the
Spectrum WEDNESDAY, Â JANUARY Â 30, Â 2013
blakespectrum.org
Issue  V
“Your  Voice  in  Print� The  Blake  School
GETTING INTO THE GROOVE Thespians rehearse 1950s-set Shakespeare’s The Merry Wives of Windsor
photo credit: Alisha Litman-ÂZelle and Jonah Sandy
Students rehearse for Shakespeare’s The Merry Wives of Windsor, the Blake US Theatre Department’s spring play, directed by Sari Ketter. Clockwise from left: Kaeli Patchen ‘14, Tate Spencer ‘13, George Vojta ‘13, Alexandra Peterson ‘13, Sari Ketter, Joe Owens ‘15, Megan Olson ‘14, Peterson, Vojta, Sebastian Moller ‘15, Patchen.
Kira Leadholm ‡ 6WDII :ULWHU
T
his  March,  one  of  Shake-Ââ€? speare’s  hilarious  and  en-Ââ€? chanting  comedies  will  be  com-Ââ€? ing  to  Blake.  The  Blake  Upper  School  Theatre  Department’s  spring  play,  The  Merry  Wives  of  Windsor,  will  be  directed  by  Sari  Ketter.       Though  William  Shakespeare  Ď?‹”•– ’—„Ž‹•Š‡†  The  Merry  Wives  of  Windsor  in  1602,  Blake’s  pro-Ââ€? duction  takes  place  at  the  Garter  Inn  in  Windsor,  Connecticut  in  the  1950’s.  This  will  be  Ketter’s  Ď?‹ˆ–Š –‹Â?‡ †‹”‡…–‹Â?‰ –Š‹• ˜‹•‹‘Â? ‘ˆ –Š‡ Â’ÂŽÂƒÂ›ÇĄ –Š‡ Ď?‹”•– ’”‘†—…–‹‘Â? „‡-Ââ€? ing  at  Shakespeare  Santa  Cruz.            The  play  is  about  a  bankrupt  knight  named  Sir  John  Falstaff  (George  Vojta  ‘13),  who  at-Ââ€? tempts  to  woo  two  local  married  women,  Mistress  Page  (Alexan-Ââ€? dra  Peterson  ‘13)  and  Mistress  Ford  (Megan  Olson  ‘14),  to  compensate  for  his  lost  money. Â‘Â™Â‡Â˜Â‡Â”ÇĄ ƒ‰‡ ƒÂ?† ‘”† ƒ”‡ not  fooled.  Throughout  the  tale,  ƒŽ•–ƒˆˆ Ď?‹Â?†• Š‹Â?•‡Žˆ –Š‡ •—„Œ‡…– ‘ˆ Â?ƒÂ?› Š‹Œ‹Â?Â?• ƒÂ?† Š‘ƒš‡• ĥ Page  and  Ford  lead  him  to  be-Ââ€? Ž‹‡˜‡ –Š‡› ƒ”‡ ‹Â?–‡”‡•–‡† ‹Â? Š‹Â?Ǥ
Student  Life
           “In  Shakespeare’s  The  Merry  Wives  of  Windsor  we  are  reminded  of  a  situation  comedy,  not  unlike  a  combination  of  the  I  Love  Lucy  show,  The  Dick  Van  Dyke  Show  and  The  Honeymoon-Ââ€? ers,â€?  said  director  Sari  Ketter  of  the  show’s  comical  plot  and  characters. Š‡ ’Žƒ› ‹• Ď?‹ŽŽ‡† ™‹–Š ”‹…Š language,  strong  characters,  and  ˜ƒŽ—‡• ‘ˆ „‘–Š ˆ‘”‰‹˜‡Â?॥ ƒÂ?† Š‘Â?‡•–›Ǥ ‡––‡” „‡Ž‹‡˜‡• –Šƒ– –Š‡ …Šƒ”ƒ…–‡”• ƒ”‡ ˜‡”› ”‡Žƒ–ƒ„Ž‡ ƒÂ?† Â”Â‡ÂƒÂŽÇĄ Dz–Š‘—‰Š ‡š–”‡Â?‡ ƒÂ?† quirky.â€?    Additionally,  the  messages  portrayed  in  this  production  are  ones  that  we  can  learn  from.  Es-Ââ€? sentially,  the  play  is  about  for-Ââ€? ‰‹˜‡Â?॥ ƒÂ?† –Š‡ …‘Â?•‡“—‡Â?…‡• one  must  face  if  he  or  she  is  not  honest. ˜‡”› •‹Â?‰Ž‡ •–—†‡Â?– ƒ– ŽƒÂ?‡ •Š‘—Ž† „‡ ‡š…‹–‡† –‘ ƒ––‡Â?† –Š‹• •Š‘™Ǥ Š‡ Œ‘›‘—• ƒ–Â?‘•’Š‡”‡ it  creates  is  a  wonderful  escape  ˆ”‘Â? –Š‡ ‡˜‡”›†ƒ› ’”‡••—”‡• ƒ ŽƒÂ?‡ •–—†‡Â?– ‡š’‡”‹‡Â?…‡•ǥ ƒÂ?† you  can  also  see  your  friends  in  an  amazing  production. ‘— ™‹ŽŽ ™ƒ–…Š ÂŽÂ‘Â˜Â‡ÇĄ „‡–”ƒ›-Ââ€?
News
Opinions
ÂƒÂŽÇĄ ƒÂ?† Œ‡ƒŽ‘—•› —Â?™‹Â?† ƒÂ?† become  entranced  by  Shake-Ââ€? speare’s  rich  language  and  cap-Ââ€? –‹˜ƒ–‹Â?‰ ’Ž‘–Ǥ      “Often,  profound  meanings,  lessons,  and  ugly  truths  are  re-Ââ€? ˜‡ƒŽ‡† ‹Â? •‡‡Â?‹Â?‰Ž› —Â?Ž‹Â?‡Ž› dramatic  forms,  like  that  of  farce,  comedy,  and  melodrama,â€?  says  Ketter  of  theater’s  ability  to  …‘Â?Â?‡…– ‘Â? ƒ ’‡”•‘Â?ƒŽ Ž‡˜‡Ž ™‹–Š audience  members.  “What  is  below  the  surface  in  that  which  may  seem  to  be  only  surface  can  be  chilling,  enlightening,  and  ’”‘˜‘Â?‹Â?‰ǥ ĥ ™‡ŽŽ ĥ Œ‘›‘—• ƒÂ?† funny.â€?      This  show  will  speak  to  you  Œ—•– ĥ ‹– •’‘Â?‡ –‘ ‡––‡”ǥ ƒŽ-Ââ€? though  it  may  be  in  different  ™ƒ›•Ǥ Š‡ ‘Â?Ž› ™ƒ› –‘ Ď?‹Â?† ‘—– is  to  attend  The  Merry  Wives  of  Windsor  at  the  MPAC  on  March  ͺnjͳͲ ƒÂ?† Šƒ˜‡ ƒ ™‘Â?†‡”ˆ—Ž ‡˜‡-Ââ€? Â?‹Â?‰ Ď?‹ŽŽ‡† ™‹–Š …‘Â?‹…ƒŽ ƒÂ?† Š—-Ââ€? morous  theater.      Tickets  for  The  Merry  Wives  of  Windsor  will  go  on  sale  Friday,  February  22nd.
For  an  interview  with  Merry  Wives  director  Sari  Ketter,  turn  to  page  10.
In-ÂDepth
A&E
What’s Inside:
VALENTINE’S DANCE.....................................student life 2 CAMPUS RENOVATIONS..........................................news 4 GENERATION “MEâ€?.........................................in-Âdepth 8-Â9 SUNDANCE FILM FESTIVAL.................... entertainment 11 MATH TEAM UPDATE.........................................science 12 FENCING TEAM GOES TO JUNIOR OLYMPICS....sports 16
What’s Online:
For more coverage of The Merry Wives of Windsor, including exclusive set designs, costume sketches, and the cast list, visit: www.blakespectrum.org
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(Left) A costume sketch of Sir John Falstaff for Sari Ketter’s Shakespeare Santa Cruz production of The Merry Wives of Windsor. The costumes for Blake’s production will be inspired by these designs. photo courtesy of: Sari Ketter
Sci/Tech
Feature
Sports
2 student life the Spectrum staff
MDQXDU\ ‡ WKH VSHFWUXP QHZVSDSHU
Seniors  roll  out  new-Âand-Âimproved  Valentine’s  dance Claudia Chute ‡ 6WDII :ULWHU
The Blake School 511 Kenwood Pkwy. Minneapolis, MN Issue V
January 30, 2013
Co-Editors-In-Chief: Nolan Lindquist, Jonah Sandy Managing Editor: Sullivan Whitely Creative Director: Karl Lovaas Online Editor: Molly Apple Online Content Creator: Tony Faustch Business Manager: Christopher Hofsadter Adviser: Anna Reid Front Page Editor: Jonah Sandy News Editor: Adelaide Winton Student Life Editor: Maxine Whitely Opinions Editors: Nolan Lindquist, Maddy Norgard In Depth Editor: Sullivan Whitely Arts Editor: Nina Lillehei Entertainment Editor: Zahara Kathallawa
