hard to get and black people to a limited understanding there from where we are now.”
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III. DESIGN “A line was drawn in 1876 around [St. Louis City] when the city separated from the county and cannot annex anything. Boston is like that, San Francisco is like that. It is very small in its geographic area and it cannot expand. That left way for new suburbs away from the city like University City and Webster Groves,” Howard A. Stamper Professor of Law at Washington University in St. Louis Daniel Mandelker said. “Beyond that, you had cities developing as bedroom suburbs. Like Chesterfield, like Wildwood. That’s why that happened. But it happened here more readily because the inner city could not expand. It happened particularly here because the city was choked by this permanent line. This permanent 1876 boundary line choked the city. When they drew this line they thought they had enough room for 100 years. By 1904, because of the streetcar and then the highways, they had reached their limits.” Because the 1876 boundary line was unable to be pushed, people looked beyond the city limits and to surrounding areas for expansion. “The city of St. Louis ends at Skinker Boulevard and the river, so it’s crescent-shaped, and existed from the 1870s on and as it grew, private developers would go and build attractive houses beyond the city’s edge just on land that they bought,” Gordon said. “And then over time, the residents there would say, ‘Well we want to have a better tax base, we want a better school system, a local fire department, we want the kinds of things that a municipal-
ity has.’” With these desires, new municipalities were being popularized in St. Louis county. In fact, the 2010 census indicates that there are 90 municipalities in St. Louis county. According to Gordon, “Missouri has very peculiar rules that made it very easy to create a new town. As the metropolitan area did grow in the middle years of the 20th century, you have this frantic pattern of people building a development in the cornfields and then sometime later, five, 10 years later, coming to the state and saying ‘we want to make a town’ and the state would say ‘fine, just tell me where the borders are. The rules weren’t any stricter than that so then everyone had the incentive to make their own little enclaves. And they could try to make it work exactly the way they wanted to, but over time, it makes no sense for the region because you end up having all of these little towns basically competing with each other to get people to live there, to get good schools, to get tax base to get the next Target or Walmart to locate there.” A direct consequence of the ease of expansion and urban sprawl in the St. Louis area was political fragmentation. “So you have the fragmentation and the development of all these little settings because Missouri law makes it possible and in part you get it because at the time, people had reasons, people had motives for making rules on a very local basis largely because they wanted to segregate the population by controlling land use,” Gordon said.
Rick Kordenbrock in front of his home. (Katherine Sleckman)
These ‘motives’ were driven by the desire of the municipality to cordon themselves off to increase the average socioeconomic level and thereby improve the funding of their school districts and keep their property values high. “No one really saw it as a problem in the 1940s and 50s,” Gordon said. “The city would keep sprawling west and no one was anticipating the environmental costs of that and no one was really paying much attention to the fact that this was really coming at the expense of the central city. And people were moving out of the city permanently and its population was declining.” These trends of the displacement out of the central city into the surrounding county are still evident in St. Louis. The city’s population in 2013 was 318,416, and the county’s, roughly one million. “It’s segregated, and it’s sprawled. We have more than most because there’s nothing to stop us [from spreading west]. We have nine times the land we need for the population,” Gordon said. “In terms of the different types of housing, we have a pretty well identified western suburbs with growing densities, we have a group of older suburbs like Webster Groves and Kirkwood, and then we have the city itself, which is in decline.” However the sprawl has had serious repercussions on St. Louis’ balance of governmental powers. “In the last 50 years, the lack of regional government structures, there’s almost no regional government, there’s not really any cooperation or collaboration across these district boundaries, so solutions are very competitive and the landscape is very competitive, population tax dollars employment. The city is really not the priority of the region, everybody’s kind of looking out for themselves and that just perpetuates more and more investment outside of the center of the region and continues this low density sprawl geography,” Allen said. The ease at which expansion occurred and new municipalities were formed in St. Louis is still noticeable today. When former CHS history teacher Donna Rogers-Beard moved to St. Louis from Chicago in 1969, the most distinctive feature of St. Louis she noticed was the plethora of municipalities, each with their own tax-funded amenities. “All these small towns. I’d never seen anything like it in my life. Where am I? How did I get from Charlac to Jennings to whatever to whatever. What is this? A town of 50 people.
“Schools are Official Zoning District Map funded with local City of St. Louis, Missouri tax money, so if an area goes into decline and its property values start to fall off, there’s less money for schools and if the local government says, ‘Oh my god, we’re in decline, we need to give tax breaks to businesses to come in’ those businesses aren’t paying property taxes, so there’s no money for schools,” Gordon said. These patterns still exist and are large contributors to the disparity in public education between St. Louis City and St. Louis County. Since school districts rely heavily on residential taxes, there is inherently a direct relationship between housing and education. “Most of our school funding comes from local property taxes. So that is one of the first and most direct ways that place influences schooling because we are µ often schooled in the same kinds of places that we live struction, all the things that happen, their in,” Hamilton said. schools and those communities just don’t Due to socioeconomic differences have the money that some of the more afbetween towns, some school districts refluent schools have so that is the residual of ceive disproportionately less funding than all of this, and that hasn’t changed.” others. This uneven allocation of funding Allen suggests that the venue of educahas direct consequences on the quality of tion serves as an indicator of the existence the education that is provided. of segregation. “What we do have a problem with is “I think the schools are important the disparity in the amount of money because they’re the one part of the govspent on schools because it’s based on ernment that everyone has to live with housing,” retired CHS history teacher and where those values and that segregaDonna Rogers-Beard said. “The places tion is taught,” Allen said. “That is where that’ve been devastated by segregation, you learn that you’re black or white. You white flight, urban renewal, urban dedon’t know that until you go to school.” ST
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Francis G. Slay Mayor, City of St. Louis
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Alderman Joseph Roddy Chair, Housing, Urban Development and Zoning Committee Frank Oswald Building Commissioner Mary Hart Burton Zoning Administrator
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Contact the Zoning Administrator regarding: Bed & Breakfast Districts, Planned Unit Development Districts, Community Unit Plans, and Special Use Districts.
