KEQ - The Milestones Issue - Summer 2017

KEQ Volume 4 Issue 4

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{milestones issue} Letter from the Editor Hi Readers,

Every issue’s articles are framed around a specific theme, and Koshiol has been pushing her “milestones” agenda for two years. Summertime brings the exciting end of school, but as a senior, I’ve also begun to feel weirdly sentimental, and a bit sad. The stories within this issue are meant to cover the cliche milestones as well as the personal achievements, but most of all, to serve as a time capsule for what our student body is like right now. We have great memories to share, like the football team going to and winning State (page 22), participating in the historic Women’s March (17), the significance of celebrating a quinceañera (page 24), and welcoming a new president (page 28).

We’re constantly told not to forget that we’re Red Knights, but at the very least, you shouldn’t forget your youth.

The cover is an extension of the milestones in the articles, along with memorabilia from stories that didn’t make the cut. On the back, you’ll find beheaded Knight Errant staff members with their treasured milestones (some not yet completed).

You’ll also find Kasey, Leo, and me, the editors-in-chief of our respective publications, with our very first issue/national award (go Leo!!). I’ve loved being a part of this publication, with this staff, and seeing the inventive and ambitious ways that my fellow EICs have ruled their domains. Even though we’re all itching to graduate, it’s good to remember and commemorate all that we’ve

achieved, and that wondrous landscape of memories is what I wanted to capture in this issue.

Going into this position, I was most afraid about having interesting ideas for stories and being taken seriously in my position (a problem imbedded in how we raise girls to doubt their credentials more than boys but come to AWE meetings for more on that). I was also scared about writing letters from the editor (even though no one reads them they’re still there!!). I looked at Time and The New Yorker and National Geographic for days on end last summer, and I actually have a folder of design ideas and pages from these institutional magazines. So, it’s definitely been hard to come to terms with saying goodbye through this issue. Next year will bring a huge change to the structure I’m used to, but I’m so excited to see what Abby and Ashley make of this thing I love. I’m so grateful to Grace, for being my rock that doesn’t experience stress, like, ever; Will, for making the preview pages look pretty, knowing (basically) what I meant when I couldn’t say it, and picking up pages wherever he was needed; Andrew, even though he didn’t know what I was saying most of the time but still acting like I was eloquent and adding excessive lines wherever I pointed my finger. To all the ascending seniors that are usurping me: have good staff eds and watch your commas.

It was a good run, Carolina Jimenez

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Publication Policy KEQ is written and produced by the journalism students at Benilde-St. Margaret’s School. The views expressed in this magazine are the opinions of the writers and not necessarily those of the Knight Errant staff, advisers, or BSM administrators. It is distributed for free to all BSM high school students.

Benilde-St. Margaret’s School 2501 Highway 100 South St. Louis Park, Minnesota 55416 Contact at knighterrant@bsmschool.org

Cover Photo: Morgan Williams Back Cover Photos: Ginny Lyons Previews Photo: Ginny Lyons Designer: Andrew Cadle

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Staff

Editor-in-Chief: Carolina Jimenez Magazine Editor: Grace Gyolai Photography Editor: Ashley Ortizcazarin Design Editor: Andrew Cadle and Will Krane Writers: Jordan Sims, Nolan Arostegui, Mary Youngblut, Kailyn Pederson, Kate Janda, Annie Paulison, Kayla Farrey, Ryan McTigue, Will Whitmore, Ricky Floyd, Cici Fortney, Erin Long, Lucy Scherer, Katie Sohm, Sam Luo, Molly Keady Photographers: Morgan Williams, Ginny Lyons, Anna Jewett, Alyssa Brinza, Maddie Kurtovich, Caroline Murphy, Cristina Brown Graphic Designers: Michael Koch, Johnny Byrnes, Lukas Fruend, Charlie Peavey, Claire Lancaster, John Boulay, Lily Nederveld, Kathryn Gefre

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o matter how old a person is or what they plan to do in their career or education, most people have a general plan for their lives over the next decade. Whether it is moving to a new place, changing career paths, or starting a new chapter in life, everyone is going to have new phases in life.

Campus Minister Mike Jeremiah focuses on taking life one year at a time. After working at BSM for 42 years, he still has a passion for the school and the community. “I still love what I do, I love the kids and being here for the kids,” said.

If Jeremiah were to retire from BSM, continuing to do work within the community is an important part. “If I continue to see myself as productive and doing a good job with what I do, I’ll stay [at BSM]. If I were to leave BSM, I would retire, and I would volunteer

at different places––probably the Animal Humane Society,” Jeremiah said.

Jeremiah does know that he doesn’t want to leave his life in Minnesota for the traditional warm climate that many retirees seek out. “I do not have to look elsewhere for happiness when happiness is right here at home,” Jeremiah said.

When senior year comes around, it means making plans for the next phase of life. As a senior it means finding a college and a career. Senior Erin Patton has figured out that career path. After graduating from BSM, Patton will be attending the University of Minnesota to major in architecture and minor in interior design.

“For the first few years I will do internships.

I’ll probably work for my uncle who is the head architect at a firm in Wisconsin. Once I have had some experience and know what I am doing I’ll probably start my own business,” Patton said.

While the origin of her interest in architecture is unknown, Patton wants to pursue the designing of houses and buildings. “I love looking at neat and

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different architecture in other cities. It’s cool to see how different these styles are, but then again, how similar,” Patton said.

Co-Assistant Principals Seborn Yancy and Mary Andersen have different views of where they will be in the next ten years.

“Sometime in the next ten years I will retire, though I don’t think I can stop working.

I would volunteer or get a part time job,” Andersen said.

Working at BSM has become instinctive to Andersen. “The longer you work somewhere the more it becomes second nature. I started out as a teacher and then became the freshman dean. I kept taking on more responsibility,” Andersen said.

While, Andersen’s future involves living up north near the Canadian border and fishing every day. Yancy envisions working at BSM until retirement and finding further fulfillment in his community. “God opened a lot of doors after college to work in education, and I decided to come back to a school that did a lot for me,” Yancy said.

Freshmen are embarking on their formative journey through high school which involves setting new goals and exploring passions. Many freshmen know what topics intrigue them and use those specifics to imagine their path in life. Freshman Kyle

Wallace devotes his time to BSM’s coding class, which will definitely influence his path in life. “I don’t think my interest will change.

I find technology interesting because it is always evolving,” Wallace said.

Career paths are typically still being discovered at the beginning of high school, but most freshmen have thought through a general post-high school plan. “I think that I will stay local, possibly the University of Minnesota because my sister goes there, and [I will] study computer science,” Wallace said.

Choosing a career is not always easy.

Math teacher Max Johnson for example, started college undecided.

“I knew I wanted to be in the school system. I like helping people, and I was good at math in high school,” Johnson said.