Features Editor: Molly Apple Science Editor: Janice Chung Technology Editor: Karl Lovaas Sports Print Editor: Carolyn Patterson
Sports Online Editor: Jackson Kelner Senior Consulting Editors: Emily Moore, Eve Lui, Janhawi Kelkar, Laine Higgins
STAFF WRITERS: Sanjana Srivastava, Peyton Crosby, Iman Pakzad, Clare Flanagan, Peyton Crosby, Kira Leadholm, Julia Rock, Alex Feldman, Beatrice Lim, Natcher Pruett, Haley Holsather, Abigail Smith, Austin Rae, John Augustine, Hailey Bork, Rachel Hertzberg, Anneliese Moore, Chris Hall, Rory Taylor, Coco Kaminski, Claudia Chute, James Ring, Greg Lim, Christopher Hofstadter
ƒ˜‡ –Š‡ †ƒ–‡ ƒÂ?† ”ƒŽŽ› —’ ›‘—” ‹Â?Â?‡” ”‘Â?ƒÂ?…‡Ǩ Â? ÂƒÂ–Â—Â”Â†ÂƒÂ›ÇĄ ‡„”—ƒ”› ͝ǥ –Š‡ ŽƒÂ?‡ …Š‘‘Ž ‹• ‘Â?…‡ ƒ‰ƒ‹Â? Š‘•–‹Â?‰ –Š‡ ƒÂ?Â?—ƒŽ ƒŽ‡Â?–‹Â?‡ǯ• ƒÂ?…‡Ǥ ’‘Â?•‘”‡† „› ‘”—Â? ƒÂ?† Ž‡† „› ƒ …‘Â?Â?‹–-Ââ€? –‡‡ ‘ˆ •‡Â?‹‘”• Š‡ƒ†‡† „› Nicole  Kozlak  ‘13, –Š‡•‡ ”‘Ž‡ Â?‘†‡Ž• ƒ”‡ ‡ƒ‰‡” –‘ Â?ƒÂ?‡ –Š‹• †ƒÂ?…‡ –Š‡ „‡•– ‘Â?‡ ›‡–Ǥ Š‡ †ƒÂ?…‡ ™‹ŽŽ „‡ Š‡Ž† ‹Â? –Š‡ ‘˜‡› Šƒ’‡Ž ƒ– –Š‡ ‹††Ž‡ …Š‘‘Žǥ ƒÂ?† ‰ƒÂ?‡• ™‹ŽŽ ƒŽ•‘ „‡ •‡– —’ ‹Â? –Š‡ ƒÂ?† ‘Â?Â?‘Â?•Ǥ ‡‡Ž ˆ”‡‡ –‘ ĥÂ? –Šƒ– •’‡-Ââ€? …‹ƒŽ •‘Â?‡‘Â?‡ Â›Â‘Â—ÇŻÂ˜Â‡ Šƒ† ›‘—” ‡›‡• ‘Â? ˆ‘” ÂƒÂ‰Â‡Â•ÇĄ ƒ ˆ”‹‡Â?†ǥ ƒ ‰”‘—’ǥ ‘” ”‘ŽŽ ‹Â? •‘Ž‘Ǣ ‹–ǯ• ƒŽŽ —’ –‘ ›‘—Ǩ ‹”Ž• …ƒÂ? ĥÂ?ÇĄ „‘›• …ƒÂ? ĥÂ?ÇĄ –Š‡”‡ǯ• Â?‘ •‡– •–ƒÂ?Â†ÂƒÂ”Â†Ç˘ †‘ ™Šƒ–‡˜‡” ›‘— Ž‹Â?‡Ǩ Š‡”‡ǯ• ‰‘••‹’ –Šƒ– –Š‹• †ƒÂ?…‡ ‹• •‘Ž‡Ž› Dz Â‹Â”ÂŽÂ•ÇŚÂƒÂ•Â?nj„‘›•ǥdz •‘ ‹ˆ ›‘—ǯ”‡ ƒ Â‰ÂƒÂŽÇĄ ›‘— Â?ƒ› „‡ ‹Â?“—‹”‹Â?‰ǥ Dz ‘ Â?‡‡† –‘ ĥÂ? ƒ ‰—› –‘ –Š‡ †ƒÂ?…‡Ǎdz
Â? Â”Â‡ÂƒÂŽÂ‹Â–Â›ÇĄ –Š‹• ‹• Â?‘– ƒ Dz ÂƒÂ†Â‹Â‡ÇŻÂ•ÇłÇ˘ ƒ Â?ƒÂ?‡ –Šƒ– –‹‡• –‘ ƒ Â‰Â‹Â”ÂŽÇŚÂƒÂ•Â?ÇŚ ‰—› ˆ‘”Â?ƒ–Ǥ —Â?‘”• Šƒ˜‡ ƒŽ•‘ „‡‡Â? Ď?Ž›-Ââ€? ‹Â?‰ –Šƒ– –Š‹• †ƒÂ?…‡ ‹• „‡…‘Â?‹Â?‰ ƒ •‡Â?Â‹ÇŚÂˆÂ‘Â”Â?ÂƒÂŽÇĄ •‹Â?‹Žƒ” –‘ Š‘Â?‡-Ââ€? …‘Â?‹Â?‰Ǥ Š‘—‰Š ‡ˆˆ‘”–• Šƒ† „‡‡Â? Â?ƒ†‡ –‘ Â?ƒÂ?‡ –Š‡ †ƒÂ?…‡ Â?‘”‡ ˆ‘”Â?ÂƒÂŽÇĄ –Š‡ †”‡•• …‘†‡ Šƒ• „‡‡Â? †‡‡Â?‡† †”‡••nj—’ ‹Â?•–‡ƒ† ‘ˆ •‡Â?Â‹ÇŚÂˆÂ‘Â”Â?ƒŽǤ Â?–‡”’”‡– –Š‹• ƒ––‹”‡ ƒ†˜‹…‡ Š‘™‡˜‡” ›‘— Â?ÂƒÂ›ÇĄ „—– ‡Â?‹‘”  Ellie  Rudd ’ŽƒÂ?• –‘ Â™Â‡ÂƒÂ”ÇĄ Ç˛Âƒ
[FILL Â THIS Â SPACE]
graphic credit: Laine Higgins
•Š‘”– „Žƒ…Â? †”‡••ǥ Ž‹Â?‡ •‘Â?‡–Š‹Â?‰
™‘—Ž† ™‡ƒ” –‘ Š‘Â?‡…‘Â?‹Â?‰Ǥdz      Ari  Vergos  ’14 ™‹ŽŽ •–—Â? –Š‡ …”‘™† ‹Â? Ç˛Âƒ †”‡••ǥ Â?‘– –‘‘ ˆƒÂ?…›ǥ Â?‘– –‘‘ •…ƒÂ?Â†ÂƒÂŽÂ‘Â—Â•Ç˘ ‹–ǯ• „”‹‰Š– ’‹Â?Â? ™‹–Š ƒ •‹Ž˜‡” œ‹’’‡” ‹Â? –Š‡ „ƒ…Â? ƒÂ?† ƒ Š‹‰Š Â?‡…Â?njŽ‹Â?‡Ǥdz      Whitney  Hall  ’16 ƒŽ‘Â?‰ ™‹–Š Â?ƒÂ?› ‘ˆ Š‡” ˆ”‹‡Â?†• ™‹ŽŽ „‡ –—”Â?-Ââ€? ‹Â?‰ Š‡ƒ†• ‹Â? Ç˛ÂƒÂ? Ǣ Ž‹––Ž‡ „Žƒ…Â? †”‡••Ǥdz —Â?‹‘” ‘”—Â? ”‡’”‡•‡Â?–ƒ–‹˜‡ Clare  Flanagan …‘Â?Â?‡Â?–•ǥ Dz™‡ –Š‘—‰Š– ‹– ™‘—Ž† „‡ Â?‹…‡ –‘ Šƒ˜‡ ‘Â?‡ Â?‘”‡ †”‡••› †ƒÂ?…‡ ˆ‘” –Š‡ —Â?†‡”…Žƒ••Â?‡Â? „‡ˆ‘”‡ ’”‘Â? •‘ –Šƒ– ‘Â?‡…‘Â?‹Â?‰ ‹• Â?‘– –Š‡‹” ‘Â?Ž› ‘’’‘”–—Â?‹–› –‘ †”‡•• —’Ǥdz Š‹• †‘‡• Â?‘– Â?‡ƒÂ? ˆ‘”Â?ÂƒÂŽÇĄ Â?‘”
†‘‡• ‹– Â?‡ƒÂ? •‡Â?Â‹ÇŚÂˆÂ‘Â”Â?ƒŽ Ž‹Â?‡ Š‘Â?‡…‘Â?‹Â?‰Ǥ —– Dz†”‡••nj—’dz †‘‡• ƒ‹Â? –‘ ‹Â?’Ž› –Šƒ– ›‘— –ƒÂ?‡ ‹– ˆ—”–Š‡” –ŠƒÂ? ƒ …Žƒ••‹… ‰”‘—–-Ââ€? Ď?‹–ǥ ‘” ƒ •™‡ƒ–’ƒÂ?–• ƒÂ?† •™‡ƒ–-Ââ€? •Š‹”– …‘Â?„‘Ǥ –‹ŽŽǥ ‹–ǯ• ’—”‡Ž› —’ –‘ ›‘—” ‘™Â? ‹Â?–‡”’”‡–ƒ–‹‘Â?Ǥ ‘— ƒ”‡ ™‡Ž…‘Â?‡ –‘ –ƒÂ?‡ ‹– ĥ ˆƒ” ĥ ›‘— †‡•‹”‡Ǥ Šƒ– Â?ƒ––‡”• ‹• –Šƒ– ’Ž‡Â?–› ‘ˆ ’‡‘’Ž‡ •Š‘™ —’ ‹Â? ‘”-Ââ€? †‡” –‘ Šƒ˜‡ ƒ ‰”‡ƒ– –—”Â? ‘—– ƒÂ?† —Ž–‹Â?ƒ–‡Ž› ƒ ‰”‡ƒ– –‹Â?‡Ǩ ‘Â?…‡”Â?‹Â?‰ ƒ––‡Â?†ƒÂ?…‡ǥ ‡„-Ââ€? ”—ƒ”› †ƒÂ?…‡• ‹Â? –Š‡ ’ƒ•– Šƒ˜‡ „‡‡Â? ˆƒ‹”Ž› —Â?’‘’—Žƒ” ™‹–Š ƒ Ž‘™ –—”Â? ‘—–Ǥ • ƒÂ? ‹Â?…‡Â?Â–Â‹Â˜Â‡ÇĄ •‹Â?…‡ ‹– ‹• ƒ ƒŽ‡Â?–‹Â?‡ǯ• ƒÂ?…‡ǥ –Š‡ ƒ–-Ââ€? Â?‘•’Š‡”‡ ™‹ŽŽ ”‡Ď?Ž‡…– ƒ ”‘Â?ƒÂ?–‹… Â?‘‘† ™‹–Š ƒŽ‡Â?–‹Â?‡ǯ• †¹…‘”Ǥ
LETTERS TO THE EDITOR: Disagree with something that’s in the paper? Have an opinion you want to share? Like to draw editorial cartoons? Take a stand and speak out. Email letters or editorial cartoons to spectrum@blakeschool.org or deliver them anonymously in room 351. Please limit letters to 400 words.
MISSION STATEMENT:
photo courtesy of: Adelaide Winton
From left: Olivia Preidman ‘15, Rachel Sit ‘15, Adelaide Winton ‘15, a friend from the trip, and Olivia Nolan ‘15 at: www.blakespectrum.org
Zahara Kathawalla‡ (QWHUWDLQPHQW HGLWRU –ǯ• –Š‡ Ď?‹”•– †ƒ› ‘ˆ •…Š‘‘Žǣ ™‹–Š „—––‡”-Ââ€? Ď?Ž‹‡• ‹Â? ›‘—” •–‘Â?ƒ…Š ƒÂ?† Â?‡”˜‘—• ‡š-Ââ€? …‹–‡Â?‡Â?–ǥ ›‘— …‘Â?‡ –Š”‘—‰Š –Š‡ †‘‘”• ƒÂ?† ƒ”‡ ™‡Ž…‘Â?‡† „› ƒÂ? ‘˜‡”™Š‡ŽÂ?‹Â?‰ Â?—Â?„‡” ‘ˆ •–—†‡Â?–• •–—†‡Â?–•ǥ ƒŽÂ?‘•– Šƒ˜-Ââ€? ‹Â?‰ –‘ Ď?‹‰Š– ›‘—” ™ƒ› –Š”‘—‰Š –Š‡ …”‘™†Ǥ Ž–Š‘—‰Š –Š‹• •‡‡Â?• ”‘—–‹Â?‡ ˆ‘” Žƒ–‡ —-Ââ€? ‰—•–ǥ –Š‡ ™‹•• ‡Â?‡•–‡” ‰‹”Ž• ‡š’‡”‹‡Â?…‡† –Š‡•‡ Ď?‹”•– †ƒ› ˆ‡‡Ž‹Â?‰• Œ—•– –Š‹• Â?‘Â?–Šǥ ƒ– –Š‡ „‡‰‹Â?Â?‹Â?‰ ‘ˆ •‡…‘Â?† •‡Â?‡•–‡”Ǥ ƒ…Â? ƒ– ŽƒÂ?‡ ƒˆ–‡” –Š‡‹” ;njÂ?‘Â?–Š –”‹’ ÂƒÂ„Â”Â‘ÂƒÂ†ÇĄ †—”‹Â?‰ ™Š‹…Š –Š‡› ‡š’Ž‘”‡† –Š‡ „‡ƒ—–‹ˆ—Ž Â?ƒ–—”‡ ƒŽŽ ‘˜‡” ™‡†‡Â?ÇĄ Rachel  Sit  ’15 †‡-Ââ€? •…”‹„‡• Š‡” –”‹’ ĥ Ç˛Âƒ ÂŽÂ‹ÂˆÂ‡ÇŚÂ…ÂŠÂƒÂ?‰‹Â?‰ ‡š’‡”‹-Ââ€? ‡Â?…‡Ǥdz Š‡ ‘–Š‡” ”‡–—”Â?‹Â?‰ •‘’ŠÂ?‘”‡• ‹Â?-Ââ€? …Ž—†‡ Olivia  Nolan  ‘15ÇĄ Adelaide  Winton  ‘15ÇĄ ƒÂ?†  Olivia  Priedeman  ‘15Ǥ ”‹‡†‡Â?ƒÂ? •ƒ›• ‹– ™ƒ• Ç˛ÂŠÂƒÂ”Â† ƒ– Ď?‹”•– –‘ …‘Â?‡ „ƒ…Â? „‡…ƒ—•‡ ‡˜‡”›–Š‹Â?‰ •‡‡Â?‡† †‹ˆˆ‡”‡Â?–ǥ ƒÂ?† ‹– ™ƒ• †‹ˆĎ?‹…—Ž– –‘ Œ—Â?Â’ ‹Â?–‘ …Žƒ••‡• Â?Â‹Â†ÇŚÂ›Â‡ÂƒÂ”Ç¤Çł ÂŽÂŽ ‘ˆ –Š‡Â? ƒ‰”‡‡† –Šƒ– ‹– ™ƒ• †‹ˆĎ?‹…—Ž– –‘ ƒ†Œ—•– –‘ –Š‡‹” Ž‹Â?‹–‡† ‹Â?†‡’‡Â?†‡Â?…‡ ƒ– Š‘Â?‡ǥ ĥ –Š‡› ™‡”‡ ‰‹˜‡Â? ƒ Ž‘– ‘ˆ ˆ”‡‡†‘Â? ‹Â? ™‹–œ‡”ŽƒÂ?†Ǥ Â‘Â™Â‡Â˜Â‡Â”ÇĄ ‡˜‡”› †ƒ› ‹– ‰‡–• ‡ƒ•‹‡” –‘ Dz‰‡– ‹Â? –Š‡ ‰”‘‘˜‡ ‘ˆ –Š‹Â?‰•ǥdz •ƒ›• ‹–Ǥ
I
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The primary purpose of the Blake School Spectrum is to report news and to explain its meaning and sigQLĂ€FDQFH WR RXU UHDGHUV DQG WKH FRPmunity. We hope to inform, entertain and provide a school forum for the unrestricted exchange of ideas and opinions.