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N 18TH
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MISSOURI
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N 20TH
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S 22ND
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S 21ST
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MISSOURI
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PL
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OREGON
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TEXAS
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PENNSYLVANIA
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PRAIRIE
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N GRAND
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N GARRIS
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COLEM
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N JEFFERSON AVE
BALDWIN ST
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N LEFFINGWELL AVE
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S CARDINAL
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MONTROSE
CALIFORNIA
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CHRISTY AVE
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VOERSTER
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1
Official Zoning District Map, City of St. Louis, Revised Code, Title 26, Zoning
BELLER
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Segregation in schools is not a recent development. Rather, Johnson argues that it dates to more fundamental times in American history. “We can look back to the Jim Crow Era within the South and then you’ll see that neighborhoods were more integrated because Jim Crow laws made it so that whites would expect basically no interaction with African Americans within public institutions such as schools,” Johnson said. “They had white drinking fountains, black drinking fountains; everything was completely separate, so they were actually okay with living in similar neighborhoods because there was just no social interaction permitted by law.” As Jim Crow laws were outlawed and some schools became integrated, another shift in schooling took place: the downfall of our city’s public schooling. “When you look at people moving out of the city, both white families and African American families, in the 1960s, 70s, and 80s, most of what they’re following is good schools. It’s not that they feel unsafe, it is that they feel like the local public resources, especially the local schools, are no longer any good,” Gordon said. The high status of suburban schools was fueled by the large amount of tax dollars available to them. As population and economic decline ensued in the city, their educational systems were weakened.
FITZGERA
April 20, 2015
Primary Zone A Single- Family Dwelling District B Two- Family Dwelling District C Multiple- Family Dwelling District D Multiple- Family Dwelling District E Multiple- Family Dwelling District F Neighborhood Commercial District
BERTH
IV. HOUSING A N D E D U C AT I O N
270
LOOKAWAY
Susan A. Stauder Chair, St. Louis Planning Commission Don Roe Director, Planning and Urban Design Agency
GRIM
A town of 300, and all of these different police cars. It was just mind-boggling. I immediately thought ‘what a waste of money and duplication of services,’” Rogers-Beard said. Odis Johnson, a professor of education and sociology at Washington University in St. Louis, argues that the alleviation of these structural issues requires a cohesive effort on behalf of all its stakeholders. “There needs to be some kind of effort where all these city, municipality, and township leaders get together and plan to join,” Johnson said. That’s the only way we’re going to get out of this situation where you have all these people in Florissant being cited so many times by their police in order to pay a bill, to pay the court system. There has to be some recognition of that, and that needs to be a priority.”
Donna Evans Booker, Assistant Clerk St. Louis Board of Aldermen
64/55
V. CLAYTON’S STORY Although Clayton is notorious for being one of the most affluent communities in the region, its history is not separate from the common St. Louis story. Among many other things, a prevailing similarity between Clayton and other wealthy municipalities is its rather one-dimensional racial composition. According to 2010 census data, 78 percent of Clayton residents are white and 8.2 percent are black. Like many other largely white municipalities, Clayton does not offer affordable housing. The median single family home price in Clayton was 581,000 dollars in 2011, according to the City of Clayton. Whereas in the same year, the City of St. Louis’ median single family home price was a meer 89,325 dollars. The City of Clayton is also zoned analogously to that of municipalities like Ladue, Kirkwood and Chesterfield, all of which have demographics that align similar to Clayton. A resounding majority of Clayton is zoned as “Single Family Dwelling Districts” or “Large Lot Single Family Dwelling Districts.” These neighborhoods, such as Claverach Park, the Moorlands and Brentmoor
Park contain many large, colonial style homes that attract buyers to the city of certain socioeconomic status. But, the City of Clayton does have some districts zoned for one and two family dwellings, and multiple family dwellings. Although Clayton holds duplexes, condominiums and apartment buildings in some districts, many of these properties are luxury-styled and are similarly priced to the homes in Clayton. Clayton’s lack of affordable housing has made its predominantly white demographic somewhat irreversible, and integration an immense challenge. “Everytime I see a 340,000 dollar ranch torn down for a 1.6 million dollar megamansion, again Clayton is not really doing the things necessary to make this a racially integrated community. Let’s face it; there’s not only an academic gap, there’s a wealth gap,” Rogers-Beard said. “The chances that Clayton is going to get a 20 percent black population with housing prices as they are, no, not that great. To me, anything else is artificial. What are you supposed to do? Put up signs? I just don’t know what you do other than making sure that housing is available so you’re really, really part of community. That’s the only way that it’s going to be legitimate.”
Mike Musick, former assistant principal and football coach at CHS, experienced first-hand the harsh reality of St. Louis’ racial segregation when he drove home his football players who did not reside in Clayton. “There were certain neighborhoods that the cabs wouldn’t go to. It was too dangerous. They would never say it, but they would say that the cab would be there in 20 minutes and it would never show up. Then we would call again and the cab would never show up. Now it’s midnight, and we would just load the kids in our cars. I was a young coach. We had to get the kids home,” Musick said. “There would be situations where the players would say, ‘Coach Mike don’t go down that street because that’s not where you want to go.’ And I’d say, ‘That’s the fastest way to get you home.’ They’d say, ‘That’s where the Bloods or the Crips are. If you drive down there it’s going to get real dangerous for everybody.’ I literally learned from block to block to block in many of our neighborhoods, there was danger. I’d get to the kid’s house and all around the neighborhood I would know some families. A lot of those kids were going to Clayton. It was an interesting to have conversations with parents about their neighborhoods and their hopes and dreams for their kids.”
Zoning maps are from the City of St. Louis and the City of Clayton. These maps show the kinds of properties that can be built in designated areas of the respected cities.