The next ten years of his life could possibly mean teaching or taking on another career. “I don’t have a time frame in mind for teaching. I plan to teach until I don’t feel fulfilled teaching anymore,” Johnson said.

If a change in career in the next ten years is needed, Johnson would want to start a business. “When I was younger, I wanted to be a paleontologist and study dinosaurs which is not realistic, but it sounds fun. I would consider starting a business––not a restaurant––but I like the idea of being my own boss,” Johnson said.

Writer: Anna Latourelle Phohotographer: Lauren Beh Designer: Michael Koch

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o the majority of students passing through the hallways, March is a month to begin welcoming spring and counting down the days until summer break. The reality for the senior class is much more fraught with apprehension over this decision leading to either happiness or disappointment. Seniors receive college decision letters, which can make or break a student’s dream and whatever grip they have on their future.

More schools are incorporating a holistic approach to admitting students, but for other universities and colleges, an applicant’s GPA and ACT score is enough to make a decision. No matter what is required, students had to work for whatever they submit; reaping the rewards of their hard work, represents a huge milestone. “I put a ton of pressure on myself my entire high school career to get into Northwestern… I held my grades to high standards all of high school in challenging courses. Once I had discovered that Northwestern was my dream school, I pushed myself, taking the ACT 4 times until I was placed in their top 75% of applicants, writing three different drafts of their “Why Northwestern Essay,” and pouring extra hours into their application,” Carson Knoer, a BSM senior and incoming first year at Northwestern University, said.

Whenever such a time consuming goal is met, the feeling of accomplishment is overwhelming. “I was absolutely overjoyed. Two of my friends were over in my basement, so I ran downstairs and gave them huge hugs. My mom cried a bit because she was so proud and happy for me. It was one of the happiest moments of my life,” Knoer said.

For many students, the tedious hours of homework, studying, and perfecting college applications are justified by a student’s internal drive toward a specific target. “I had a rough idea of when I would start hearing back from some of the colleges I applied to with the Early Action deadline, and one night I was sitting doing homework––ironically wearing my Boston College sweatshirt. I checked my email and saw one from the Office of Admissions saying that my decision notice was available. I kind of just froze for a minute and didn’t move or say anything. Then my sister started screaming at me to just open the email. When I read the first line that said I was accepted, I screamed, then started crying, because that decision notice validated for me that all of the hard work I put in had finally paid off,” senior Colleen Wagner said.

College acceptance or denial letters mark the threshold for enter-

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ing higher education, a major step in many students’ life plan. Every senior experiences acceptance or denial during the college application process, but this inevitable outcome often helps seniors recognize that a school’s decision doesn’t dictate their future. “I was sad for a short time [after getting denied], probably like an hour, but then I realized that it’s not helping anyone to be sad and there is no way that I can change the decision, so I just had to move on and get over it,” senior Bryan Sauer said.

Throughout this highly stressful moment, seniors have found that it’s imperative to rely on support systems for staying sane. “If I hadn’t been admitted to Boston College, I probably would have been pretty upset about it at first, but would have eventually come to the realization that it isn’t the end of the world. Throughout the entire process my mom has reminded me that everyone ends up where they’re supposed to be, which has calmed me down on more than one occasion when I would stress out about applications and acceptances,” senior Colleen Wagner said.

No matter where a student ends up, the transition from high school to college is a huge milestone into their future. It is no secret that every senior experiences acceptance or denial at some point in the college application process, which often serves as a lesson in the success of hard work or how to move on. As seniors enter their final weeks as Red Knights, it is crucial to understand that college decisions do not dictate the future. This time in a senior’s life is a stepping stone and a launching pad, so the future is simply what you make of it.

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Writer: Annie Paulison Photographer: Ashley Ortizcazarin Designer: Andrew Cadle

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Learning F

or many young adults, one of the most exciting landmarks in their life is getting a driver’s license. On the surface level, a driver’s license simply allows a person to drive, but for high schoolers who crave any form of freedom, it signifies much more. The entire process of becoming a legal driver entails independence, responsibility, and means that a person is that much closer to adulthood.

Students are asked to drive a minimum of 50 hours before taking their test, which is one of the most important ways for them to prepare; the time investment of the practice puts more emphasis on how significant getting a driver’s license is. Although the test itself can be pretty stressful, teens believe that passing the test makes all the practice and stress worth it. The build up to passing the

driver’s license test only adds to the sentiment that this is a very significant moment in a teenager’s life. “I didn’t want to fail on my birthday because that’s when I took it, [so] I was excited. I was [also] shocked because I didn’t do well on my parking at all, so [it] was shocking to me that I passed,” sophomore Mia Seidel said.

Once students finally pass the test, they are rewarded with a newfound freedom. “I think [my parents] trust me a lot more now.

They treat [me] more as an adult, because [I] have [my] own car, and [I] can drive to work,” junior Tia Sposito said.

Although the freedom that new drivers receive is very exciting, getting a driver’s license also means having a lot more responsibility. “[Getting my license] comes with a lot of chores like getting groceries, delivering the mail, picking up my brothers from practic-

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g To Drive es and school. With freedom comes responsibility,” senior George Benning said.

Colby Clinton, a senior without a driver’s license, recognizes that having a license means having more freedom, which is an incentive for pursuing his own. “Right now I’m dependent on my parents for transportation, and I have to communicate with them constantly. So [having a license] frees me up to go where I want to go. Also [to] try new experience[s] that I wouldn’t be able to go to because of time conflicts,” Clinton said.

Although getting a driver’s license is a privilege that is attained and enjoyed by many young adults, it’s not necessarily for everyone. “The night before I had my driver’s test, I had a dream where I hit a woman with my car and she died. I put off the test for a

month. The night before the second test, I had the same exact same dream where I killed an old woman. So I’ve been kind of terrified that I will end up killing someone while driving my car.

I’m planning on [taking the test]. There is not a set date yet, but I’m working towards that goal,” Clinton said.

Practicing for, attaining, and using one’s driver’s license is a process that thousands of young adults go through every year, and will continue to go through for years to come. This process, though sometimes difficult, is a crucial milestone in the lives of many young adults. The plastic card printed at the DMV is a license to drive; but more than that, it serves as a right of passage towards adulthood imbued with power, freedom, and, most importantly, responsibility.

Writer: Nolan Arostegui Photographer: Maddie Kurtovich Designer: John Boulay

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Lizzie Rude’s

Black B

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rom ages five to ten, senior Lizzie Rude spent hours ery day. But my parents had this little bribe going where they every week honing mental and physical skills to resaid ‘you don’t get a cell phone until you get your black belt,’ ceive her black belt in Karate.“Usually, you start so that was a good reason to finish,” Rude said. when you’re six, but I started when I was five at a white belt.