Ž—•ǥ ‹– ‹• –Š‡ –Š‹”† Â“Â—ÂƒÂ”Â–Â‡Â”ÇŁ ƒ –‹Â?‡ Â?‘•– ’‡‘’Ž‡ ™‘—Ž† …‘Â?-Ââ€? •‹†‡” †”ƒ„ ‘” ‰Ž‘‘Â?›Ǥ Š‹• ‰‹˜‡• —• ƒ …ŠƒÂ?…‡ –‘ Ž‡– Ž‘‘•‡ ƒÂ?† …‘Â?-Ââ€? „ƒ– ‘—” ™‹Â?–‡” „Ž—‡•Ǩ ‘” ƒŽŽ ›‘— †ƒÂ?…‡nj’Š‘„‡•ǥ –Š‡ ‰ƒÂ?‡• •‡– —’ ™‹ŽŽ ‹Â?…Ž—†‡ ‹Â?‰nj ‘Â?‰ǥ ˆ‘‘•‡-Ââ€? Â„ÂƒÂŽÂŽÇĄ ƒÂ?† Â?—…Š Â?‘”‡Ǩ ‘”Â?ƒŽ †ƒÂ?…‡ ”—Ž‡• ™‹ŽŽ ƒ’’Ž›Ǥ ÂŽÂ‡ÂƒÂ•Â‡ÇŚ Â?‘ ‰”‹Â?†‹Â?‰ ‘” ˜—Ž‰ƒ” ƒ…-Ââ€? –‹‘Â?•Ǥ ‡ •Â?ƒ”– ƒÂ?† Šƒ˜‡ ƒ „Žƒ•–Ǩ
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EVENTS
SAT Testing 6DWXUGD\ )HEUXDU\ $0 30 GLBTQ Family Support Group 0RQGD\ )HEUXDU\ 30 30 Girls’ Lacrosse Meeting 0RQGD\ )HEUXDU\ 30 30 Middle Schoolers visit Upper School )ULGD\ )HEUXDU\ ACT testing (Not at Blake) 6DWXUGD\ )HEUXDU\ Valentine’s Dance 6DWXUGD\ )HEUXDU\ 30 30 PK-12 Art Reception 7XHVGD\ )HEUXDU\ 30 30 Georgetown Model UN Trip )HEUXDU\ WKURXJK )HEUXDU\ No Classes )ULGD\ )HEUXDU\ WKURXJK 0RQGD\ )HEUXDU\ Service Saturday: Feed My Starving Children 6DWXUGD\ )HEUXDU\ US Spring Play )ULGD\ 0DUFK WKURXJK 6XQGD\ 0DUFK Open Mic Night )ULGD\ 0DUFK 30 30 JUDSKLF FUHGLW 0D[LQH :KLWHO\
How to succeed in Model UN without really trying Blake’s Georgetown MUN ‡ &RQWULEXWLQJ :ULWHUV Blake’s  two  Model  UN  delegations  are  currently  preparing  for  conferences  in  Chicago  and  Georgetown,  which  will  take  place  from  February  7-Ââ€?10  and  February  13-Ââ€?17,  respectively.  In  the  meantime,  here  are  some  dos  and  don’ts  from  the  pros.
Do‌
1.   Get  used  to  sleeping  6  hours  (or  less)  a  night. 2.   Prepare  to  be  used  as  a  human  battering  ram  at  the  infamous  Delegate  Dance.   Bruises  are  inevitable. 3.  Become  best  friends  with  Mr.  Roberts,  Ms.  Shenk,  and  Mr.  and  Mrs.  Graham. 4.   Learn  to  like  coffee  before  you  go  to  Chicago.
Don’t‌
1.  Forget  to  bring  snacks  and  water.  Those  committee  sessions  are  LONG. 2.  Be  fooled  by  the  “Service  Elevator  Onlyâ€?  sign‌  it’s  a  dog  eat  dog  world. 3.   “Accidentallyâ€?  leave  your  biggest  ally’s  name  off  the  resolution  sheet  because  they  are  mean  (or  actually  do  this,  serves  them  right.)
͡Ǥ ‘…Â? –Š‡ ‡•–‡”Â? —•‹Â?॥ ƒ––‹”‡Ǥ ÂƒÂ†Â‹Â‡Â•ÇŁ ™‡ƒ” Ď?Žƒ–•Ǥ
‹˜‡Â? Š‘™ Â?ƒÂ?› Ď?Ž‹‰Š–• ‘ˆ •–ƒ‹”• ›‘— …Ž‹Â?„ „‡–™‡‡Â? committee  and  your  hotel  room,  comfort  is  a  must!
4.   Suggest  cell  phones  as  a  solution  for  HIV/ AIDS.
6.   Make  friends  with  your  allies  and  your  Chair,  the  head  of  the  committee,  via  notes  and  candy.
5.   Forget  your  position  paper  at  home‌ iPhones  are  not  made  for  extensive  research.
7.   Come  prepared  with  MUN  puns  and  pick-Ââ€?up  lines  to  wow  and  woo  other  delegates.
Spring Break begins 6DWXUGD\ 0DUFK
Opportunities  to  help  others  abound  through  Community  Service  Board Anneliese Moore ‡ 6WDII :ULWHU
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ooking  for  ways  t o  h elp  t he  Blake  community  and  the  world  around  us?  Join  Com-Ââ€? munity  Service  Board  (CSB).  It’s  an  excellent  way  to  im-Ââ€? prove  Blake’s  role  in  service  and  i t’s  a lso  a  f un  way  t o  b en-Ââ€? efit  o thers.       Meetings  for  CSB  are  held  every  Wednesday,  b oth  l unch-Ââ€? es,  i n  M argi  Youmans’s  room.  With  the  help  of  Nan  Peter-Ââ€? son  and  Ms.  Youmans,  stu-Ââ€? dents  find  ways  to  improve  service  i n  o ur  c ommunity  a nd  the  o nes  s urrounding  u s.       Many  different  kinds  of  opportunities  are  offered  by  CSB.  For  example:  eating  lunch  in  the  Cherne  Forum Â
with  the  elderly  when  they  come  to  Blake,  serving  food  to  children  at  Jabbok  after  school,  or  even  going  to  the  middle  s chool  o nce  a  week  t o  serve  a s  a  t utor.  If  every  student  at  Blake  participated  in  some  form  of  service,  our  commu-Ââ€? nity  a nd  o thers  would  a ppre-Ââ€? ciate  a nd  b enefit  f rom  i t.       For  more  information  about  CSB  visit  blakeser-Ââ€? vice.blogspot.com.  This  blog  shows  students  at  Blake  who  have  done  at  least  100  hours  of  s ervice  i n  a  year  a nd  m ight  inspire  you  to  help  our  com-Ââ€? munity.
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Breaking  Ground ‡ Renovations  to  offices  and  science  wing Abby Smith ‡ 6WDII :ULWHU
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oodbye  to  the  old  and  hello  to  the  new  interior  renova-Ââ€? tions  of  the  main  administrative  suite.  With  the  well-Ââ€?worn  car-Ââ€? ’‡– Ď?Ž‘‘”‹Â?‰ Â?‡ƒ”‹Â?‰ ‹–• –‹Â?‡ ‘ˆ replacement  in  the  Fall  of  2012,  Anne  Graybeal  proposed  the  idea  of  taking  this  opportunity  to  purge  some  of  the  other  fur-Ââ€? niture  and  cabinets  in  the  main  ‘ˆĎ?‹…‡ –‘ ŽƒÂ?‡ǯ• ‹”‡…–‘” ‘ˆ ƒ-Ââ€? cilities  Ken  Nivala.              The  plan  was  to  make  better  use  of  the  cabinets  that  were  built  into  the  walls  and  get  rid  of  the  bulkier  furniture,  changing  only  –Š‡ ‹Â?–‡”‹‘” ‘ˆ –Š‡ ‘ˆĎ?‹…‡ ™Š‹Ž‡ leaving  the  outside  intact.          Graybeal  said  that  most  of  the  major  rearrangements  have  been  done  and  all  that  is  left  are  –Š‡ Ď?‹Â?ƒŽ …‘•Â?‡–‹… –‘—…Š‡• •—…Š as  the  area  rugs  and  new  furni-Ââ€? ture  that  Graybeal  plans  to  buy  in  the  coming  summer.  Betty  Brown’s  desk  was  moved  back,  away  from  the  two  front  doors,  giving  more  room  to  the  once-Ââ€? tight  front  area.   In  the  words  of  Graybeal,  now  “it  can  actually  become  a  good-Ââ€?looking  waiting  area  for  parents.â€?       She  continued  with  a  chuckle,  saying,  “with  the  way  it  used  to  be  constructed,  there  was  maybe  room  for  one  or Â
two  little  chairs  and  it  looked  like  parents  were  in  detention  when  they  would  come  in  and  wait  for  meetings,â€?  Graybeal  demonstrated  with  her  head  bowed  staring  pointedly  at  her  hard-Ââ€?clasped  hands  resting  on  her  knees.       Graybeal  desired  to  create  a  nicer  environment  to  welcome  the  visitors  to  Blake,  in  part  due  to  the  confusing  nature  of  the  building  and  in  part  due  to  her  drive  to  make  Blake  a  better  place  for  the  students  and  staff.   Š‡ ˆ—Â?†• ˆ‘” –Š‡ Ď?Ž‘‘”‹Â?‰ updates  came  from  the  facili-Ââ€? ties  budget  and  the  difference  in  cost  for  the  carpet  and  wood  ŽƒÂ?‹Â?ƒ–‡ Ď?Ž‘‘”‹Â?‰ ™ƒ• ’ƒ‹† ‘—– of  the  Upper  School  Capital  Equipment  budget,  which  is  for  capital  and  infrastructure  related  purchases  that  last  over  the  course  of  several  years.       Overall,  the  process  has  been  a  smooth  ride,  and  Graybeal  credits  this  to  the  collaboration  and  thorough  discussions  of  the  faculty  involved  in  the  process  and  the  absence  of  what  she  calls  “unforeseen  infrastruc-Ââ€? tural  problems.â€? Â
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Janice Chung ‡ 6FLHQFH (GLWRU
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s  the  end  draws  near  for  Blake’s  current  Ankeny  Sci-Ââ€? ence  Center,  a  new  realm  of  pos-Ââ€? sibilities  opens  for  science  as  taught  at  Blake.  All  new  class-Ââ€? rooms,  labs,  and  work  spaces  will  herald  a  new  age  for  science  at  Blake.      “It’s  exciting  to  be  a  part  of  this  transition,  and  it’s  exciting  to  think  about...where  our  cur-Ââ€? riculum  is  now,  where  would  we  like  to  see  it  go,  where  would  we  hope  to  see  it  go,â€?  biology  teach-Ââ€? er  Jen  Vance  explained.     These  new  renovations  will  completely  remodel  the  current  Science  wing,  turning  it  into  few-Ââ€? er  but  larger  spaces,  all  designed  to  help  students  learn  and  work.      “In  the  biology  rooms  our  ta-Ââ€? bles  are  going  to  be  movable,â€?  Vance  said,  very  excited  at  the Â
prospect  of  being  able  to  have  easier  class  discussions.   One  –Š‡ Ď?‹”•– Ď?Ž‘‘” ™‹ŽŽ „‡ –™‘ „‹‘Ž-Ââ€? ogy  and  two  chemistry   class  rooms,  as  well  as  two  advanced  Žƒ„•Ǥ Â? –Š‡ •‡…‘Â?† Ď?Ž‘‘” ™‹ŽŽ „‡ the  physics  labs.       “This  is  an  opportunity  to  set  up  some  longer  term  projects.â€?  Vance  mentioned  the  merits  of  specialized  advanced  labs.  With  one  lab  for  chemistry  and  biol-Ââ€? ogy  and  one  for  physics,  engi-Ââ€? neering,  and  robotics  that  are  Â?‘– •‡– ƒ•‹†‡ ˆ‘” ‘Â?‡ •’‡…‹Ď?‹… class,  these  will  allow  for  more  detailed  and  long  term  work.  This  way,  individual  students  will  have  equal  lab  access  for  in-Ââ€? dependent  studies.       Other  aspect  of  the  new  sci-Ââ€? ence  wing  will  also  aim  towards  increased  independence  in  stu-Ââ€?