32
(Photos from Quigley)
COLLEEN QUICKLY BY GRACE MORRIS / page editor “I was not the kid saying that when I grew up I wanted to be a professional athlete or an Olympic athlete. I think I was only vaguely aware of what the Olympics were when I was growing up,” Olympic track athlete and Nerinx Hall graduate Colleen Quigley said. Quigley, who finished in eighth place in the 3000m steeplechase at the 2016 Rio Summer Olympics, did not even start thinking about the Olympics until her senior year in college. Growing up, Quigley played on a soccer team and began a successful modeling career, including participating in editorial work for Glamour and Seventeen magazines. In fact, Quigley only started running her freshman year in high school because she was too scared to try out for the competitive Nerinx Hall soccer team. However, track soon stuck with her as she “fell in love with the team, the girls, and the little taste of success I got that spring and haven’t been able to give it up since.” Despite Quigley’s naive attitude towards the Olympics growing up, she certainly did not take her experience for granted. “It’s hard to say I ever felt more joy than during that victory lap at Hayward Field and hugging my parents and boyfriend,” Quigley said. However, Quigley’s Olympic success did not come without hard work and sacrifices.
As a professional runner for the Bowerman Track Club, Quigley must dedicate every minute of her life to training for optimal performance at race time. “The biggest thing that my teammates and I sacrifice is simply a normal life where you’re 23 and you get off work at five and go to happy hour and go out until two drinking and dancing on the weekend,” Quigley said, who on average is in bed at 10pm and up at 7am, and rarely allows herself to have a dessert or drink. Despite these sacrifices, Quigley claims that it is “100 percent worth it.” Quigley is also not hesitant to attribute her successes to her family and friends in St. Louis. “I felt so much love from St. Louis after making the Olympic team. Once in Rio, so many people sent me Facebook messages, texts, tweets, emails,” she said.”Many people from high school, friends of my parents, people I met at FSU, all reaching out to tell me they were following along and cheering for me down in Rio. I couldn’t believe so many people had heard about my story and took the time to write to me and tell me they were tuning in.” On the day of her steeplechase final in Rio, Nerinx Hall gathered all of the students together to live stream her race on a big screen. “Many students sent me videos of the girls screaming for me and singing the national anthem while they waited for the
SPORTS 33
race to start. This was so touching because I graduated in 2011, so none of the girls I went to school with are even there anymore,” she said. “That was really touching to see my alma mater supporting me so strongly.” Quigley also makes sure to stay connected to St. Louis, no matter where her running takes her. Given that her dad is the head coach for the Nerinx Hall track and cross country teams, Quigley frequently visits her old high school to give advice to her old team. “One thing I like to tell them is that when I was in high school I wasn’t worried about where I would go to college for running,” she said. “I didn’t even think I would run in college until my senior year. I focused every day on consistently working hard at practice, doing my very best in workouts and races. If you don’t think you could ever be a pro athlete much less an Olympian, neither did I. If you think you would never get recruited at a D1 school and get offered a full ride scholarship, neither did I. If you don’t think you could ever win a state title, neither did I. I think the most important part is going to practice every day with a positive attitude and a willingness to work really hard and push yourself to be your absolute best. Do that constantly for years and you never know where it might take you. I believe this applies to the rest of our lives.” iiii
W I N T ER S P O RT S PREVIEW BY MICHAEL BERNARD / sports section editor
Girls’ Swimming/Diving Players to watch: Christine Kuehn Ella Ridings Caroline Thomasson 2015-2016 Record: 9-5
Goals: To swim fast and have fun. We have excellent leadership and the coaching staff is excited!
Photos from Globe archives.
Boys’ Hockey Players to watch: Cooper Barnes Jack Hollocher Max Hunter 2015-2016 Record: 9-9-2
Goals: To make it into the Wickenheiser Cup or win the Founders Cup. We would also like to come away with two wins against Ladue. Those games will take place on 12/22 and 1/5.
Boys’ Basketball Girls’ Basketball Players to watch: Daishanae Crittenden Tyra Edwards Brooke Jones Claire Millett Pierce Sams
Goals: We have a number of goals but foremost is breaking a 30 year drought of not winning a district. 2015-2016 Record: 20-6
Wrestling
Players to watch: Michael Painter Adam Sieber Jack Snodgrass Goals: One team goal is to qualitfy more than one for state. Michael Painter was the only one last season. I look for the Greyhounds to have a winning record this year as a team and look to improve greatly in the next coming seasons. 2015-2016 Record: 7-5
Players to watch: Nick Almond Sam Frank Ben Litteken
Goals: To grow as players, as people, and as a team to reach our potential. 2015-2016 Record: 7-18
Rivalry Schedule Hockey vs. Ladue @ Affton Ice Rink Dec. 22, 9 PM Hockey vs. Ladue @ Queeny Rec. Complex Jan. 5, 6:30 PM Boys’ Basketball @ Ladue Jan. 20, 7 PM Girls’ Basketball @ Ladue Jan. 20, 5:30 PM Girls’ Swimming and Diving @ Ladue Jan. 24, 4:15 PM
ATHLETE PROFILES
BUBBLE GUPPIES FRESHMAN MURDOCH AND BARRETTE STAND OUT FOR THE CLAYTON SWIM TEAM
HUTTON MURDOCH BY MICHAEL BERNARD/sports section editor “Hutton has been swimming year round since he was nine. That is not an easy task, going to practice everyday [and] swimming several thousand yards is tough,” Doug Murdoch, father of CHS swimmer Hutton Murdoch said. “Waking up early each day during the summer and swimming in an ice cold Clayton Shaw Park pool is miserable. It takes determination and commitment.” When Hutton, a freshman at CHS, first felt the chilly water of the pool as a competitive swimmer in fourth grade, he knew he found a second home. “I started [swimming] because my friend started and I thought it would be a cool bonding experience,” Hutton said “I decided to stick with [swimming] and I’ve really grown since then.” Hutton has been swimming for Clayton Shaw Park (CSP) since the beginning of his career when he was only nine years old. Up until CHS, CSP was the only swim club that Hutton competed for. These long and exhausting practices can be incredibly difficult. Hutton’s swimming career does not just affect just him, but his whole family. “It’s really been a family commitment. Any athlete or parent who has a child that has been a part of CSP or another club swim team understands the time commitment and financial commitment it takes to be successful,” Doug said. “It’s not easy or always fun. You need to love the sport. Hutton loves the sport and is determined to succeed.” However, there was a period in Hutton’s life where he wanted to hang up the speedo.