When going through the process of receiving her varYou have to go through a certain amount of classes, do well, ious belts in the buildup to the infamous black belt, Rude and learn a certain task that’s associated with each belt while believes that the nerves that came with screenings were the retaining the information that you learned for your last belt. biggest obstacles to overcome. “[Before you get your black So, obviously, it gets progressively harder,” Rude said. belt] you have to go through three screenings that are each Due to Rude’s early beginnings in karate, her commitment two hours long, and you’re doing something for the whole to the sport developed as she grew and moved through the time. The last test takes four hours, where you sit in a room ranks. “My parents signed me up for it when I was little, when all nervous. There’s one part where you have to do continI just thought it was something cool to do. When you’re little uous kicks for three minutes on each side and they look at and you do karate, you think you’re a little ninja,” Rude said. your balance, your center of movement, and that sort of As she aged, Rude became thing. It’s just a lot of work that increasingly independent in her you have to invest to move on,” karate and the time she dedicatRude said.

“It started as something fun, and then ed to it. “My parents put it mostRude views karate as more once you start something like that you ly on me––yes, they had to drive than a sport; karate has helped me––but if I said that I wasn’t goshape her sense of accomplishdon’t feel accomplished until you’re ing one day, they wouldn’t make ment, even today. “It was imfinished with it.” me go. But if you do that, you get portant to me that I received yelled at by your instructor, bemy black belt for self-discicause it’s like a class of 20, so they pline… It started as something know when you’re not there,” Rude said. fun, and then once you start something like that you don’t Because of the patience and physical strain it takes over feel accomplished until you’re finished with it,” Rude said. such a long period of time, achieving a black belt is a notable While Rude no longer takes karate classes to receive milestone in both Karate and Rude’s life. Not only do belts behigher belts, she is still deeply involved in the community of come more difficult to obtain as the levels climb higher, but the karate and makes sure to support the sport in any way she entire process takes years to complete. “There are something can. “Although I don’t really participate in the karate aspect like 20 different belts you have to get before you even get your of it anymore, I am still very much actively involved in the black belt, but there’s usually about a month or two between community. I cheer for the people that I used to participate each belt change… in between your brown belt and your black with, and I volunteer at all the tournaments,” Rude said. As belt there’s probably a year that has to go by before you can get far as whether or not Rude retains the skill she learned as a it because there’s so much more that you have to retain and so ten year old: “I still retain all the information, I just don’t many screenings that you have to pass,” Rude said. attend the classes,” Rude said.

As far as motivation for getting her black belt, Rude looks From getting her black belt, Rude not only learned valuto two incentives. “Initially, my motivation was just to do it for able skills that will certainly last a lifetime, but continually is myself, because I thought it was fun and I enjoyed doing it evappreciative for the experience and the commitment it re-

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Aroun

When Lexi Brass, Erin P the US for the first time,

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hether it’s visiting family or exploring the world, the experience of leaving the country for the first time is truly incomparable.

Vacations and holidays allow students to take a break from daily school activities and relax. During this time, many families take advantage of this break to see a new part of the world, volunteer, or even play a sport in a different country.

Over winter break of 2016, senior Lexi Brass spent her vacation preparing for her first holiday abroad. “This was the first time I had ever travelled on this long of a flight, so I was kind of anxious, and at first I wasn’t really sure what to expect,” Brass said.

Brass and her father planned to visit Germany, where her grandparents are from and currently live. In preparation for her journey, Brass took to the internet to learn what she needed to bring and how she should pack when travelling to Europe. “My dad has made the trip before so he could give me some tips, but I watched a lot of online tutorials on what you can bring on flights that will make the trip easier. I remember reading to bring a pair of noise-cancelling headphones, and I would totally recommend it,” Brass said.

On her trip, the most memorable place that she visited was Hamburg, Germany. “It was really cool to see northern Germany, and I loved the architecture and how it was so different from what you would see here in the United States,” Brass said.

Religion teacher Jeremy Cramer travelled abroad for the first time to experience a spiritual opportunity. In the summer of 2006, Cramer spent seven weeks with Society of Jesuits in India. There, Cramer taught English to villagers and worked with the parish that was currently stationed in the location. “I was lucky that the Jesuits I was travelling with had been there before. They were able to teach me what to expect and brief me on the differences between our cultures,” Cramer said.

While travelling, Cramer encountered many new experiences

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und the World

Erin Patton, and Jeremy Cramer each travelled outside of t time, they connected with new worlds and opportunities.

Writer: Molly Keady Photos Courtesy of Jeremy Cramer, Erin Patton, and Lexi Brass Designer: John Boulay

that involved interacting with new cultures, particularly when he visited Kohema, a state of Nagaland in northern India. “When we arrived [to Kohema], we visited a family, and we were the first white people they had ever seen. They brought us into their homes and prepared us a huge dinner including chicken and rice. It was honestly one of the best meals I have ever eaten,” Cramer said.

From his experience, Cramer has learned that in order to truly appreciate a new country, continent or culture, you must fully involve yourself in the environment. “One of the men who [was] travelling with us, Father John Sabreno, said: ‘Let the people speak the Gospel.’ I learned that when travelling, you need to just go out and meet people wherever you go, don’t just stay at a hotel,” Cramer, who has also travelled to Israel, said.

Senior Erin Patton and her brother, junior Sean Patton, left the United States for the first time in 2013. The Pattons both play bandy and hockey with a local hockey association.

“Once every three years, our hockey association will plan a trip to play hockey somewhere internationally, and we were able to go to Sweden,” Patton said.

As they resided in Stockholm for two weeks, the Pattons had the opportunity of playing the sport they love with teens from the other side of the world. “The best part of the trip was being able to just skate with the other Swedish kids.

We didn’t all speak the same language, but it was really fun just to play [bandy and hockey] with them,” Patton said.

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Writer: Sam Lou Phohotographer: Lauren Beh Designer: Michael Koch

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The New Americans I

t’s common to hear people from different countries ask: “What is it like to be American?” A stereotypical answer would probably include freedom and liberty, rights and equality, or maybe hotdogs and donuts. But those aren’t privileges afforded to everyone, not even everyone living in America. “When I first came here, I had the F2 visa. In the first 4 years, my husband and I couldn’t even apply for a green card,” BSM Chinese teacher Li Sun said. “Green Card” is the official process of becoming a permanent resident. Far from citizenship, the green card only guarantees living status and proves occupation status in the United States. No rights are protected and none of the privileges of being a US citizen apply.

Senior Holly Caboti-Jones’s family is currently living under this situation. “My father is from London and my mother is from Barcelona. My brother and I were both born in London and we moved to America in 2007. Originally, my parents moved our family to America with the intention of returning back to the U.K. a year or two later,” Caboti-Jones said. She explains that as time went on and due to her father’s success at work, those two years turned into a decade. “Until less than a year ago, my family had been on a working visa,” Jones says.