dents  learning.  A  conference  like  room  could  be  used  for  “a  group  doing  an  independent  study...  that’s  a  place  where  they  could  Â?‡‡–ǥ Œ—•– ˆ‘—” ‘” Ď?‹˜‡ Â?‹†•Ǥdz Š‡› could  also  be  used  for  teacher  meetings  and  study  sessions.  Dz Š‡ Ď?‹•Š –ƒÂ?Â? „—– ƒ Ž‹––Ž‡ Â?‘”‡ productive.â€?       All  in  all,  there  will  be  some  very  major  changes  going  on  starting  this  spring,  especially  for  all  those  students  who  love  science,  they  will  be  welcome  changes.  A  full  model  of  what  it  will  look  like  is  located  next  to  the  gallery,  so  stop  by  in  be-Ââ€? tween  periods  or  before  class  and  take  a  look  at  the  rooms  you’ll  be  learning  in  next  year,  but  a  whole  lot  smaller. Â
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Behind  the  Scenes  at  LearningWorks Julia Rock ‡ 6WDII :ULWHU
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s  we  look  out  the  windows  at  the  gray,  slushy  landscape  that  is  a  Minnesota  winter,  it  ‹• †‹ˆĎ?‹…—Ž– –‘ …‘Â?–‡Â?’Žƒ–‡ ‘—” plans  for  the  upcoming  summer.  However,  sixth  graders  across  Minneapolis  are  laboring  over  an  intense  application  to  apply  for  a  phenomenal  program  in  which  they  will  spend  their  next  two  summers:  LearningWorks.        LearningWorks  is  a  partner-Ââ€? ship  between  Blake  and  Minne-Ââ€? apolis  Public  Schools  in  which  high  school  and  college  stu-Ââ€? dents  teach  Minneapolis  middle  schoolers  during  an  intense  summer  program  and  about  a  dozen  school  year  sessions.  LearningWorks  was  started  in  2000  with  the  dual  mission,  “to  offer  a  challenging  academic  enrichment  program  to  a  rep-Ââ€? resentative  group  of  motivated,  high  potential  middle  school  students  from  Minneapolis  Public  Schools,  setting  them  on Â
the  path  to  college  by  prepar-Ââ€? ing  them  to  enter  rigorous  high  school  programs;  and  to  draw  talented  high  school  and  college  •–—†‡Â?–• ‹Â?–‘ –Š‡ ‡†—…ƒ–‹‘Â? Ď?‹‡Ž† by  engaging  them  in  the  art  of  teaching.â€?       The  numbers  tell  the  story  of  the  program’s  success.  In  the  thirteen  years  that  Learning-Ââ€? Works  has  been  operating,  422  students  have  graduated  from  the  program,  100%  of  whom  have  graduated  high  school  and  83%  of  whom  are  enrolled  in  or  graduated  college.      The  willingness  to  complete  an  application  that  requires  a  page-Ââ€?long  essay  with  prompts  including,  “describe  the  biggest  problem  facing  students  your  age.  What  can  you  do  to  help  solve  the  problem?â€?  and  “why  do  you  want  to  go  to  college?  How  do  you  think  college  will  help  you  in  your  life?â€?  shows  great  motivation  in  any  middle Â
school  student.       As  LearningWorks  director  Max  Delgado  said,  “we’re  look-Ââ€? ing  for  high-Ââ€?potential,  highly  motivated  students  who  have  –Šƒ– Ď?‹”‡ ‹Â? –Š‡‹” „‡ŽŽ›Ǥdz Š›ǥ ›‘— might  ask,  would  a  student  want  to  commit  to  such  a  program?  For  one,  the  students  receive  about  80  days  of  instruction,  which  totals  about  500  hours.  As  ‡Ž‰ƒ†‘ ‡Â?Â’ÂŠÂƒÂ•Â‹ÂœÂ‡Â†ÇĄ Ç˛ÂƒÂŽÂŽ Â?‹†• „‡Â?‡Ď?‹– ˆ”‘Â? „‡‹Â?‰ ‡š’‘•‡† –‘ new  ideas  and  reinforcing  old  ones.â€?   Furthermore,  at  Learning-Ââ€? Works,  both  students  and  teach-Ââ€? ers  perpetuate  the  mantra  of  the  program;  “Cool  to  be  smart,  Cool  to  be  you,  Cool  to  care!â€?  Between  classes  students  and  teachers  can  be  seen  dancing  in  the  hall-Ââ€? ways,  and  during  activity  time  they  can  be  found  playing  Quid-Ââ€? ditch,  making  duct  tape  wallets,  playing  heated  games  of  Apples  to  Apples,  or  learning  life  les-Ââ€?
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sons  through  the  age-Ââ€?old  game  of  four  square.       As  one  LearningWorks  alumni  ”‡Ď?Ž‡…–‡†ǥ Dz Â?ƒ†‡ Â?‡ ™ƒÂ?– –‘ accomplish  more  in  school.  It  fostered  a  love  of  learning,  and  helped  me  realize  my  leadership  skills.â€?      Equally  important,  the  teach-Ââ€? ers  at  LearningWorks  enjoy  great  rewards  for  making  the  commit-Ââ€? ment.  Maya  Coyle  ’15  comment-Ââ€? ed  upon  her  teaching  experience Â
this  fall,  “it  was  an  amazing  ex-Ââ€? perience  to  see  the  creativity  of  younger  students  and  how  engaged  they  were  in  classes  taught  by  older  students.â€?  As  en-Ââ€? capsulated  in  Coyle’s  comment,  LearningWorks  is  an  inimitable  experience  for  young,  aspiring  teachers.  For  those  interested  in  applying,  contact  Noam  Wiggs,  curriculum  and  instruction  di-Ââ€? rector  for  the  program  located  ‘Â? –Š‡ –Š‹”† Ď?Ž‘‘”Ǥ
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Channel  Grit:  Life  success  told  by  character,  not  numbers Emily Moore ‡ 6HQLRU &RQVXOWLQJ (GLWRU
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his  push  on  tests‌is  missing  out  on  some  serious  parts  of  what  it  means  to  be  a  successful  human,â€?  said  Dominic  Randolph,   headmaster  of  New  York  City’s  elite  Riverdale  Country  School.  In  contrast  to  the  $38,500  kin-Ââ€? dergarten  tuition  and  gaggle  of  Upper  East  Side  moms  worried  about  the  number  of  Harvard,  Princeton,  and  Yale  admissions,  Randolph  values  more  than  800s  and  4.0s.       He  argues  that  rigid,  num-Ââ€? ber-Ââ€?based  evaluation,  such  as  standardized  testing,  is  an  un-Ââ€? balanced  measure  of  success,  as  it  excludes  an  assessment  of  character.  It’s  true  that  indi-Ââ€? viduals  with  perfect  test  scores,  extraordinary  GPAs,  and  big  en-Ââ€? velopes  with  admission  to  an  Ivy  League  have  caught  the  golden  ring  –  however  when  this  ring  begins  to  bronze,  which  in  life Â
is  inevitable,  Randolph  worries  that  these  students  haven’t  de-Ââ€? veloped  the  capacities  to  cope  with  defeat.   Randolph’s  dissent  from  cut-Ââ€?throat  evaluation  and  his  conviction  in  considering  “goodâ€?  character  as  a  calcula-Ââ€? tion  for  success  doesn’t  stand  alone.  Educators  from  both  the  University  of  Pennsylva-Ââ€? nia,  Martin  Seligman,  and  KIPP  Charter  Schools,  David  Levin,  wrestled  with  similar  concerns  within  the  education  system.  ‡˜‹Â? ‡š’‡”‹‡Â?…‡† Ď?Â‹Â”Â•Â–ÇŚÂŠÂƒÂ?† the  importance  of  strong  char-Ââ€? acter.  KIPP  strives  to  see  75%  of  graduates  complete  a  four-Ââ€?year  college.  Yet,  in  spring  in  2011  Levin  found  that  only  33%  of  alumni  had  graduated  from  a  four-Ââ€?year  plan.  What  he  found,  however,  was  that  the  KIPP  alumni  who  contributed  to  that Â
33%  did  not  necessarily  achieve  the  most,  academically,  during  high  school.  Rather,  they  showed  attributes  such  as  perseverance,  optimism,  and  social  intelli-Ââ€? gence.  While  Levin  acknowl-Ââ€? edged  that  these  characteristics  alone  don’t  guarantee  a  college  diploma,  they  allowed  these  •–—†‡Â?–•njnj‘Â?‡• ™‹–Š‘—– ƒˆĎ?Ž—‡Â?–ǥ resource-Ââ€?rich  backgrounds-Ââ€?-Ââ€?the  strength  to  aim  higher.       Another  education  researcher,  Angela  Duckworth,  a  student  in  the  Ph.D.  program  at  the  Univer-Ââ€? sity  of  Pennsylvania  argues  that  character  can  predict  success.  She  writes  that  “to  help  chroni-Ââ€? cally  low-Ââ€?performing  but  intel-Ââ€? ligent  students,  educators  and  ’ƒ”‡Â?–• Â?—•– Ď?‹”•– ”‡…‘‰Â?‹œ‡ –Šƒ– character  is  at  least  as  important  as  intellect.â€?    —”‹Â?‰ Š‡” Ď?‹”•– ›‡ƒ” ƒ– ‡Â?Â?ÇĄ in  2002,  Duckworth  designed Â
and  conducted  the  “Grit  Scale.â€?  She  believed  that  an  ability  to  channel  grit  meant  having  a  passion  and  dedicating  oneself  to  pursuing  it,  regardless  of  the  many  challenges  that  might  arise.  The  Grit  Scale  asks  people  to  rate  themselves  (1-Ââ€?12)  on  •–ƒ–‡Â?‡Â?–• Ž‹Â?‡ǥ Dz Ď?‹Â?‹•Š ‡˜‡”›-Ââ€? thing  I  begin,â€?  for  example.       And  after  studying  scores,  she  found  that  her  test  accurately  predicted  success.  Penn  stu-Ââ€? dents  with  high  grit  scores,  but  low  standardized  test  scores,  showed  outstanding  classroom  performance,  and  the  West  Point  cadets  that  past  the  ardu-Ââ€? ous  summer  training  course  re-Ââ€? ceived  12s  on  the  Grit  Scale.       Randolph,  Levin,  and  Duck-Ââ€? worth  settled  on  a  list  of  seven  characteristics  likely  to  foster  ˆ—ŽĎ?‹ŽŽÂ?‡Â?– ƒÂ?† ƒ…Š‹‡˜‡Â?‡Â?– ‹Â? life:  zest,  grit,  self-Ââ€?control,  so-Ââ€?