“After seventh grade I kind of hit a wall where I wasn’t dropping any time,” Hutton said. “I was seriously considering not swimming anymore.” Luckily, Hutton heard that Michael Phelps, one of Hutton’s greatest inspirations, would be coming out of retirement to compete in the 2016 Rio Olympics. The news encouraged Hutton to stay in the pool because since Phelps had not given up yet after so many years, then he felt he should not either. Once Phelps helped Hutton get his confidence back and jump into the pool again, he noticed his times slowly start to drop. Since high school swimming has started, Doug has noticed several character developments in Hutton. “We have seen a substantial change in Hutton over the years. His determination and commitment in the pool has transferred to the classroom,” Doug said. “Successes are celebrated, but he is not satisfied, failures have become learning experiences and are not seen as the end of the world. We could not be more proud of him as a student, an athlete or a young man.” In and out of the pool, Hutton acts as a leader around his peers. “I inspire the other freshman,” Hutton said. “Some of the swimmers who are just starting [swimming] look up to Koji [Barrette, CHS freshman,] and me.” Hutton believes that he and Koji standout as some
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of the more experienced swimmers on the team. CHS swim coach David Kohmetscher acknowledges the dedication that Hutton has for the team. “[Hutton] works hard and leads by example. There are upperclassman who look up to him as a swimmer. I respect the level of achievement he has achieved at such a young age,” Kohmetscher said. “There’s a lot of potential for him to do well in the years to come.” Kohmetscher expects Hutton to reach state multiple times throughout his career, possibly even freshman year. Hutton’s father also notices this particular trait of leadership in his son. “Hutton is a great teammate, friend and leader. Being part of this team is very important to [him],” Doug said. “This is probably most evident in the way he inspires, supports and encourages his teammates and friends. Whether it’s cheering for friends, counting laps for a teammate during the 500 free or swimming the anchor leg in a relay he loves supporting the team.” On top of swimming for the CHS Greyhounds, Hutton plays for Project Missouri and 3D lacrosse; both are highly competitive lacrosse clubs. 3D Lacrosse is one of the best lacrosse clubs in the nation According to Hutton, it is often very difficult to balance the two sports and school for Hutton. Although Hutton is eager to compete in either sport, he does enjoy the team aspect of lacrosse compared to swimming which is more individual. Hutton is not fond of this facet of swimming as there is added pressure on him solely, not the whole team. However, Hutton acknowledges that compared to previous competitive swim clubs, the CHS swim team acts more as a team than he has experienced with swimming before. Doug believes that swimming and lacrosse both benefit each other. “His conditioning from swimming has greatly benefited him in strength and conditioning for lacrosse,” Doug said. Hutton’s main goal for the season is to make it to state, and he has just about achieved that dream. Hutton is only one second away from making state in the 50 free and 1.07 seconds away from going to state in the 100 free. “[Koji and I] are both really close on state cuts,” Hutton said. “Will we [make it], we don’t know, we’re going to try our hardest, we’re going to put in the work and whatever happens happens. As of now our goals are just to be the best swimmers that we can be.” .
ATHLETE PROFILES KOJI BARRETTE BY VICTOR WEI / reporter At 6:20 AM, Koji Barrette, CHS freshman, can be found lifting weights at Gay Field. Less than 12 hours later, Koji is hard at work in a rigorous two hour CHS swim practice. On top of that, Koji takes part in CSP, a competitive club swim team. “Koji has been incredibly dedicated to swimming by spending so many hours practicing. It takes dedication to go to Shaw Park at 6:30 AM and practice for two hours six days a week all summer long.” Ernie-Paul Barrette, Koji’s father said, “I think swimming has allowed Koji to gain the confidence to try new challenges and to be a leader. As a parent I am proud of his work and enjoy watching him compete.” Ever since Koji started swim lessons at the age of six, he has worked his way to the top with dedication, determination and discipline. “I’ve been swimming since I was six. I started swimming recreationally with a small summer team but then I decided to stay with it and do it year round,” Koji said. At age 12 Koji qualified for Zones in the 200 freestyle. Zones is a very prestigious swimming competition that has the top two to four percent swimmers in the nation. Despite all of Koji’s successes, there were things that he had to give up. “In third grade, [Koji] stopped playing baseball, in fourth grade [Koji] stopped playing soccer, both of which were wonderful sports. We loved participating in the Clayton sports teams,” Ernie said. “It became clear that Koji wanted to focus on swimming as the main event. When practices started meeting six days a week, it was not possible to keep doing all three sports and attend the number of [swim] practices that were necessary for him to make the progress that he wanted to.” These swim practices and meets took weekends, holidays and summer days away from Koji. Yet this did not stop him from continuing his swimming career. “I don’t think that Koji ever felt that those compromises were hard to make,” Ernie said. Currently Koji is on the CHS boys’ swim team and is enjoying his first season as a Greyhound. “High school swimming is a lot more of
a team experience, we have more cheering for our teammates and we have a lot more spirit, not just as a high school, but as the CHS Greyhounds,” Koji said. Koji is also a top swimmer on the team and has helped strengthen the team this season. “Koji is an amazing long distance swimmer and scores a lot of points for us in the 500 and 200 free,” Tiger Chen, a captain of team, said. “With him, Matt Graham and Tristan Belzer, we have a very strong long distance corp that I don’t think would be nearly as strong without Koji.” The main events Koji excels in are the 200 and 500 yard freestyle and Koji has been improving his times in these events throughout the season. “My season’s been going great, I’ve been doing really well in [my] times,” Koji said. At every meet, with the exception of two, Koji was able to snatch a first place in the 500 freestyle. At the beginning of the season, the swim team was just happy to have a swimmer to earn first place at the meets. “We have a much better team this year,” Wil Welch, fellow swimmer, said. “I think one of the reasons is because of Hutton and Koji. They have races that they swim really well. Koji swims the 500 and Hutton swims sprint freestyle. It is also impressive to see them both so close to state.” As the season has progressed, the attitude have changed -- the focus has turned more towards Koji’s ability to go to state. “A lot of the people on the team have
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been pressuring me to practice harder in order to get to state,” Koji said. “And I’m starting to feel really confident because of their encouragement.” Koji is an inspiration to other freshman and upperclassmen alike on the team. Tiger Chen, CHS swim captain, recognizes Koji’s capabilities. “Even though they are only freshmen, many people on the team still look up to them. They also both help encourage the older swimmers to swim faster and but more effort into practice in order to beat or keep up with them,” Chen said. Not only has Koji grown as a swimmer in the pool, he’s grown as a person as well. “I watch [Koji] struggle with difficult decisions like whether to join the elite squad at CSP, how to balance swimming for CHS with the expectations of his swim club and how to get all the homework done, especially for Mr. Rice, at the same time,” Barrette said. “I was able to stick with CSP with a lot of stress throughout the past eight years and I feel like in high school it’s really going to be a lot,” Koji said. “But I want to be prepared to manage that.” At the preliminary rounds of South Suburban Conference, Koji was able to fulfill his CHS dream of going to state after he qualified in the 500 freestyle setting a new school record. “At the start of the year, [state] looked like a goal for my senior year,” Koji said. “I never would’ve thought then that I would make [state] as a freshman, but I had the practice and support needed to make it possible.”