After over a decade of effort and contributing to this country, Caboti-Jones’s family is still unable to obtain a citizenship status. “This essentially means that if my dad lost his work, we wouldn’t be able to stay in America anymore, and due to the fact that my brother and I have now spent most of our lives here, my parents thought it was best that they take the next step and become permanent residents,” Jones said.

The time-consuming process of becoming a permanent resident is designed to ensure that applicants are qualified for

U.S. citizenship. “I wasn’t really involved in the process of becoming a resident, but I do know that it was very holistic for my parents as it entailed stacks upon stacks of paperwork to prove we weren’t trying to swindle the government out of green cards. Being a permanent resident is like being a citizen except you don’t get an American passport, can’t vote, and any criminal action will get you permanently deported,” Jones said.

While the Caboti-Jones family is currently taking steps to obtain their citizenship, Sun had an entirely different approach to applying for citizenship. She obtained her citizenship last year after over 20 years working and teaching American students about the Chinese language and culture.

“For saving some time and effort, I decided to apply for the citizenship. The procedure was rather easy for me because I have a profession and the experience living in the US for over 20 years. It took me about half a year to get approved,” Sun said.

Being granted citizenship is a beneficial step that not only guarantees certain rights, but can also aid in professional growth and social well-being. “Getting a citizenship was a big step for me and my husband. It helps me with my career; I have better standards of living than I do in China, and I can enjoy myself in the process,” Sun said.

United States citizenship is not only useful for securing jobs, but for French teacher Frédérique Toft, being a citizen allows her to engage in her community in a way she was never able to before. “For three years after I got married I was not a citizen.

I lived here, but I could not participate in political life, and [not being a citizen] was almost an excuse not to participate...Now citizenship for me means I can be more invested in my community. I can have an opinion and share it if I want to,” Toft said.

Toft first came to the United States to finish her graduate studies at the University

of St. Thomas, after which she got married, and then applied to become a citizen.

“I acquired American citizenship based on me being married to an American citizen.

When you get married you get a permanent resident card, and three years after you have permanent residency based on marriage then you can apply for citizenship yourself,” Toft said.

No matter what path is taken to obtain citizenship in the United States, years of sacrifice and dedication are required. Despite the intimidating process, people living in the United States who have yet to acquire citizenship are not deterred from pursuing their goal of citizenship. “I hope to one day apply for a citizenship as I will be attending The College of William & Mary and most likely staying in the US for med school,” Jones said.

The United States offers widely recognized educational opportunities, which encourages students to stay in the US no matter the possible difficulties. “I have been in America for two years and [I’m willing to stay because] I like American culture and education here. I think it’s a good country to live in,” junior Chenxiao Yang said.

Junior Jerry Song echoes the reasoning of Yang: “Here I have more chances to choose what I can study and explore, and it’s a different case in China. Even getting a visa to stay here is really important to me,” Song said.

For many immigrants and residents in the United States, the country is able to offer a level of stability and opportunity that entices thousands of people every year to begin the long process to citizenship. “My citizenship is really important to me; it allows my profession more opportunities to soar, and offers me a more free lifestyle so that I can not only succeed in my career, but also enjoy this life,” Sun said.

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ELECT TO ELECT O

n Tuesday, November 8, 2016, Americans came together to vote in the Presidential Election between Republican Donald J. Trump and Democrat Hillary Clinton. As the BSM student body stands diverse in its political views, a handful of seniors, including Megan Benson, Michael Pohlad, and Max Jablonski, had the privilege of voting for the first time this past fall.

The polling place was not a new scene for Megan Benson, who has accompanied her parents to vote in past elections. Benson knew what to expect when going to fill out her first ballot, but realized when she arrived that she was required to vote for other candidates besides those running for President. “It was really cool to be apart of a country-wide decision, but I wasn’t prepared to vote for lower levels of government. I wish I would’ve done more research,” Benson said.

Many first time voters make the common mistake of focusing all their attention toward the Republican and Democratic candidates. Because of this, lower-ranked candidates are often forgotten about and

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randomly voted for on the spot, making prior research recommended.

Michael Pohlad stands behind the idea that all Americans have an obligation to participate in presidential elections.

Empowered by the number of Americans voting together, Pohlad was taken back by his first voting experience. “It was a really cool experience but was less formal than I expected it to be. I was surprised the ballot wasn’t electronic, and how easy it was to vote for the leader of my country,” Pohlad said.

Leaving his ballot in a box for the first time gave him a different sense of patriotism that he won’t forget.

As a rite of passage and serious citizen duty, being prepared to vote by researching candidates at all levels was paramount for Max Jablonski. “I made sure I looked into the candidates running for other positions of government before I went in to vote. I wanted to make sure my votes were counting to the right people. All in all, it was exciting to experience the privilege of being American and I’m proud that as an American we are able to choose our leaders for

Writer: Cici Fortney Photographer: Kristina Brown Designer: Charlie Peavey

such a democratic system,” Jablonski said.

After voting for the first time, students feel the responsibility of participating in American democracy. “Voting in an election is something I’ve always looked forward to. I kept up with the race and put a lot of time and thought into which candidate I was going to vote for. I wouldn’t say I felt older, but I did feel good about my vote supporting a decision that would go down in history,” Benson said.

The impact that casting a ballot holds struck Jablonski as a mark of growing up.

“Voting is something I’ve always watched my parents do, and now that I had a chance to vote, it made me feel like I was participating in something only adults can do. It was cool to be a part of one of the most controversial elections this country has seen,” Jablonski said.

To people all across the country and world, gaining the right to vote signifies becoming an adult and assuming an important civic duty. Gaining such an awesome responsibility gives an American direct action into electing leaders who will determine the legacy of our country.

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Marching O

n January 21, 2017, millions of women and men around the world gathered to participate in the Women’s March, and while it was centralized in Washington D.C, the city of St. Paul also hosted a march with more than 90,000 participants. For many who participated, the Women’s March marked a revival of inspiration, community, and renewed activism for women’s rights.

Seniors Cora Wyvell, Gracey Scott, and Carrie Bather were just a few of the many BSM students who joined the 90,000 plus people in the St. Paul march and rally. It was a common trend that these students heard about the march from one of their greatest inspirations, their moms. All three also became interested after seeing the activity surrounding the Women’s March groups on Facebook.

“It was one of the bigger movements that was centered around women and our rights; I wanted to be a part of it,” Wyvell said.

The feeling of actually being at this event was powerful. “It was one of the most incredible experiences of my life. I saw women coming together and making sure we aren’t overlooked,” Scott said.