cial  intelligence,  gratitude,  opti-Ââ€? mism  and  curiosity.          Levin  and  Randolph  took  this  list  back  to  their  respective  in-Ââ€? stitutions  and  built  evaluations  that  assess  character  equally,  if  not  more  than,  hard  numbers.      While  these  school  systems  and  educators  are  true  pioneers  for  more  comprehensive,  and  potentially  more  accurate,  as-Ââ€? sessment,  GPAs  and  test  scores  are  still  a  reality.  What’s  inspir-Ââ€? ing,  however,  is  the  idea  that  having  the  courage  to  admit  a  mistake,  bounce  back  from  a  low  Physics  grade,  or  follow  an  unexplored  passion  can  speak  just  as  loudly,  if  not  louder,  than  the  “perfectâ€?  combination  of  digits.  Source:  “What  if  the  Secret  to  Success  is  Failure?â€?  by  Paul  Tough  in  The  New  York  Times.  September  14,  2011.
Mental  Health  at  Blake:  How  can  we  help? Clare Flanagan ‡ 6WDII :ULWHU
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he  Scottish  author  Ian  Ma-Ââ€? cLaren  once  said,  â€?Be  kind,  ˆ‘” ‡˜‡”›‘Â?‡ ›‘— Â?‡‡– ‹• Ď?‹‰Š–-Ââ€? ing  a  hard  battle.â€?  Many  of  you  may  have  come  across  this  say-Ââ€? ing,  and  you  might  have  even  recognized  the  truth  and  wis-Ââ€? dom  in  its  philosophy.       After  all,  we’ve  been  taught  since  childhood  to  treat  others  the  way  we  want  to  be  treated,  and  many  of  us  do.  However,  when  faced  with  peers  who  are  mired  in  particularly  hard  situ-Ââ€? ƒ–‹‘Â?•ǥ ‹– …ƒÂ? „‡ †‹ˆĎ?‹…—Ž– –‘ ”‡-Ââ€? spond  the  right  way.       When  confronted  with  men-Ââ€? tal  health  issues,  a  pervasive  and  little-Ââ€?understood  presence  in  our  community,  we  as  students  must  take  a  new  approach.  Whether  it’s  you,  a  friend,  or  any  other  student  who  is  strug-Ââ€? gling  with  mental  and  emotional  health,  we  should  not  dismiss  or  question  these  challenges.  Instead,  we  should  recognize  them  for  the  hard  battles  that  they  truly  are,  and  take  action  to  help  others  and  ourselves.      Depression,  anxiety,  and  other  mental  health  issues  are  star-Ââ€? tlingly  common  among  high-Ââ€? school  age  adolescents.  1  in  12  American  teenagers  suffer  from  depression,  and  1  in  4  have  some  type  of  anxiety  disorder.  In  addition,  anorexia  is  the  third  most  common  chronic  illness  among  adolescents,  and  half  of  these  sufferers  will  develop  bu-Ââ€?
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limic  tendencies.       In  a  high-Ââ€?stress  environment  such  as  Blake,  the  factors  that  contribute  to  these  illnesses  are  ‘ˆ–‡Â? ‹Â?–‡Â?•‹Ď?‹‡†ǥ •‘ …ŠƒÂ?…‡• ƒ”‡ that  someone  you  know  –  or  you  yourself  –  could  be  struggling.  It  is  not  only  false  but  also  dan-Ââ€? gerous  to  assume  that  you  are  an  anomaly,  for  there  are  many  others  in  this  very  community  Ď?‹‰Š–‹Â?‰ –Š‡‹” ‘™Â? „ƒ––Ž‡• ™‹–Š mental  illness.      Just  ask  Aliya  Feroe  ’13,  who  bravely  opened  up  about  her  own  journey  in  her  recent  se-Ââ€? nior  speech.  Her  most  promi-Ââ€? nent  obstacle  was  a  reluctance  to  ask  for  help,  partially  due  to  –Š‡ ‹Â?Ď?Ž—‡Â?…‡ ‘ˆ ƒÂ? ‡Â?˜‹”‘Â?Â?‡Â?– “where  individuals  cloak  their  differences  or  hardships.â€?  How-Ââ€? ever,  when  she  opened  up  to  her  friends,  she  encountered  not Â
rejection  or  misunderstanding  but  a  groundswell  of  support.       Blake  seems  to  carry  the  im-Ââ€? ƒ‰‡ ‘ˆ ƒ ’‡”ˆ‡…– •…Š‘‘Ž Ď?‹ŽŽ‡† with  perfect  people.  However,  the  empathy  of  others  who,  be-Ââ€? lieve  it  or  not,  are  just  as  imper-Ââ€? fect  as  you  are  is  a  crucial  and  abundant  resource.  As  Feroe  eloquently  puts  it,  “The  mes-Ââ€? sage  we  do  receive  is  to  swal-Ââ€? low  our  issues  because  it  feels  like  other  Blake  students  don’t  relate,  when  in  reality,  there  are  many  that  do.â€?      It  is  important,  though,  that  this  support  is  available  for  ev-Ââ€? eryone.  In  order  for  students  to  feel  comfortable  speaking  up,  we  must  avoid  judging  or  ques-Ââ€? tioning  them  for  what  they’re  going  through.       Though  Feroe  received  un-Ââ€? wavering  support  from  her Â
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friends,  others  are  not  always  so  accepting.  I  interviewed  an  anonymous  source  who,  having  been  depressed  for  most  of  high  school,  displayed  a  less  positive  opinion  of  the  Blake  commu-Ââ€? nity’s  attitude  towards  mental  health  issues.        “Kids  can  sign  a  pledge  to  help  out  or  whatever,  but  when  it  comes  to  actually  helping  a  kid  who  is  cutting  him  or  herself,  we  aren’t  comfortable  enough  with  the  issues  to  recommend  treatment  or  to  even  talk  about  it,â€?  the  source  observed.  “What  most  people  do  is  tell  you  to  ig-Ââ€? nore  the  problem  and  pull  your-Ââ€? self  together.â€?       This,  of  course,  is  no  solution  to  an  issue  as  serious  as  men-Ââ€? tal  illness.  Depression  won’t  go  away  if  you  ignore  it,  just  as  a  bone  won’t  heal  if  you  pretend Â
it’s  not  broken.        Unfortunately,  too  many  of  us  at  Blake  –  and  too  many  of  us  nationwide  –  share  this  attitude.  2/3  of  Americans  responded  in  a  recent  survey  that  an  appropri-Ââ€? ate  treatment  for  depression  is  to  “pull  yourself  together.â€?       What’s  more,  I  have  heard  far  too  many  negative  conver-Ââ€? sations  among  Blake  students  discussing  peers  who  suffer  from  mental  illness.  If  someone  is  depressed,  they  just  need  to  “snap  out  of  it.â€?  And  if  someone  has  exhibited  eating  disorder  symptoms,  they’re  just  doing  it  “for  attention.â€?  It’s  easy  to  un-Ââ€? derstand  why  someone  would  feel  ashamed  to  ask  for  help  in  such  a  climate.       Now,  these  comments  are  not  the  norm,  and  many  students  are  quite  supportive  and  under-Ââ€? standing  of  mental  health  issues.  It’s  undeniable,  though,  that  a  stigma  exists,  and  for  both  our  classmates’  sake  and  our  own,  we  must  do  our  best  to  challenge  it.       This  means  offering  empathy  and  listening  well.  It  means  be-Ââ€? ing  brave  enough  to  ask  for  help,  whether  for  yourself  or  for  oth-Ââ€? ers.  And  it  means  trying,  even  ™Š‡Â? ‹–ǯ• †‹ˆĎ?‹…—Ž–ǥ –‘ —Â?†‡”-Ââ€? •–ƒÂ?†Ǥ ‡ ƒ”‡ ƒŽŽ Ď?‹‰Š–‹Â?‰ Šƒ”† battles,  but  some  have  it  tougher  than  others.  Our  community  is  undeniably  responsible  for  sup-Ââ€? porting  and  respecting  them  as  –Š‡› Ď?‹‰Š– Č‚ ƒÂ?† Š‘’‡ˆ—ŽŽ› ™‹Â?Ǥ
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Awareness  of  danger  hasn’t  prevented  texting  while  driving Hannah Korslund and Eleanor Burton ‡ &RQWULEXWLQJ :ULWHUV
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hat  can  you  do  with  three  seconds?  You  could  make  a  wish,  ask  a  question,  send  a  text.  80%  of  all  car  crashes  in-Ââ€? volve  a  driver  who  was  distract-Ââ€? ed  just  three  seconds  before  the  impact.  Distracted  driving  is  a  global  problem  that  affects  Blake  students  on  a  daily  basis.  Saving  a  life  is  as  easy  as  tell-Ââ€? ing  a  friend  to  put  their  phone  away  or  offering  to  send  a  text  for  them.  An  accident  can  be  as  simple  as  not  speaking  up  while  a  friend  drives  distracted  or  im-Ââ€? pulsively  checking  your  phone.  Both  mistakes  involve  a  con-Ââ€? scious  decision  every  time  you  get  into  a  car.  By  allowing  this  to  happen,  you  risk  not  only  the  lives  of  you  and  your  passengers,  but  everyone  around  you.  3092  people  were  killed  in  distracted  driving  accidents  in  2010,  which  is  2.2  times  the  number  of  Blake  students.      All  accidents  are  terrible,  but  ones  that  are  preventable  are  the  most  tragic.  Luckily,  the  media  has  grabbed  this  bull  by  the  horns  and  refuses  to  let  this  issue  go.  The  website  keepthe-Ââ€? drive.com  educates  and  spreads Â