REVIEW
MISS PEREGRINE’S HOME FOR PECULIAR CHILDREN BY KATIE HE / reporter
(20th Century Fox/MCT)
“Miss Peregrine’s Home for Peculiar Children” is a British-American Belgian film directed by the renowned Tim Burton. The movie is based on the book written by Ransom Riggs. The much anticipated film introduces you to the life of an “ordinary” teenager, named Jake, who is played by Asa Butterfield. When Jake was little, he often spent time with his grandfather, who would tell wild stories and showcased his artifacts. When Jake’s grandpa suddenly dies, Jake’s life goes into turmoil. Jake questions his grandpa’s mysterious death. He retraces the steps of his grandfather and soon finds himself walking through a whole new world. He meets other kids who are played by Ella Purnell, Finlay MacMillan, Lauren McCrostie, Cameron King, Pixie Davies, Georgia Pemberton, Milo Parker, Raffiella Chapman, Hayden Keeler-Stone, Joseph, Thomas Rodwell and Louis Davison. Hiding between the walls of reality and a fantasy, the children are kept hidden from the rest of the world. They live the same day on repeat, never growing old. There Jake discovers the importance of
who he is and what meaning he has in this world. Sitting through the two hours was a bit slow at first because all the characters were introduced one by one. The characters are easy to confuse with another if you had not read the book and have not had previous exposure to the cast. Many scenes were not necessary in order for the storyline to continue going. On the other hand, the cinematography was impressive. Many scenes were shot with great artisticness. The special effects of the action were well done. Many of the scenes where the individual attributes of the children were shown had special effects which added enhancement to their actions and added intensity to the scene. Sometimes, the acting was questionable. You could tell that they were memorizing lines from the script and at times, the acting was awkward and said with a monotone. The villains of the story had great acting on the other hand. The creepy smiles and laughters that came from their demented expressions added a evil and heinous aroma to the plot. The acting from the children
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had a touch of fantasy and outgoingness, like the acting of a musical. Each face expression was clearly expressed and all the kids had an innocent quality supporting their individual characters. The storyline had a great lead up to the climax. All the anticipation built up perfectly but at the climax, the villains were taken lightly and were almost seemed as a comical character instead of a threat. The movie could have added more drama to the fight between the children and the villains. Overall, the movie had an excellent sci-fi, superheroic plot. Even though the movie is fictional, it still applies to reality. It teaches many valuable lessons. The movie shows how each person on this earth plays a role in the world somehow. Everyone is different and has their own specialties. There is no way to compare someone to someone else because everyone is peculiar. It teaches you about the importance of teamwork and the power of an individual. It inspires you through a story of perseverance and hardships. The movie “Miss Peregrine’s Home For Peculiar Children” empowers and teaches us to enhance our individuality. ii
REVIEW
THE MAGNIFICENT 7 BY ANNE GOODE / reporter
Haley Bennett and Chris Pratt in the film “The Magnificent Seven.” (Sam Emerson/Sony Pictures/MCT) The “Magnificent 7” is remake of the 1960s classic with the same title. While remakes have gained a reputation of being terrible movies, the remake of “The Magnificent 7” was surprisingly entertaining. The movie opens with the small town of Rose Creek being terrorized by Bartholomew Bogue (Peter Sarsgaard), a powerful, corrupt industrialist who wants to buy up the farmland for his mining plans. Emma Cullen’s (Haley Bennett) husband is shot and killed and soon after, Cullen recruits Josh Faraday (Chris Pratt), Goodnight Robicheax (Ethan Hawke), Billy Rocks (Byunghun Lee), Jack Horne (Vincent D’Onofrio), Red Harvest (Martin Sensmeier), Vasquez (Manuel Garcia-Rulfo) and Sam Chisolm (Denzel Washington) to help her gain control of the town from Bogue. “The Magnificent 7” has several positives, including stellar shootout and fighting scenes. While the death toll at times can seem excessive, these scenes are well done, and given that they are sometimes lengthy
(with the final fight/shootout scene lasting near thirty minutes), are impressive. The usage of mixing practical effects with computer effects are also executed well, but it is nothing new. Another positive is the modern update. While the original movie featured an all white cast tasked with saving a Mexican town and its inhabitants, director Antoine Fuqua worked to update the story for modern times. Casting actors of color and keeping the sole woman character from becoming the stereotypical “damsel in distress” added more to the story. The only thing I felt could have been improved would be adding more women to the story. The only important female character that talks in the movie is Cullen, and no other female characters in the story have any on screen lines. Make no mistake, while the movie doesn’t force Cullen into a stereotypical role, it by no means passes the Bechdel
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test. Unfortunately, “The Magnificent 7” is very predictable. The story is a classic revenge plot and the viewer can see the ending coming from a mile away. Also, most of the characters are nowhere near being well developed. They are reduced down to one or two traits, like “the gambler”, “the war hero”, “the woman seeking revenge”. Bogue especially falls into the stereotypical movie villain, complete with a speech about the joys of capitalism. While the focus of the movie is not on the characters but the action, it still would have added more to the movie to have better developed characters. Overall, “The Magnificent 7” is an entertaining, action packed movie. The only downfall is the serious scenes tossed in with the fun action. The movie is at its best when it’s focusing on what it is: a cowboy action movie, and it falters when it tries to become more than that. iiii
REVIEW
HOT BOX COOKIES BY SOPHIA BARNES AND ASHLEIGH WILLIAMS