Being at the march gave participants a better understanding of the true motivation and meaning of the movement. “It was just very empowering, how beautiful it was to see all these people com-

ing together about something that has the potential to affect so many,” Bather said.

Not only were the marches invigorating to those who attended, but they also altered the way modern protests are viewed in general. “You hear about so many protests that get violent or are kind of a nuisance, [so] I didn’t know what to expect, but it was completely peaceful, happy, and uplifting in a positive way,” Scott said.

Being surrounded by people working toward one similar goal inspired a new sense of motivation.“I definitely was newly inspired; that was the first protest or assembly that I had been to [that] inspired and motivated me to become more involved in this movement, and it was so much more than I expected. I didn’t know that many people were going; the crowds were so overwhelming,” Scott said.

Attending events like the Women’s March not only opens doors to new opinions and ideas, but also inspires lifelong dedication and activism. From participating in such a momentous march, Wyvell, Bather, and Scott found a new sense of hope in their own voices and collective action. “This was kind of the beginning of the spark of my passion for feminism and womanism and how much the impact this past year has had an effect on me,” Bather said.

Writer: Lucy Scherer Photo Courtesy of Gracey Scott Desginer: Lukas Freund

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Opening

A

nyone who has been to a BSM theater production has witnessed the student actors standing center stage, painted with makeup as they perform a piece that they’ve poured hours of rehearsal into. These actors are tasked with taking the stage, capturing the audience, and giving all they have in their performance.

This scene is simply routine to performers such as junior Maddie Schafer, senior Carson Knoer, senior Ty Hansen, and junior Brielle Baker. The plays and musicals at BSM, while entertaining, take much talent, discipline, and hard work behind the scenes. For these four actors, dedication to the art form has resulted in lead roles in the BSM theater. “[Having a lead role] is definitely really stressful, but it’s a great experience and it just builds your passion,” Knoer said.

As a junior, Knoer received two consecutive lead roles, first as Romeo in “The Seussification of Romeo and Juliet” and later as Robert in “The Drowsy Chaperone.” Receiving lead roles

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before senior year is extremely beneficial when participating in future productions. “If you only get lead roles your senior year, that doesn’t help you, but if you start getting lead roles your sophomore and junior year, you kind of know what you’re about.

It propels you to do better the next few years,” Knoer said.

Ty Hansen received his first lead role as a sophomore when he starred as Ichabod Crane in “The Legend of Sleepy Hollow.” “I was really proud of what I could do as a lead. It gave me more determination to put on a good show,” Hansen said. Non-thespians may not realize it, but it can be especially nerve-wracking to have a lead role as an underclassman. Even as a junior or a senior, nerves before a performance never completely disappear. “I’m always nervous before a show, even now as a senior,” Hansen said.

While the pressure increases with a lead role, so does the reward. The actors get to showcase talent on a much broader scale. Along with a lead role comes a sense of pride in such an

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g Night

accomplishment. “You feel proud of yourself like you’ve accomplished something, and then it’s nice because it gives you more confidence going into the next show,” Knoer said.

Maddie Schafer has been in many BSM shows, with multiple roles including Janet in “The Drowsy Chaperone,” and Morticia in “The Addams Family.” She received the lead role of Janet as a sophomore, which is an accomplishment amongst the immense female talent of upperclassmen in the music department. “It was so cool to be up there with those people I had been watching in shows for years,” Schafer said.

Brielle Baker had her first lead role in musical theater before she even entered middle school; she starred as Alice in her sixth grade play of “Alice in Wonderland.” “[In sixth grade] I ended up getting Alice, and I remember at the end of the last show, the spotlight was on me, and it was the best feeling ever when the audience clapped for me. That’s when I knew I wanted to do theater for the rest of my life,” Baker said.

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For Baker’s first lead role at BSM, she will play Alice again in “Wonderland: Alice’s Rock and Roll Adventure,” a modern take on the original fairytale. “I have a lot more lines this time around, so I have to work a lot harder, but it’s awesome that I got to be her once and [now play her again]” Baker said.

Knoer, Hansen, Schafer, and Baker all have had very different and important roles in the theater department throughout their high school years. The rush of having a lead role in a show can be both thrilling and frightening; however, the starring roles and the ensemble are both equally important to putting on a good show: “I’ve been doing theater for a while… theater is such a family and it doesn't even really matter what role you get,” Schafer said.

Story: Kailyn Pedersen Design: Johnny Byrnes Photo courtesy of Caroline Stroh

milestones

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Leading the B

eing a captain for a club or sport is one of the highest leadership roles in high school. This responsibility is not taken lightly by proud leaders who put every ounce of themselves into filling these jobs. From being the snack committee at meets, to emailing advisors, to mentoring younger participants, the captains do as much as possible to insure an enjoyable season and push the younger members of the team to meet their fullest ability.

Senior Lillian Smith is one of four girl’s cross country captains. Thrilled to be voted captain by her teammates, she loved every moment of the season.

“All throughout my high school career on the team, I tried to be super inclusive and friendly to everyone on the team because my freshman year that is what the captains did which I really appreciated. It made me feel like a part of the team. Along with the other captains, I [led] the team through practice everyday and helped the coaches with whatever they needed. I acted as a role model to the younger girls on the team...I gained new experiences and learned a lot from it,” Smith said.

It was a major achievement for Smith to lead a team that she has loved and dedicated her time to since her freshman year. “I absolutely loved being captain. The

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best part was being able to lead a team that I had been a part of for so long. I had always looked up to the captains, and now I was at that point. The worst part was having the season end––I didn’t want it to,” Smith said.

Many students who have participated in a sport or activity for many years are awarded captainship for their experience and dedication. Senior Gracey Scott was a mock trial captain this year after participating in the activity for three years. Mock Trial had a successful season making it all the way to State; this was an incredible record for the team. “Mock trial has been my favorite thing I’ve done in high school. I worked hard and had a good relationship with the coaches. I was leading a smaller group of people around my age, so it was hard to know when to be more of a friend or a captain. The coaches taught us about leadership and gave us good examples. It was an honor to represent my teammates and friends,” Scott said.

Senior Michael Wexler was boys’ varsity basketball captain this year along with classmate Derek Drees. Wexler learned that leadership was all about pushing his team to do the best that they can, and through practices and games, the captains were able to guide their teammates.

To become a captain, Wexler put endless effort into the sport and his team. “[Being captain] was a huge accomplishment for me. I always had the goal to be named captain and the way I worked for it was by focusing on being a leader both by example and through being vocal in practice. Also, just never slacking off in anything, trying to push myself to go as hard as I could, and work ethic were big pieces for me,” Wexler said.

As the boys’ swim team captain, senior Tyler Metz also recognizes the importance of guiding the team in order to improve their skills over the course of the season.

His job as captain includes emails, apparel orders, team suits, making sure everyone knows where to go, and pasta dinners. He will always remember his role of leadership.