RI DOO WHHQ GULYHUV LQYROYHG LQ GHDGO\ FUDVKHV ZHUH UHSRUWHG DV GLVWUDFWHG DW WKH WLPH RI WKH FUDVK RI DOO WHHQV KDYH EHHQ LQ D FDU ZLWK D GULYHU WKDW FKHFNV KLV RU KHU SKRQH DW OHDVW RQFH 5HDFKLQJ IRU D SKRQH ZKLOH GULYLQJ LQFUHDVHV \RXU FKDQFH RI D FUDVK E\ QLQH WLPHV 8VLQJ D KHDGVHW RU D KDQGV IUHH SKRQH GH YLFH GRHV QRW GHFUHDVH WKH ULVN RI JHWWLQJ LQWR a crash &DU FUDVKHV WDNH DQ DYHUDJH RI WHHQŇ‹V OLYHV HYHU\ GD\ RI WHHQV VD\ WKDW WKH\ DUH VDIHU GULYHUV ZLWKRXW WKHLU IULHQGV LQ WKH FDU awareness  about  teen  driving  safety.  They  believe  that  the  best  way  to  solve  this  problem  is  not  to  talk  to  teenagers,  but  to  make  them  talk  to  each  other.  Accord-Ââ€? ing  to  Life  Before  Text’s  web-Ââ€? site,  there  is  an  app  that  blocks  texts  and  calls  when  the  phone  is  moving  faster  than  10  miles  per  hour.  Websites  and  apps  for  smart  phones  like  this  have  been Â
popping  up  all  over  the  internet.  In  fact,  a  search  for  “teenage  dis-Ââ€? tracted  drivingâ€?  yields  3,120,000  results.  If  over  3  million  pages  are  related  to  distracted  teen  drivers,  it  is  not  a  problem  that  should  be  ignored. ‹•–”ƒ…–‹‘Â?Ǥ‰‘˜ †‡Ď?‹Â?‡• †‹•-Ââ€? tracted  driving  as  “texting,  us-Ââ€? ing  a  cell  phone  or  smartphone,  eating  and  drinking,  talking  to Â
passengers,  grooming,  read-Ââ€? ing,  using  a  navigation  system,  watching  a  video,  adjusting  a  radio,  CD  player,  or  MP3  player.â€?  Texting  is  the  most  dangerous  distraction  while  driving  be-Ââ€? cause  you  have  to  reach  for  the  phone,  read  and  understand  the  text,  all  while  your  eyes  are  off  the  road  and  on  the  phone.  Imagine  driving  down  a  football  Ď?‹‡Ž† ƒ– ͡͡ Â?‹Ž‡• ’‡” Š‘—” „Ž‹Â?†-Ââ€? folded.  Add  in  other  cars,  most  of  their  drivers  blindfolded  too,  and  you  have  most  of  our  high-Ââ€? ways  in  the  United  States.  Tex-Ââ€? ting  while  driving  takes  our  eyes  off  the  road  for  an  average  of  5  seconds,  the  equivalent  of  driv-Ââ€? ing  the  length  of  that  football  Ď?‹‡Ž† ‹Â? ƒ …ƒ” ‰‘‹Â?‰ ͡͡ Â?‹Ž‡• ’‡” hour.      Hundreds  of  thousands  of  hours  each  year  are  spent  on  distracted  driving  seminars,  Ď?‹ŽŽ‡† –‘ –Š‡ „”‹Â? ™‹–Š •–—†‡Â?–• that  think  that  they  could  never  be  affected  by  texting-Ââ€?related  accidents.  Students  need  to  un-Ââ€? derstand  that  distracted  driv-Ââ€? ing  is  not  a  freak  phenomenon  and  that  it  has  affected  millions  worldwide.  Blake  students Â
ranked  texting  while  driving  as  the  greatest  danger  to  drivers.  Not  as  many  other  teens  around  the  nation  are  as  well  informed,  making  them  easy  targets  for  distracted  driving  and  the  penal-Ââ€? ties  that  come  with  it.  However,  informing  to-Ââ€?be  drivers  in  only  half  the  battle.  Why  waste  time  talking  to  kids  if  they  don’t  pro-Ââ€? cess  the  information?  To  under-Ââ€? stand  why  distracted  driving  is  so  dangerous  is  the  crucial  half,  because  without  doing  so,  emp-Ââ€? ty  facts  are  just  being  swept  in  one  ear  and  out  the  other.       So  much  energy  is  spent  on  drunk  driving  issues,  but  accord-Ââ€? ing  to  the  University  of  Utah,  texting  while  driving  is  equal  to  having  four  beers  before  getting  into  a  car.  Sending  a  single  text  may  not  seem  as  bad  as  drink-Ââ€? ing  while  driving,  but  there  are  many  more  organizations  talk-Ââ€? ing  about  that.        The  one  limit  to  stopping  the  distracted  driving  issue  is  that  we  are  all  misinformed.  If  this  issue  is  addressed,  the  number  of  deaths  caused  by  distracted  driving  will  go  down  dramati-Ââ€? cally.
Mentally  trapped:  Fear  of  second  place  holds  us  back I Carolyn Patterson ‡ 6SRUWV (GLWRU – ™ƒ• –Š‡ Ď?‹”•– †ƒ› ‘ˆ …”‘•• …‘—Â?–”› Â’Â”ÂƒÂ…Â–Â‹Â…Â‡ÇĄ Â?› Ď?‹”•– time  trying  the  sport  ever.  My  hands  were  shaking,  the  pit  in  my  stomach  was  the  size  of  the  earth  and  I  felt  like  I  was  going  to  throw  up;  I  just  wanted  to  run  far,  far  away  from  this  horrible,  intimidating  situation.      We  all  get  intimidated,  or  most  of  us  do  anyway;  I  would  imagine  someone  like  Super-Ââ€? man  or  the  Hulk  might  not  but  for  us  mortals,  intimidation  is  pretty  prevalent  in  daily  life.  It  is  that  awful  combination  of  not  knowing  what  you  are  doing  and  feeling  powerless  and  out  of  control.  People  feel  intimidated  especially  when  trying  out  new  sports,  activities,  or  clubs.      I  conducted  an  anonymous  survey  of  82  Blake  students  about  their  willingness  to  try  new  activities  and  one  thing  be-Ââ€? JUDSKLF FUHGLW -DQKDZL .HONDU came  clear:  the  chance  of  hav-Ââ€? &RXOG D FXOWXUH WKDW H[DOWV VXFFHVV EH OLPLWLQJ RXU RSSRUWXQLWLHV" ing  success  was  a  strong  decid-Ââ€? ing  factor  in  whether  or  not  a  who  took  the  survey  comment-Ââ€? more.  Even  though  there  is  a  no  student  would  feel  intimidated  ed,  “At  Blake,  I  would  never  par-Ââ€? cut  policy  at  Blake,  35%  of  stu-Ââ€? when  trying  something  new.  Ev-Ââ€? ticipate  in  a  sport  that  I  wasn’t  dents  surveyed  said  they  would  eryone  knows  that  Blake  fosters  good  at  (a.k.a.  on  varsity).â€?   This  not  be  comfortable  trying  a  new  a  competitive  attitude  but  it  is  at  type  of  attitude  was  present  in  sport  right  now,  even  for  fun.  the  point  where  there  is  now  a  almost  all  comments  from  the  On  the  other  hand,  according  to  stigma  on  trying  new  things  and  survey.  Success  seems  to  be  all  Claudia  Chute  ’14,  “Sometimes  being  unsuccessful.  One  student  that  kids  at  Blake  care  about  any-Ââ€? the  teams  are  more  intimidating Â
based  on  skills  needed  to  play  [that  sport]  at  a  basic  level  but  .  .  .  socially  the  environments  on  JV  teams  are  really  accepting.â€?       From  talking  with  students  and  from  personal  experience,  JV  teams  seem  to  be  the  most  open  to  new  players  who  want  to  try  a  new  sport.  Unfortunately,  being  on  the  JV  team  and  trying  a  new  sport  is  not  considered  success  at  Blake.  Success  at  Blake  is  of-Ââ€? ten  seen  as  at  how  good  you  are  at  something,  how  many  goals  you  score  or  points  you  get,  how  many  people  you  beat.  Success  at  Blake  is  usually  not  perceived  as  all  the  little  steps  that  happen  along  the  way.      Intimidation  goes  hand  in  hand  with  this  attitude  because  the  worse  a  student  thinks  they  will  be  at  a  particular  activity,  the  more  intimidated  they  will  feel  and  the  less  likely  they  will  be  to  try  that  activity.  An  upperclass-Ââ€? man  states:  “The  time  has  come  for  us  to  stop  trying  new  sports  and  focus  on  what  we’ve  found  we’re  good  at.â€?  This  quote  shows  the  mindset  that  Blake  students  are  stuck  in  as  of  current.  Suc-Ââ€? cess  has  become  whether  you  play  on  the  Varsity  team,  or  how  many  people  you  beat  dur-Ââ€?
ing  a  competition.  Intimidation  comes  from  students  looking  down  on  others  because  they  are  not  good  at  something  they’ve  never  done  before.  Intimidation  comes  from  the,  “negative  feel-Ââ€? ing  toward  JV  players.  That  they  aren’t  ‘athletes’â€?  as  one  student  who  answered  the  survey  put  it.  This  intimidation  does  not  come  from  some  deep-Ââ€?rooted  mental  instinct  that  we  naturally  feel  in  all  new  situations,  but  rather  from  deep-Ââ€?rooted  social  issues  at  Blake  about  success  and  what  that  means.       A  junior  who  took  the  sur-Ââ€? vey  said,  “every  student  at  this  •…Š‘‘Ž ‹• ƒ„•‘Ž—–‡Ž› –‡””‹Ď?‹‡† of  failure,  and  by  trying  a  new  thing,  they  are  basically  setting  themselves  up  to  make  mistakes.  Mistakes  aren’t  considered  learning  experiences  at  Blake,  they  are  considered  failures.â€?  We  as  Blake  students  need  to  ask  ourselves  whether  the  risks  of  not  succeeding  are  worth  the  missed  opportunities  when  we  don’t  try  something  new.  Intimi-Ââ€? dation  should  not  come  from  the  failure  of  success;  intimidation  should  come  from  the  thrill  and  adrenaline  of  trying  something  new.