Hot Box Cookies in Clayton. (Akansha Goel and Claire Schwarz) It’s late at night. You and your friends are asking Siri what dessert places are around you, and you decide on Hot Box Cookies. You hear the ding dong of your doorbell, and you’re nicely greeted by a white box with a dozen cookies and cream cookies. Since 2008, this has been Corey Rimmel’s fantasy. While Rimmel was a sophomore at the University of Missouri, he came up with the crazy idea of late night cookie delivery. Since then, business has been booming. And in 2009 he was the University of Missouri Student Entrepreneur of the year. His main goal was to help people with their late night munchies, but today, the company has a new audience suited more for business looking for a cookie caterer. Not only have they been catering to Clayton businesses, but also to weddings. Employers dress up in a nice cookie monster suit and serve warm chocolate chip cookies to the bride and groom. The business started small of course, and
with their new location in Clayton, business has reached a new audience. At all the locations, they would have to make all of the cookies in the back of the store, but now they have started a partnership with US foods. It’s no surprise that since the creation of Hot Box cookies, they have always been a competitor with Insomnia cookies. Insomnia was created by a U Penn student in 2003, while Hot Box was created by a Mizzou student in 2008. With all of the different comparisons in mind, it all comes down to real ingredients. Hot Box is the winner of using real ingredients, and a homemade recipe. There are so many different cookie options. Cookies and Cream, Reese’s Pieces, Snickerdoodle and Red Velvet are among the many different flavors. Along with warm cookies, there are ice cream sandwiches and icing sandwiches. And if you prefer it baked in your own
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oven, there are even cookie dough blocks you can take home with you. The best part about Hot Box cookies is how warm and gooey they are. The combination of salted caramel ice cream smooshed in between two melted chewy cookies is a masterpiece. Compared with Insomnia Cookies, there are so many more options, and they are the owners of a more through recipe. And better yet, Hot Box is a local company, which many people like to support even more. The only problem with Hot Box is the price. A lot of high school students are on the cheap side, and 1.25 dollars per cookie is just a smidge over what people want to pay. The simplicity of making cookies should relay into a price of about 75 cents. But, I think everyone can agree that a nice homemade chocolate chip cookie is a definite favorite. So next time you and your friends are going off campus for lunch, or are out on a late night, stop by for some dessert at Hot Box Cookies. .
REVIEW
SNOW FACTORY
BY TARA WILLIAMS / opinion section editor
Snow Factory in the Delmar Loop. (Elly Zafft) Ice cream rolls were initially popularized in Thailand, which is why the dessert is commonly referred to as Thai ice cream. The rolls are made on a hibachi table, which is kept at a temperature below 10 degrees Centigrade. A “liquid” ice cream is poured over the table, where toppings like fruit and candy are chopped up and incorporated. After being spread and smoothed out, the cream crystallizes into a thin, frozen rectangular sheet. Then, the sheet is “rolled” through scraping the cream up with a metal spatula. The process is immensely satisfying to watch, and in the Snow Factory, the entire thing is on display. The rollers and the hibachi table can be seen right behind the counter. Snow Factory is a new place on the Loop that serves Thai Ice cream, or ice cream rolls. The shop inhabits the space where Cheesology used to be, tucked between Sunshine Daydream and 8 Dollar Deli. Upon walking into the shop, pop mu-
sic pulses from a large set of speakers. The “rollers” stand behind a sleek glass counter, and a table housing the speakers holds Chinese books. After ordering, there are many places to sit, including single booths, where colorful post-its with cute messages are posted all over the walls. There are also seats near the front window, where one could people-watch on the Loop. Snow Factory does not only specialize in rolled ice cream, however. The shop also makes egg waffle ice cream. Egg waffles have been a popular Hong Kong street snack for a while now, but the newest food craze is adding ice cream to a rolled up waffle. The egg waffles are made through a leavened flour batter, and, once they are pressed and cooked, the waffle is rolled up into a cone, and ice cream is then scooped into it. With up to 30 different toppings and 13 flavors to choose from, Snow Factory ac-
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commodates a wide variety of tastes. Almost magically, the creators of the ice cream find a way to arrange the toppings in the most appealing way. I ordered an “Ujikintoki” - a Matcha Green Tea and Red Bean Paste flavored ice cream, with lychee, Matcha Pocky, and sweetened condensed milk as toppings. The pocky stuck out of the rolls, and the lychee perched in the center of all four of them. Poking out of the lychee was a toothpick with an American flag wrapped around it. I was pleased that the actual ice cream tasted as good as it looked. The texture was a little harder than standard ice cream, but I was willing to sacrifice the subtle change in texture for the aesthetic appeal. It was still as sweet as regular ice cream, to my satisfaction. If you are looking for a fun and interesting twist on the conventional ice cream scoop, Snow Factory is certainly “must see” destination. .
GOT SPIRIT?
BY CHARLES BRENNAN / copy editor Photo by Harry Rubin and Max Steinbaum
Looking for bright and talented students? Students with high test scores? Students who get accepted into top institutions? Come to Clayton High School. Despite all these positives that Clayton possesses, we fall short in the area of school spirit. With homecoming week behind us, what sports games will be packed with students? What school events will be populated with orange and blue? The simple answer: not many. The CHS boys’ cross country team has won their districts for five years in a row and the girls’ softball team has won two out of the past three. But how many cross country meets or softball games can Clayton students claim to have attended? The CHS swim team is having one of its best seasons in years, but the bleachers are filled with little more than the swimmers’ parents.