“This was an important milestone for me because I was able to add more to the team beyond just swimming, but also socially and leadership-wise. It was a rewarding experience because it showed that my coaches trusted me to be a leader on the team,” Metz said.

Writer: Kayla Farrey Photographer: Morgan Williams Designer: Claire Lancaster

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e Team

ams

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First State Title

Will A

s the Thanksgiving meals had finally digested and the date of November 25 had fallen upon the football team, nothing could describe the emotions that flowed throughout my body. As a senior and playing in my final game, there was no better way to end my high school career. Before our team walked into the US Bank Stadium, all I thought about was the amount of time and hard work that our team had put in since the summer. The strenuous practices that we went through and all the film that we watched prepared us for the biggest game of our lives: The State Championship.

Even though we were ready to play, nothing prepares you for walking onto the field in front of 15,000 fans inside a billion dollar stadium. Everyone felt nerves, but we all had a bit of a swagger that we were the better team. “We were a team returning a lot of quality starters that had worked hard to improve in the offseason. There was no doubt that we could win this game,” senior receiver Matt Brooks said. As I marched onto the field, I got chills. The nerves hit me. I told myself relax, Will, relax, it’s just like any other game. As the game started, Brooks and I began to settle in.

I completed a third down pass to Brooks for a first down early in the game. “That third down pass was huge, it gave Will and I confidence that we could air it out against this team,” Brooks said. As all of the nerves began to fade away, the worst possible scenario occurred. Our star player, Ricky Floyd, went down with an injury. His injury forced us to understand that in order to win the championship, we would all need to step up.

As a team, we would have to come together to win. It wasn’t a problem to unite considering that our team had great chemistry. “We truly had a special bond, we all loved being around each other, and held high expectations for each other,” sophomore linebacker John Whitmore said.

As the clock ticked down and we held possession, I had to pinch myself to really believe what was going on. We were going to win the State Championship. I couldn’t believe it. Reality finally struck when the clock expired and it was announced that we had won. The amount of joy and happiness that was shared between myself and my teammates was indescribable. “Running over to the sideline with the trophy in your hands, surrounded by your fans screaming and applauding you was truly a memory that I will cherish forever,” Whitmore said. “We were extremely fortunate to have those kinds of fans. It felt incredible that our team could give our school such pride,” Brooks said As a freshman, I was a scrawny little kid who had never played football in his life. My jr. high coach Mr Hoemke recommended that I play football the following year, and it was the best decision that I ever made. Not only did I make life-long relationships, but I was also able to experience playing for the best coaching staff anyone could ask for. The lessons that they taught me made me a better player and a better man. Knowing every day that no matter what, my teammates and coaches would go to war for me gave me a second family and this family aspect is a great staple of what the program represents. Those are the memories that I will cherish forever. Thank you for everything BSM Football.

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#2

Writters: Will Whitmore & Ricky Floyd Desgin: Lukas Freund

5/4/17 11:18 AM

eltiT etatS tsriF

Ricky T

hroughout all of my years playing football at Benilde-St. Margaret’s, winning State was by far the best experience of them all. Football for me is so much more than what meets the eye. To know what I am talking about you would have had to have played on a football team, but luckily you have me.

We are a family and always will be. Your teammates are your brothers, and you all love each other. You are willing to put it all on the line for them, and that’s why we were so successful this season. You could feel the maturity and the leadership take over our team, and that feeling––that we were in it together––propelled us through adversity. This season meant everything to me personally. With the performance my team put on in the State Championship, I would have been content with whatever outcome.

Our coaches were a big part of why we won State; they never lost faith in us and always had our backs, no matter if we were wrong or right. Personally, I wanted to do it for Coach Hanks who always had interest in me as soon as I met him. After all the football program has gone through at BSM, it really stuck with people’s hearts to win or at least get further than the years before us, and that’s what we did.

* * * The day of the State Semifinals, I’m sure the rest of the guys woke up excited as well. The fact that we were even in the Championship made us happy. We arrived at school at about 2:00 pm to have prayer, team lunch, and yoga. As we got dressed, our silliness died down and focus began to settle into our heads during the team meeting. Driving into Minneapolis gave me butterflies, and I looked at the brand new stadium knowing we were about to try and win the State Championship for the first time in school history.

When I walked on the field for the first time with everyone staring at me and all the lights shining down, I started to feel like an actual NFL player. There is no way to describe it unless you are suited up and actually on the field.

At the start of the semifinal, we were down bad. The score was fourteen to nothing. All of us were unexpectedly exhausted, but we had to get back on our feet. Our defense finally got a stop on fourth down, and the other team was forced to punt the ball.

The ball landed at about the twenty-yard line and the play was “buck sweep.” Will Whitmore handed me the ball, and I took off for about 80 yards for the touchdown. It was so surreal, and it happened, so fast but it felt like I was running in slow motion. As I was running, I could see myself up on the Jumbotron––it was an amazing experience.

After that spark, our team went on to win 31 to 34. That play and all the team effort of every one of our guys contributed to our win and that’s what made going to the Minnesota State Championship Game for the first time in school history that much more sweet. That win made us closer because we knew we were better than Winona, and we knew that the worst was behind us.

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Quinceañeras Combining religion, tradition, and birthday celebration, quinceañeras mark the transition from childhood to adulthood for Latina women.

E

veryone celebrates birthdays differently. Some families have birthday breakfast, others go out for dinner, and some even invite the extended family over. In the Latino culture, quinceañeras are a significant event in the lives of young woman and are also fun party for friends and family.

Quinceañeras are traditionally big parties in celebration of a girl turning 15 years old. This event is one of the most important milestones for girls in the Latino culture. “This day is important because you are being transformed from a young girl to a young lady in the eyes of your communi-

ty,” senior Andrea Ochoa said.

Due to the fact that quinceañeras are a huge event for not only the young woman celebrating her birthday, but the community as well, the planning is tremendous. “It took me a whole year to plan my quince. [I] started off with picking the date of the party, picking the ballroom, picking a theme, picking a dress. [I had to] ask close friends and family to be godparents of certain things and [then] practice all the dances with my court,” Ochoa said.

It is a tradition in many families for the girls to have quinceañeras. Some girls have older siblings or cousins who had a quince and growing up, they got to witness them shine on their special day. The girls were then thrilled for their very own quinceañera when they would come of age.

“My older sister had one before me so I saw all of the planning and stuff that went with it, and so I was excited for it,” senior Alma Godinez said.

To start off a quinceañera, there is a church service as religion plays a significant part in the lives of many of the young women. Afterwards, the party starts. People eat food, dance, and just have a blast hanging out with friends and family. Then there

is a surprise gift for the girl and a surprise dance as well.