Opinions
WKH VSHFWUXP QHZVSDSHU ‡ MDQXDU\
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Grade  deans  should  walk  “middle  pathâ€? Students need to be guided, but only when lost Sanjana Srivastava ‡ 6WDII :ULWHU our  dean  is  meant  to  be  the  “Students  are  going  to  make  intelligent  decisions  if  they  have  the  right  information.â€?  one  person  in  Upper  School  -ÂRichard  Cawood who  knows  you  and  helps  you— a  “go-Ââ€?to  person,â€?  according  to  12th  grade  dean  Dion  Crush-Ââ€? “If  the  student  is  blinded,  they  have  to  go  through  it  to  see  what’s  really  going  on.  It’s  not  defeat,  shon.  A  key  question  is  wheth-Ââ€? it’s  about  recognizing  where  you  are  right  now.â€?  er  that  go-Ââ€?to  person  should  be  a  guide  or  an  aid.  Should  they  -ÂAlyn  Eastin Š‡ƒ˜‹Ž› ‹Â?Ď?Ž—‡Â?…‡ ƒ •–—†‡Â?–ǯ• sions  that  are  contrary  to  what  I  what  a  student  wants,  but  we  decisions  as  a  guide?  Or  should  advise,  and  they  have  to  to  learn.  also  hear  what  parents  want.  If  they  wait  for  the  student  to  When  asked,  I  get  involved,â€?  says  the  student  is  blinded,  they  have  come  to  them,  serving  as  an  aid? Dion  Crushshon,  the  current  –‘ ‰‘ –Š”‘—‰Š ‹– –‘ •‡‡ Â™ÂŠÂƒÂ–ÇŻÂ• ”‡-Ââ€?      Before  conducting  research,  ͳʹ–Š ‰”ƒ†‡ †‡ƒÂ?Ǥ ”—•Š•Š‘Â?ǯ• ƒŽŽ› ‰‘‹Â?‰ ‘Â?Ǥ –ǯ• ƒ„‘—– ”‡…‘‰-Ââ€? I  thought  the  hands-Ââ€?off  aid  ap-Ââ€? approach  shows  that  the  idea  of  nizing  where  you  are  right  now,â€?  proach  was  better.  Students  can  being  an  aid  is  one  held  by  some  says  11th  grade  dean  Alyn  Eas-Ââ€? make  their  own  decisions  and  deans  themselves.  However,  tin.  “I  want  each  one  of  my  stu-Ââ€? choices  and  come  to  the  dean  ‡ƒ…Š †‡ƒÂ?ǯ• ƒ’’”‘ƒ…Š ‹• †‹ˆˆ‡”-Ââ€? dents  to  have  the  best  possible  when  they  need  help.  A  dean  ent.  experience  at  Blake,  and  that  should  only  intervene  them-Ââ€?      “I  think  this  school  went  to  may  not  be  what  they  think  it  selves  when  the  student  is  mak-Ââ€? a  dean  system  because  students  is.â€?  By  stressing  the  importance  ing  obviously  detrimental  deci-Ââ€? got  academic  counseling  from  ‘ˆ ƒ †‡ƒÂ?ǯ• ƒ••‹•–ƒÂ?…‡ǥ ƒ•–‹Â? Ġ-Ââ€? sions.  one  place,  outside  issues  from  vocates  a  guide  approach—be-Ââ€?      “A  dean  should  be  an  aid  to  a  another,  personal  issues  from  cause  the  deans  have  experience  student.  A  guide  is  not  necessary  ƒÂ?Â‘Â–ÂŠÂ‡Â”Č„Âƒ †‡ƒÂ? †‘‡•Â?ǯ– †‘ ƒŽŽ taking  children  through  high  at  this  point.  They  should  make  graphic credit: Nolan Lindquist those,  but  they  coordinate,â€?  says  school,  they  often  know  better  decisions  that  are  best  for  stu-Ââ€? +RZ PXFK KHOS GR VWXGHQWV UHDOO\ QHHG" Paul  Menge,  the  Upper  School  than  the  child  what  will  work  dents  regarding  things  like  con-Ââ€? sequences,  and  they  can  make  do  what  they  choose  and  make  †‡Â?– •Š‘—Ž†Â?ǯ– „‡ Œ—†‰‡† „ƒ•‡† Assistant  Director  and  a  former  ƒÂ?† ™Šƒ– ™‘Â?ǯ–Ǥ Š‡› ƒŽ•‘ ’”‘-Ââ€? recommendations,  but  they  their  own  decisions.  However,  on  one  misstep.  The  dean  should  dean.  “The  dean  is  a  guide—give  ˜‹†‡ ƒÂ? •‡…‘Â?†ǥ ‘„Œ‡…–‹˜‡ ‘’‹Â?-Ââ€? should  not  play  the  role  of  an  ‹–ǯ• Â?‘– Œ—•– –Š‡ •–—†‡Â?–• ™Š‘ ƒ†˜‹•‡ –Š‡ •–—†‡Â?– –Š‡ Ď?‹”•– –‹Â?‡ –Š‡Â? Ď?Ž‡š‹„‹Ž‹–›ǥ „—– ‹Â? Â?ƒÂ?› …ƒ•-Ââ€? ion.  authority  when  it  comes  to  mak-Ââ€? think  this  approach  is  better. and  then  look  for  a  damaging  ‡• –Š‡ †‡ƒÂ? Šƒ• –‘ •ƒ› ™‡ǯŽŽ †‘      Every  dean  is  different,  and  ing  decisions,â€?  says  Adele  Wat-Ââ€?      “Students  are  going  to  make  pattern  or  reoccurrence.  As  Ca-Ââ€? it  this  way  due  to  some  param-Ââ€? they  all  facilitate  successful  ex-Ââ€? kins  ’13.  “They  should  ask  the  intelligent  decisions  if  they  have  ™‘‘† Â•Â–ÂƒÂ–Â‡Â†ÇĄ –Š‹• Ď?‹–• ™‹–Š –Š‡ eters,â€?  continues  Menge.  Regard-Ââ€? periences  for  their  students.  student  what  they  want—one  of  the  right  information.  The  dean  idea  of  the  dean  as  an  aid—the  less,  he  says,  “a  person  who  is  ……‘”†‹Â?‰ –‘ ‡Â?‰‡ǥ Dz ÇŻÂ˜Â‡ Â?‡˜‡” the  best  parts  of  Upper  School  should  provide  all  the  info  they  dean  only  intervenes  upon  see-Ââ€? taking  a  strong  hand  in  counsel-Ââ€? worked  with  a  dean  whose  mo-Ââ€? is  the  freedom  you  have.  If  you  can  and  be  a  friendly,  assertive  ing  excessive  or  recursive  de-Ââ€? ing  a  student  is  their  strongest  tivation  in  all  the  ways  that  they  have  problems,  they  should  ƒ‹†Ǥ Š‡Â? –Š‡”‡ǯ• ƒ ’ƒ––‡”Â? ‘ˆ structive  behavior.  Until  then,  advocate.â€?  Speaking  with  Menge  counsel  students  was  anything  convinced  me  that  a  dean  should  but  helping  that  student  develop  Š‡Ž’ ›‘— ‹ˆ ›‘— ĥÂ?Ǥ ˆ ›‘—ǯ”‡ †‘-Ââ€? poor  or  self-Ââ€?destructive  choices,  they  should  let  the  student  be.  ing  bad  stuff,  they  should  be  a  they  should  give  proper  advice,â€?  “Sometimes  a  child  sees  them-Ââ€? be  a  coordinator  for  the  student,  to  be  their  very  best.  I  remember  guide,â€?  says  Chinmaey  Kelkar  says  English  teacher  Richard  selves  very  differently  than  how  ‘Â?‡ …‡Â?–”ƒŽ Ď?‹‰—”‡ ™Š‘ …ƒÂ? ‘”‰ƒ-Ââ€? –Š‡ †ƒ›• ™Š‡”‡ ™‡ †‹†Â?ǯ– Šƒ˜‡ ƒ ’16.  Cawood.  This  changed  my  own  the  dean  sees  them.  Sometimes  nize  the  various  different  parts  dean.  Now,  most  students  seem  to  feel  that  they  and   their  needs       Being  an  aid  to  the  students  opinion—Cawood  convinced  •–—†‡Â?–• Â?‡‡† ’—•Š‹Â?‰ǥ „—– ‹–ǯ• of  the  high  school  experience. instead  of  a  guide  leaves  the  me  mistakes  and  false  steps  oc-Ââ€? their  decision,  the  challenges       There  are  also  deans  who  em-Ââ€? are  known.â€?  most  room  for  the  students  to  cur  all  the  time,  and  that  a  stu-Ââ€? they  seek.  Students  make  deci-Ââ€? „”ƒ…‡ ƒ ‰—‹†‡ǯ• ”‘Ž‡Ǥ Dz ‡ Š‡ƒ” Â
Y
All  grades  were  once  welcome  in  lounges Hailey Bork ‡ 6WDII :ULWHU
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he  senior  lounge  is  a  coveted  reclining  area  for  anyone  in  –Š‡ •…Š‘‘ŽǤ Š‡–Š‡” ›‘—ǯ”‡ ƒ ˆ”‡•ŠÂ?ƒÂ?ÇĄ •‘’Š‘Â?‘”‡ǥ ‘” Œ—Â?‹‘”ǥ ›‘—ǯ”‡ ‡ƒ‰‡”Ž› ƒÂ?–‹…‹’ƒ–‹Â?‰ –Š‡ –‹Â?‡ ™Š‡Â? ›‘—ǯŽŽ „‡ ƒ„Ž‡ –‘ Â?‹…Â? your  feet  up  (as  long  as  Steve  Haugh †‘‡•Â?ǯ– •‡‡ Â›Â‘Â—ČŒ ƒÂ?† ‡Â?Œ‘› –Š‡ —Â?„”‡ƒÂ?ƒ„Ž‡ •–ƒ”‡ ‘ˆ Cyrus  Northrop  watching  your  ‡˜‡”› Â?‘˜‡ ĥ –Š‡ Ď?‹”‡’Žƒ…‡ keeps  you  warm  and  envious  underclassmen  stroll  by.         When  did  this  tradition  of  sep-Ââ€? ƒ”ƒ–‡† Ž‘—Â?‰‡• Â•Â–ÂƒÂ”Â–ÇŤ ˆ ›‘—ǯ”‡ ƒ ˆ”‡•ŠÂ?ƒÂ?ÇĄ ›‘—ǯ”‡ •—„Œ‡…–‡† –‘ ƒ •“—ƒ”‡ ƒ”‡ƒ ‘ˆ ™‘‘†‡Â? Ď?Ž‘‘” –‘ ”‡Žƒš ‘Â?ÇĄ ƒÂ?† ‹ˆ ›‘—ǯ”‡ ƒ •‘’Š‘-Ââ€? Â?‘”‡ ›‘—ǯŽŽ ‘Â?Ž› „‡ …ƒ—‰Š– lounging  on  the  three  benches  that,  up  until  recent  “renova-Ââ€?
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tions,â€?  were  uncushioned  pews.      At  Blake,  we  pride  ourselves  on  traditions,  like  the  Challenge  Cup  and  Legacy  Day.  As  a  stu-Ââ€?
dent  population,  we  have  always  assumed  the  social  structures  of  the  lounges  belong  to  each  grade  and  only  to  those  within  that Â
grade.       But  looking  into  the  past,  the  tradition  we  thought  we  knew  is  not  as  clear  as  we  think  it  to  be.  In  fact,  as  Class  of  ‘13  grade  dean  Dion  Crushshon  tells  it,  the  lounge  areas  used  to  be  a  gen-Ââ€? eral  social  gathering  place  for  all  grades.       He  said  that  when  he  was  a  student  at  Blake,  “there  would  be  freshmen  through  seniors  in  the  lounge.â€?  He  said  that  the  positive  side  to  having  all  grades  in  the  lounges  was  that  it  broke  down  the  barriers  between  the  grades  and  allowed  for  a  more  —Â?‹Ď?‹‡† •…Š‘‘Ž ƒÂ?† –Šƒ– Š‡ ™ƒ• disappointed  to  come  back  to  Blake  and  see  how  closed  off  the  lounges  were. Š‹Ž‡ †‘ ‡Â?Œ‘› –‹Â?‡ ‹Â? –Š‡
Œ—Â?‹‘” Ž‘—Â?‰‡ •—””‘—Â?†‡† „› Â?› fellow  members  of  the  Class  of  ‘14,  I  also  recognize  that  sepa-Ââ€? rated  lounges  are  another  way  for  upperclassmen  to  “look  downâ€?  upon  the  freshmen  and  sophomores.       As  an  upperclassman,  I  do  believe  greater  responsibility  and  privileges  come  along  with  ‰”‘™‹Â?‰ ‘Ž†‡”ǥ •—…Š ĥ Ď?‹”•– Ď?Ž‘‘” lockers  or  the  Senior  off-Ââ€?campus  privilege,  and  that  having  a  more  relaxing  lounge  to  do  homework  in  as  the  intensity  of  school  in-Ââ€? …”‡ƒ•‡• ‹• „‡Â?‡Ď?‹…‹ƒŽǤ ‘ ÇŻÂ? Â?‘™ ’‘•‹Â?‰ –Š‹• “—‡•-Ââ€? tion  to  the  student  body:  should  we  break  down  the  social  struc-Ââ€? ture  of  lounges  as  they  are,  or  ƒ”‡ ™‡ •ƒ–‹•Ď?‹‡† ™‹–Š –Š‡ •–ƒ–—• quo?