Some may argue that Clayton yields small turnouts at these events because it is a small school of under 900 students, yet there are private schools bursting from the seams with spirit, packing the house at school events with even smaller student bodies. During the school year, some students spend more time at school than they do at home. From having zero hour classes to late night sports, the hours add up and can reach almost 12 hours. CHS turns into a student’s home away from home and the other students, another family. With an increased amount of school spirit, students will be able to trust and lean on each other for support. Going to school every day should be an exciting experience. Students will not only want to perform
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well for themselves but also for their school, whether that is on the sports field or in the classroom. The stronger sense of community and everybody’s personal investment in the school can have nothing but a positive impact on CHS. Encouraging a stronger sense of school spirit can even benefit the school financially. When alumni are proud of their school and feel a closer connection to it, they are more likely to donate money and return for events at the school after graduation. Who knows, you might meet a new friend, join a new extracurricular activity, and even just be a happier person for just buying into the school’s spirit. I believe that Clayton can do better. Students should support each other’s performances. Take pride in what the CHS “family” has accomplished. Be all in. .
Staff Editorial: QUESTIONING THE
According to its website, The School District of Clayton prides itself in developing “leaders who shape the world through independence, creativity and critical thinking.” Yet, while nominally promoting students’ independence, not only through mission statements like the one aforementioned, but also through policies like Open Campus, a school district like ours cannot become blind to the reality and inevitably of conflict. Beneath the surface of such glamorous and frankly futile statements, all school districts have policies to deal with social inevitabilities. In lieu of events students like us are kept from understanding, the District administration, in attempt to artificially yield a sense of transparency among the student and faculty bodies, subscribed to an application, called Quick Tip, that allows the District’s stakeholders to submit, anonymously, reports of information and activity, sometimes skeptical or controversial, pervading the school’s boundaries. Yes, in hopes to achieve transparency,
the District has turned to the one-most intransparent, perplexing medium on Earth: technology. And, while few question technology’s capability to enhance educational experience, the School District has allowed it to become more than just a means of enriching students’ learning, rather allowing for it to manifest itself as an intermediary between the administration and what can be frankly classified as student drama. And, although the app may prove itself efficacious in very specific contexts, its short tenure has already resulted in multiple awkward and accusatory conversations between students and their almost unbeknownst administrators. One student’s first-ever conversation with an administrator was triggered by the click of a phone’s touch screen, and revolved around another student’s personal life. The District’s mechanization and industrialization of inherently human processes is making foreign problems even more for-
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eign, and it begs countless questions, some being: Why should technology ever be an agent for problem-solving in such a context? Why should we industrialize our relationships and the way in which we go about solving our problems? And aren’t there better, more rational and more human ways, to solve human problems? A school district cannot conscientiously support and promote independence while simultaneously intervening in student-oriented issues unnecessarily, just as a school district cannot righteously attack and address a lack of transparency through the addition of an intransparent and fuzzy medium. Let’s build real relationships that foster communication and create a culture as open as our campus is. We really shouldn’t need an outside ingredient like technology to catalyze trust and communication internally. Administrators should be tasked with more than just overseeing and bystanding the school’s culture; they should be the ones doing what they can to create it. .
PRO/CON
p ro - p l e d ge BY MARTIN SHARPE / page editor
In the passing months of school, CHS students have developed conflicting opinions on the new Supreme Court implementation of an optional 10 second period to say the Pledge of Allegiance in the morning announcements. But while some argue that the Pledge of Allegiance is phrased incorrectly or is not “up to date” with the 21st-Century installment of the United States, many people are quick to jump the gun when deeming the pledge as “socially incorrect.” Since its formal Congressional adoption in 1942, the Pledge of Allegiance has foreseen multiple changes in it’s wording over the following eight decades, including the addition of the phrase “under God.” This phrase, as well as “justice for all,” are fuel to the controversial fires that surround the century old precedent of honoring the American flag. But what many people deem as an “inaccurate” representation of the true religious and social beliefs of the United States, actu-
ally represents something much more complex and patriotic. The Pledge itself was created by Colonel George Balch in 1887, in an effort to strike a note of patriotism in young Americans. But as the decades rolled on, the pledge became a national icon that brought unity to the American populous during the trials of World War II and the Cold War. When unity has been most important to our nation, the Pledge of Allegiance has served as a unifying expression known by every American, used not only to promote conformity as a nation, but also to continually remind us of the constitutional rights of life, liberty, and the pursuit of happiness presented to every citizen in the United States. While some argue that in trying times of social upheaval, such as in Ferguson, the words of the Pledge of Allegiance do not truly represent the current social behavior of the American government. But in response, the Pledge should not simply be ignored, or even worse, criticized. It should instead be
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embraced by every American, as an ideal to strive towards and maintain in American society. Even in times of injustice, the opportunity to declare the Pledge of Allegiance should not be squandered, but instead acted upon. Just as our nation does its best to uphold the American liberties outlined in the Constitution and the Bill of Rights, giving the 10 second opportunity to recite and embrace the true meaning of the Pledge allows students to take the helm of our nation’s endeavor to truly bring justice and liberty to all. But the true beauty of this Supreme Court legislation is that it is optional. It gives students an opportunity to evaluate and determine, for themselves, if they choose to verbally uphold the Pledge of Allegiance or openly decline to partake in its recitation. So if someone compares the Pledge to the North Korean declaration of Nationalist conformity, feel free to remind them that the 10 second window is completely optional, but is open to all who desire. .