A traditional aspect of quinceañeras is the changing of the shoes for the birthday girl. “I had Converse, and that symbolizes that you have little girl shoes and then my dad put my heels on and that represented womanhood. Then after that, I danced with my dad, [as] traditionally you only dance with your dad,” Godinez said.

Having friends and family present at a quinceañera is one of the most important parts of turning 15. Becoming a woman is an significant transition, and it’s impactful to have valuable friends and family there to see it. “It’s when you become a woman, so it was really special to have the people that were there to see me transition into a woman,” junior Cristina Marier said.

Quinceañeras are hugely remarkable events for young Latina women. These traditional parties mark the importance of getting older and finding independence while surrounded by friends and family. These celebrations are a blast as well. “It takes a lot of time to plan and a lot of money is put into this party. This is a once-in-a-lifetime party. With a court, a dance, a big beautiful dress and everything else,” Ochoa said.

Writer: Erin Long Designer: Andrew Cadle Photo Courtesy of Christina Marier

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25 5/1/17 12:17 PM

Bar and bat

Mitzv hs Every culture has a different time and celebration when a child is finally considered an adult, and all of these coming of age customs are special for specific reasons. In the Jewish faith, at the age of 13, children experience a Bar Mitzvah for boys or a Bat Mitzvah for girls. This tradition is hundreds of years old and holds true to the classic celebration while adapting with cultural shifts as time continues.

A Bar Mitzvah is used to describe a boy becoming a man while a Bat Mitzvah is for a girl’s transition to womanhood. A Bat Mitzvah is a newer take, seeing as girls did not have Bat Mitzvahs until the 1940’s and 50’s. “It usually happens age 13 for males and 12 for females in traditional Jewish culture. In more reformed settings that we have now it’s pretty much 13 across the board,” junior Noah Bridges said.

These celebrations mark the moment a Jewish person begins to take responsibility for their own faith education, their words, and their actions. It’s a coming of age with all kinds of responsibilities. “The significance of a Bat Mitzvah is growing up in the Jewish world. It’s suppose to teach you to become a woman or man through learning prayers, reading torah, and being prepared for the day of the Bat/Bar Mitzvah,” sophomore Ana McDonough said.

The preparation for this event is long and carefully planned.

Not only does the child receiving a Bar or Bat Mitzvah have to read a section from the Torah, but they also have to read it in front of their family, friends, and community. “You start learning your Torah portion about a year in advance because you essentially have to memorize your portion. You have to learn the Hebrew, you have to learn the English, then you have to learn the melody that goes with it,” math teacher Rosalie Goldberg said.

Bar and Bat Mitzvahs are incredibly significant milestones in the Jewish tradition which signify assuming responsibility and the furthering of the Jewish faith and traditions. “I just remember how important it was to me. I was the oldest in the family so I was the first one of my sisters to have a Bat Mitzvah. It’s just a really big deal. You’re 13 years old, and the attention is on you.

I just remember how good it felt,” Goldberg said.

The Torah is central to a Bar or Bat Mitzvah, and Goldberg reflects on her portion with pride. “My Torah portion was 15 verses. It came from the book of Genesis; it’s called Toldot.

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It’s where Esau is really hungry and Jacob says, ‘I’ll give you some food, but I want you to sell me your birthright’ and Esau agrees. So then Jacob [gets] the birthright,” Goldberg said.

Goldberg is proud to see her daughters grow in their Jewish faith and plans to pass on the tradition of the Bat Mitzvah to them. “I think it’s a huge part of our Jewish faith to continue on that tradition, and it imparts upon them the significance of who and what we are,” Goldberg said.

Writer: Mary Youngblut, Photographer: Ginny Lyons, Designer: Lily Nederveld

5/2/17 12:11 PM

“I just like to think of teaching as a way of giving back.”

First TIME

- Mr. Askegaard

TEACHER

Writer: Katie Sohm Photographer: Anna Jewett Designer: Kathryn Gefre

After subbing at BSM in the fall, Garth Askegaard taught, for the FiRst Time, this spring in JOhn Porish’s Science Classroom.

T

he first day at a job can be intimidating and scary, but the task is even more daunting when it’s in front of 20 judgemental teenagers. Now a BSM student teacher, Mr. Garth Askegaard’s first experience in the classroom was as a substitute teacher, and it was an interesting one.

His first day subbing didn’t go as planned; what Askegaard thought was going to be a math class was actually gym class. “I came in subbing thinking I was doing math but then they asked me to do phy ed. I found out they were doing soft ball outside, and I was dressed up in nice dress pants, but I had a blast,” Askegaard said.

During another early subbing experience, he was teaching an out of control middle school class. “It was a class full of rowdy seventh graders and I spent too much time telling kids not to do stuff.

They kept doing things and throwing food on the ceiling and I had to call for backup,” Askegaard said.

Since then, he has learned how to better communicate with students and get them to listen. All of those tough substitute teaching experiences helped him to become a better educator. “I’ve been just learning how to communicate with students and [to] explain things to them. I’m now more comfortable and [I] always have a plan,” Askegaard said.

The most vital skill Askegaard has had to learn as an educator

is how to adapt his teaching approach for different students. “A challenge to teaching is just being able to make those ‘aha’ moments happen with 20 plus students who all learn differently. One of the best parts [of teaching] is seeing them have an ‘aha’ moment and something that changes their perspective,” Askegaard said.

Askegaard’s decision to pursue teaching was influenced by his coaching basketball and teachers he had. “After coaching basketball, I realized I really liked working with kids and decided I should try teaching,” Askegaard said.

After his revelatory time as a coach, he knew that teaching was the right path. “I just like to think of teaching as a way of giving back. I have had a lot of good teachers, and it’s time for me to be giving back,” Askegaard said.

While deciding to be a teacher, he didn’t expect the diverse ways that students learn. Askegaard grew up being an auditory learner, so discovering the variety of ways to learn was a crucial step in being able to teach. “I discovered that there are so many different types of learners and that students need different types of instruction to do well,” Askegaard said.

Despite the challenges, Askegaard has learned to love teaching, and plans to continue in the fall. “My plan is to be teaching full time in the fall. I want to teach science––either biology or physical science. I would also like to do coaching,” Askegaard said.

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The fi

Questions What is it like to come into the middle of the school year in regards to leading teachers?

“When you walk into the middle of a year, and the ball is rolling you aren’t thinking about inspiring teachers and changing direction. You’re thinking about integrating yourself, and after however many months, you start to think about the years ahead. You have to understand before you can plan.”

Did you feel awkward your first day at the school with students?

“The families have been incredibly welcoming. You’re pretty hard pressed not to get a good morning or hello out of someone. Even when you can tell someone is having a tough day you can still feel the openness.”

What inspired you to be the What inspired you to be new leader of BSM? the new leader of BSM?

“When I was away, I still felt connected to the school even though I hadn’t worked here in 11 years. Upon returning, I knew that I wanted to be back in education in a place where I truly believed in the education and learning. This place hold special meaning given my earlier experiences with the school.”

answers

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5/1/17 12:59 PM

firstday

Writer: Grace Gyolai Photographer: Anna Jewett Designer: Kathryn Gefre

Dr. Adam Ehrmantraut recounts the details of his first day in the Office of the President at Benilde-St. Margaret’s.

S

tarting down a new path towards a different profession is never a simple undertaking. New jobs take preparation and a willingness to change, but to be the new President of Benilde-St. Margaret’s also requires authenticity, leadership, and a true connection and dedication to the community of the school. As the new head of BSM, Dr. Adam Ehrmantraut hopes to lead the school with those qualities, and remembers his first day as a milestone in a hopefully long run with our school.

February 1 was Ehrmantraut’s first official day with students at BSM, and because he was new to the school in the capacity of President, his first day was geared toward introducing himself. “[The first day] was all about visibility and meeting people... It was all about meeting students and faculty,” Ehrmantraut said.

Many people would be nervous about their first day in a new job, but as a former BSM teacher and coach, Ehrmantraut felt excited. Instead of letting nerves get the best of him, Ehrmantraut focused on what message he wanted to convey to the school. “Some people here I knew from my first time through, but other people I hadn’t met. I thought about being clear and authentic, and how I could communicate that in a non oneon-one setting,” Ehrmantraut said.

Although Ehrmantraut is a new face to the students of BSM, he recognizes the importance of student-administration communications and has already begun trying to foster a relationship with

the student body. “I’ve never gone to a new school in the middle of the school year, so it was very different. You have little time to think and prepare as you step into systems that are already in place. But as far as the students go, it was not problem at all.

It’s pretty easy for me to connect with students and start relationships,” Ehrmantraut said.

As Ehrmantraut’s first day as President of BSM was centered around observation and authenticity, he had time to appreciate how our institution has grown since the last time he was employed here.

Ehrmantraut has seen a trajectory of improvement that he hopes to continue. “I see emphasis on skills that are beyond just content.

The things students do demand more of them and it focuses on things that are going to be important in college and beyond. We have such a great breadth of opportunities, and anyone can find something to be involved in,” Ehrmantraut said.

Becoming the president of a school like BSM is not a role that anyone can fulfill, but because Ehrmantraut feels a deep connection to the mission and model of BSM, he wanted to be the one to undertake the position. “Being here the first time, I really saw what the school was about and really believed in what we are trying to do with students, particularly as it relates to a real robust, whole student approach. I believe in that wholeheartedly,” Ehrmantraut said.

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99 things to do you e r o f be Graduate

Writer: Jordan Sims Designer: Claire Lancaster

1. Attend a school sporting event you have never been to before 2. Take a trip with your friends to a new location 3. Go on a road trip that lasts more than a day 4. Go to a band or choir concert 5. Give a sincere thank you to the teachers who impacted you most 6. Make a playlist of your favorite songs throughout high school 7. Make a time capsule to open in 20 years to remember your high school years 8. Memorize five encouraging scriptures or quotes 9. Write your own college bucket list 10. Join a sports team 11. Become a captain or manager 12. Sit down with friends and write down all your favorite memories from high school in as much detail as you can

13. Befriend the Little Knights 14. Try a new extracurricular activity 15. Attend a school dance 16. Go camping at Itasca State Park 17. Visit as many lakes in Minnesota as you can 18. Go to as many movie theatres in the Twin Cities as possible 19. Go to Punch Pizza 20. Have a Juicy Lucy 21. Pick up a new hobby and try it for at least six months 22. Spend at least one day with old friends you grew up with but haven’t seen in years 23. Sit with a new group of people at lunch for a day 24. Have a conversation with as many people in your class as you can

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25. Write a letter to your best friends telling them what you appreciate about them 26. Write a letter to your parents thanking them for their guidance 27. See a band or artist in concert that you have never been to before 28. Go to a music festival 29. See a concert at historic venues like First Avenue or the Varsity Theater 30. Make amends with someone you have problems with 31. Show as much school spirit as possible at sporting events 32. Tell your crush you like them 33. Go to a Timberwolves game 34. Go to a Vikings Game 35. Go to a Twins Game 36. Find your doppelganger on the wall of alumni 37. See a play at the Guthrie

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r

57. Read an entire book in English with no help from Sparknotes or Shmoop 58. Go all out for the dress up days during Homecoming Week 59. Eat chicken fried steak from Taher 60. Get your voice on the announcements 61. Run away from Ms. Roushar in the hallway when you don’t have a pass 62. See a school play 63. Visit the Synagogue 64. Hop the train tracks and walk to the West End 65. Have a conversation with Mr. J 66. Say thank you to Taher employees 67. Eat Taher cookies 68. Watch March Madness in the help desk 69. Get to school at 7:00 70. Sing loudly at Mass 71. Show up in pajamas for finals 72. Be a TA for a teacher you admire 73. Join RKVC for at least one semester 74. Find and defend your designated parking spot 75. Go to Sky Zone 76. Use the weight room 77. Go as long as you can without washing your gym uniform 78. Take the lead on a group project

38. Maintain a good GPA 39. Spend as much time with your family as you can, especially senior year 40. Take a new class that you don’t know anything about 41. Get ice cream at Sebastian Joe’s 42. Bike, walk, or rollerblade around Lake Calhoun 43. Ride on Coach Creer’s golf cart 44. Prepare a nice meal for your friends 45. Go to the Walker Sculpture Garden 46. Ask someone to a dance in an elaborate way 47. Be a flag bearer at Mass 48. Go to a BSM state sporting event 49. Get your first job 50. Go to the local ski hills 51. Go to Valley Fair 52. Go to the Mall of America 53. Go to the Children’s Museum 54. See Minnehaha Falls 55. Pack the Pool 56. Do a group project with people you don’t know

79. Read an entire Knight Errant issue 80. Walk around Uptown with friends and do a food crawl 81. Find your favorite tea or coffee shop 82. Go to the costume room in the basement 83. Learn the Mr. Sabol power clap 84. Audition for a play or speech 85. Participate in a Homecoming Week after school event 86. Thank everyone in the main office 87. Find the BSM swimming pool 88. Get help in the math resource center 89. Check a book out from the library 90. Eat at Black: Coffee + Waffle bar 91. Start a chant during a pep fest 92. Make senior overalls 93. Leave your phone at home for a day 94. Go to a graduation party 95. Donate blood during the NHS blood drive 96. Apply to your dream school 97. Watch the student film festival 98. Walk the stage at your senior Prom 99. Join Knight Errant

100. graduate

milestones

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