PRO/CON
anti-pledge BY ELLIE TOMASSON / chief managing editor
A new law went into effect in August that requires all publicly funded schools in Missouri to provide a time every day for the pledge of allegiance to be recited. We’ve recently felt the effect of this law as GNN has started projecting the pledge every day. When the bell rings to start my 3rd period class, there’s an awkward silence as the voice reading the pledge of allegiance drones on. Not one person has actually said the pledge in that class for the weeks it’s been recited. Everyone just tunes it out. To me, the image of classrooms of children across the country standing at attention and pledging themselves to the government reminds me of something that I’d see in North Korea. Maybe this is a bit extreme, but the point
is that America was built on individualism. We are the model for capitalism in the world, but this pledge orders Americans to give up their own liberties and subordinate themselves to a “greater power.” It contradicts the foundations of America. The government is supposed to serve the people, not vice versa. This is not to say that Americans should have no sense of civic duty or the common good. By the same logic, I could argue that taxes and laws are an infringement on freedom, but I think that the spirit of the idea is different. There is a difference between giving up some of your money for the common good,
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or giving up certain elements of your free will to comply with the law and pledging yourself as a whole. And even beyond the idea of “pledging allegiance to the flag,” the later phrase “under God” can be even more concerning. It baffles me that this piece is still included in the pledge because it alienates a large group of people. America is also built on the idea of religious freedom and inserting God into the official pledge of our nation undermines this foundation. I think that the pledge, as a whole, is un-American, but I don’t see it going away anytime soon. I do think, however, that it shouldn’t be required in schools and that ‘under God’ should be omitted.
OPINION
G U B E R N AT O R I A L CONTENTION BY ZACHARY SORENSON / opinion section editor An election that has brought some attention to Missouri has been the Missouri governor’s race, a race that will be decided, along with many others, on Nov. 8. This election has been characterized by the increasingly common archetype of outsider versus insider. In this case, it is Eric Greitens (R) against Chris Koster (D). The race currently appears to lean democrat, with Koster holding a five point advantage in the RCP polling aggregate. Eric Greitens has attempted to take the image of a conservative warrior, running a series of ads where he is seen toting first an assault rifle and second a minigun. He can boast a rich background as a decorated navy seal, founder of nonprofit The Mission Continues, author and academic. Chris Koster meanwhile touts a lengthy legal career, with experience as a state senator and as Missouri attorney general. Koster also seems to be pushing a tough on crime message given his advertising. Both candidates seem to be very well qualified though we can immediately see that Koster represents the insider in this race. Unfortunately for Greitens, a seemingly desperate ad campaign presenting himself as the lone gunman of liberty and conservative values seems to have hurt him, his image damaged by waves of derision from around
Gubernatiorial 2012 race breakdown, Democrat victory.
the country. In addition, Koster has sought through ads to show that Greitens while donating money to start The Mission Continues, a charity benefiting veterans, he benefited financially as he worked for it, to the tune of 700,000 dollars in salary over several years. Recently Koster even threatened to pull out of the second gubernatorial debate unless Greitens releases his tax returns. This has lead to a defensive campaign for Greitens and a cycle of unfavorable press that continues to hurt him. What’s more, Koster in the last weeks of the campaign seems to posses a large warchest than Greitens while also spending more. The Saint Louis Post-Dispatch reports that the last fundraising quarter left Koster with 6.6 million to Greitens 2.7 million, while over the last quarter Koster spent 6.2 million and Greitens 4.7 million. This means that in the last few weeks of the campaign, Koster is able to maintain his attacks against Greitens’ credentials while Greitens has less to defend himself. The small upside for dedicated conservatives is that even as Greitens chances are looking slimmer, the democratic candidate is no liberal. In fact, Koster was originally elected as a republican, only to split away from the party in 2007. In fact, despite Greitens ads featuring his use and love of firearms, the NRA has endorsed Koster. This all leaves me wondering how Greitens can hope to pull ahead, especially if Koster boycotts the second debate over Greitens’ tax returns.
(Right) The 2016 Missouri Gubernatorial candidates. Chris Koster (top). Eric Greitens (bottom). Photos from Wikipedia Commons. OPINION 46
What was a competitive race is now appearing to be an easy contest. Apparently, Greitens outsider pitch to Missouri voters and conservative political institutions hasn’t resonated and he, as well as the GOP, stand to lose their shot at the governorship. Meanwhile, many Democrats are pleased about retaining the governorship but are less than enthusiastic for their NRA approved candidate.
Q&A
Q&A with the Counselors
Having returned from 6th Grade Camp, counselors share their experiences .
BY DANIEL COHEN / reporter
Sophia Fish
How many years have you been a counselor at sixth grade camp? I have been a camp counselor twice if you count being a C.I.T. Why did you become a counselor? The reason I became a counselor this year especially is because I remember when I was a camper that both my C.I.T. and counselor made it such an enjoyable experience for me, and some of my friends told me that they didn’t enjoy camp because of their counselor and I made a goal that day to become a C.I.T. and counselor to hopefully make a camper want to come back again -as my counselor did for me. What is your favorite memory from sixth grade camp this year? My favorite memory this year, this is a tough one. There’s so many good memories from this year. If I had to choose it would probably be either being ‘married’ to my CO, Kenndi Stewart, who is an incredible leader as well as my C.I.T., Lexi Gomez Smith, or hearing one of my kids say to me. “I want to come back Fish!” Those two moments made my week and can’t wait for the next two years!”
Jack Snodgrass
How many years have you been a counselor at sixth grade camp?
Rahul Kirkhope
How many years have you been a counselor at sixth grade camp?
I have been a counselor for two years, sophomore and senior year.
This year was my second year as a counselor.
Why did you become a counselor?
Why did you become a counselor?
I decided to become a counselor because I love kids and it’s a great time to take a week off [from school] and have fun with friends.
I became a counselor because my sister had always spoken well of the community and the experience surrounding camp, [so] I wanted to find out for myself [what she had always spoken about].
What is your favorite memory from sixth grade camp this year? My favorite memory from this year is the closing campfire, [which was ] when all the counselors were gathered around the fire singing ‘Lean on Me.’
6th grade campers with counselor and instructor.
What is your favorite memory from sixth grade camp this year? My favorite memory from this year was the marriage ceremony in which I was placed in.
Stephanie Villaire
How many years have you been a counselor at sixth grade camp? I have [been] a counselor at camp for three years. Why did you become a counselor? Actually in sixth grade during a parent-teacher conference my teachers told my mom that I should come back as a CIT. So I did, and I fell in love with camp and have been coming back ever since. What is your favorite memory from sixth grade camp this year? My favorite memory from this year is probably all of the counselor bonding. It’s so rewarding to work towards bonding with a group of people and see yourselves becoming a family.
Q&A 47
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