8 in depth
ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME the me generation PH _Pď_ SURQRXQ > ÀUVW SHUVRQ VLQJXODU @ ME ME ME ME A ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME ME Clare Flanagan 6WDII :ULWHU
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s the great Cee-‐Lo Green crooned in “Charity Case”, a lesser-‐known song from his Gnarls Barkley days, “If I help somebody, maybe there’s mercy for me.” Don’t personal p ǫ ǡ Ǧ ϐ Ǥ concept of service is omnipresent and encouraged, the practice of giving to a cause, whether it’s time, money, or effort, has become increasingly common. It seems that these d ǡ Ǥ It would be nice to assume that such activities are driven entirely by altruism, but some cynics might suspect otherwise. Their question is a simple one – can a person’s impuls ǯ ϐ ǫ ǯ Ȃ ǡ ϐ ǡ ǡ Ǥ ǡ ǯ ǯ Ǥ ǡ ϐ ǡ ǡ Ǥ ǡ ǡ ϐ Ǥ ǡ ǡ Ǧ Ȃ Ǥ ϐ ϐ Ǥ ǡ Ǥ to “check off” what is now seen as a requirement. They shouldn’t really be faulted – for them, it’s just another step towards a degree, and then a life of success and reasonable ϐ ǯ ǡ ǡ ǡ ǯ ϐ ϐ Ǥ Another motivation, equally prevalent in our community, is the desire to assuage the uncomfortable guilt that goes hand in hand with a comfortable lifestyle. Many of us her ǡ Ǥ ǡ ǡ ϐ ϐ Ǥ Ǧ ǡ ǯ ǡ Ǥ ǡ people to reach out and help. If we give a little of our time, energy, or resources to those who are in need, would we be a little less at fault in a world of rampant injustice? Would at night? ǡ ǡ ǡ Ǥ ǡ ǡ ϐ Ǥ ǡ Ǥ ǡ ǡ ϐ ǡ ǫ ǡ ǯ Ǥ ϐ ǡ Ǧ Ǥ ǡ ǯ ϐ Ǥ Wherever lowly place your effort may begin, it could just as well end with a lasting impact on your values. It could create a deep human connection. It could change the w Ǥ ǡ ǡ Ǥ ǡ ǡ ϐ somebody, there’s equal mercy for both us and them.
problems  seem  a  little  less  ‡…‹ƒŽŽ› ƒ– ŽƒÂ?‡ǥ ™Š‡”‡ –Š‡ days,  everyone  is  involved Â
se  to  help  ever  be  genuine  Â?‹‰Š– ”‡…‡‹˜‡Ǥ Š‹• ”‡ƒŽ‹–› Â?‘–‹˜ƒ–‡ Â•Â‡Â”Â˜Â‹Â…Â‡ÇŁ Ď?‹”•–ǥ –Š‡ – „‡ǥ „—– ƒ’’‡ƒ”Ǥ ‘” •‘Â?‡ǥ ‡‹” ‘™Â? ‹Â?ƒ‰‡ ”ƒ–Š‡” –ŠƒÂ?
‘ˆĎ?‹…‡”•ǥ •–—†‡Â?–• •…”ƒÂ?„Ž‡  comfort.  What’s  off  about  ” ‘” „‡––‡” “—ƒŽ‹Ď?‹‡†Ǥ ‡‡Â?
re  at  Blake  are  very  fortu-Ââ€? Â‡ÂƒÂ•Â‡Â•ÇĄ ƒÂ?† ’‡‘’Ž‡ ™‹–Š‘—– ÂŽ ˆ‡‡Ž‹Â?‰ ‹• ™Šƒ– Â?‘–‹˜ƒ–‡• d  we  be  able  to  rest  easier Â
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way  you  see  other  people  ‡–—• ‡š…—•ƒ„Ž‡Ǥ ˆ ™‡ Š‡Ž’
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Anastacia Markoe ‡ 6WDII :ULWHU
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‹’•–‡”Ǥ Š‡Â? •ƒ‹† Â–Â‘Â†ÂƒÂ›ÇĄ Â–ÂŠÂƒÂ–ÇŻÂ• Šƒ”†Ž› ƒ …‘Â?’Ž‹Â?‡Â?–Ǥ – …‘Â?Â?‘–‡• Â?ƒÂ?Â‡ÇŚÂ„Â”ÂƒÂ?† Ç˛Â˜Â‹Â?Â–ÂƒÂ‰Â‡Çł ÂƒÂ’Â’ÂƒÂ”Â‡ÂŽÇĄ Â?‡”† ‰Žƒ••‡• „‘—‰Š– ƒ– Â?–Š”‘’‘Ž‘‰‹‡ǥ ƒÂ?† ‡š‘–‹…ǥ Â‡Â…Â‘ÇŚÂˆÂ”Â‹Â‡Â?†Ž›ǥ ƒŽ–‡”Â?ƒ–‹˜‡ –‡ƒ –Šƒ– ‹• ‹Â? –”—–Š Â?ƒ†‡ „›ǥ ™ƒ‹– ˆ‘” ‹–ǥ –ƒ”„—…Â?ǯ•ǣ ƒ multi-Ââ€?billion  dollar  global  corporation.       There  has  always  been  a  counterculture,  and  in  all  likelihood  there  always  will  be.  The  irony,  as  Anne  Graybeal  ’—– ‹–ǥ ‹• –Šƒ– Dz–Š‡ Š‹’•–‡” ‡–Š‘• Šƒ• „‡…‘Â?‡ –Š‡ †‘Â?‹Â?ƒÂ?– ‘Â?‡Ǥdz ‘™ Šƒ• –Š‹• –”‡Â?† –Šƒ– Žƒ‹† ‘Â? –Š‡ ˆ”‹Â?‰‡• ‘ˆ •‘…‹‡–› taken  over  our  mainstream  culture,  and  what  does  this  strange  transference  say  about  our  generation  in  general?  ”Â?‡•– ‡Â?Â?‹Â?‰™ƒ› …‘‹Â?‡† –Š‡ –‡”Â? Dz–Š‡ Ž‘•– ‰‡Â?‡”ƒ–‹‘Â?Çł ĥ ƒÂ? ‡Â?„‘†‹Â?‡Â?– ‘ˆ –Š‘•‡ ›‘—Â?‰ Â?‡Â? ƒÂ?† ™‘Â?‡Â? who  came  of  age  during  World  War  I,  but  I  think  that  it  can  be  just  as  aptly  applied  to  today’s  world.       We  have  no  grand  heroic  causes  for  which  to  die  like  the  young  men  of  the  1940s,  no  new  freedoms  or  status  as  a  global  superpower  in  which  to  revel  like  the  teenagers  of  the  1950s,  nor  are  we  even  witness  to  a  markedly  unjust  society  against  which  to  rebel  like  the  youth  of  the  1960s  and  1970s.       That  is  not  to  say  that  our  world  is  perfect,  but  social  reformation  is  now  an  above-Ââ€?board,  mainstream  issue,  pre-Ââ€? dominantly  championed  by  institutions  and  the  dreaded  “establishmentâ€?.  Corporations,  conglomerates,  and  corrupt  ’‘Ž‹–‹…‹ƒÂ?• ’‡”˜ƒ†‡ ‡˜‡”› „‹– ‘ˆ ‘—” †ƒ‹Ž› Ž‹˜‡•Ǥ ‘ ™‹–Š ™Šƒ– ƒ”‡ ™‡ ÂŽÂ‡ÂˆÂ–ÇŤ ‘™ …ƒÂ? ™‡ǥ ĥ –Š‘•‡ ‡˜‡” ƒÂ?‰•–›ǥ †‹••ƒ–‹•-Ââ€? Ď?‹‡†ǥ Â?‡Ž‘†”ƒÂ?ƒ–‹… –‡‡Â?• ‡š’”‡•• ƒÂ?› •‘”– ‘ˆ ‡š’”‡••‹‘Â?ÇŤ      And  for  that  matter,  what  do  we  want  to  say  when  given  the  chance?  Being  a  hipster  gives  individuals  the  oppor-Ââ€? tunity  to  say  something  about  saying  something.  In  short,  it’s  white  noise.  They’re  blatantly  alternative,  yet  entirely  ubiquitous,  the  ultimate  “otherâ€?  entity  without  actually  doing  anything  differently.       The  hipster  movement  is  the  desperate  attempt  of  a  generation  who  are  literally  fed  by  brands  and  labels  to,  in  the  words  of  Graybeal,  “craft  an  identity  that  is  not  controlled  by  the  corporate  machine.â€?  Â?…‡ Â?‘”‡ǥ –Š‘—‰Šǥ ‹”‘Â?› ƒ’’‡ƒ”•Ǥ ‘”’‘”ƒ–‹‘Â?• ƒ”‡ Â?‘– ‹†‹‘–‹…njnj–Š‡› ”‡…‘‰Â?‹œ‡† –Š‡ –”‡Â?† ƒÂ?† …ƒ’‹–ƒŽ‹œ‡† —’‘Â? ‹–ǥ Â?‘†‡Ž‹Â?‰ –Š‡‹” ‰‘‘†• ‘Â? –Š‘•‡ –‘ ™Š‹…Š Â?‘”‡ ƒÂ?† Â?‘”‡ ’‡‘’Ž‡ ™‡”‡ Ď?Ž‡‡‹Â?‰ǥ •‡‡Â?‹Â?‰ ƒÂ? ‡•…ƒ’‡ ˆ”‘Â? –Š‡ Â?ƒ•• ’”‘†—…–‹‘Â?Ǥ ‘ǥ •–‘’ ’Žƒ›‹Â?‰ ‹Â?–‘ –Š‡‹” ŠƒÂ?†•Ǥ ‡ƒ† –Šƒ– „‘‘Â? –Šƒ– ‹• Œ—•– •‘ †‹•–”‡••‹Â?‰Ž› …—””‡Â?– ƒÂ?†ǥ ‹ˆ ›‘— Â?—•– invest  in  a  quote-Ââ€?covered  tee  shirt,  don’t  buy  it  pre-Ââ€?ripped.        Â
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10 arts Getting  to  know  Sari  Ketter
MDQXDU\ ‡ WKH VSHFWUXP QHZVSDSHU
Interview  with  spring  play  director Kira Leadholm ‡ 6WDII :ULWHU
Tony Fautsch ‡ 2QOLQH &RQWHQW &UHDWRU allery13  is  a  broad  gallery  representing  smaller  artists  outside  of  the  Minneapolis  area.  The  gallery  offers  music  events  and  live  painting  exhibits.      They  have  large  receptions  in  recognizing  a  wide  variety  of  artists  and  events.  Gallery13  is  the  type  of  gallery  that  you  walk  by  everyday  while  walking  the  skyways  of  downtown  Minneapolis.       Gallery13  is  a  very  spacious  environment,  offering  new  artists  ev-Ââ€? ery  month.  Making  it  somewhere  fun  to  go  on  a  regular  basis,  as  each  month  allows  new  artists  with  new  visions  to  showcase  their  work. Address:  811  LaSalle  Ave.   Minneapolis,  MN  55402 Gallery  Hours:  Tuesday-Ââ€?Sunday  11  a.m-Ââ€?5  p.m
G Sari Ketter during a Merry Wives of Windsor rehearsal.
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lake’s  new  theater  director,  Sari  Ketter  has  been  in-Ââ€? volved  in  theater  her  entire  life,  making  her  a  perfect  candiate  to  lead  Blake’s  theater  program  to  replace  Diane  Landis  while  she  is  on  sabbatical  this  spring.                      Ketter  was  introduced  to  per-Ââ€? forming  arts  through  dance,  but  later  began  to  participate  in  mu-Ââ€? sicals  and  plays.  She  then  went  on  to  study  theater  in  both  high  school  and  college.        In  1986  Ketter  moved  to  Minnesota  to  work  at  the  Guth-Ââ€? rie.   She  ended  up  working  at  the  Guthrie  for  ten  years  as  the  artistic  director’s  assistant  and  associate.       Before  coming  to  Blake  she  was  involved  in  freelance  work  and  directing  a  very  wide  range  of  productions.    Ketter  has  an  impressive  amount  of  experience  in  the  theater  business  and  has  been  involved  in  many  different  pro-Ââ€? ductions  at  a  range  of  places.
photo credit: Jonah Sandy
      Some  of  the  most  well  known  productions  Ketter  has  been  in-Ââ€? volved  in  are  A  Christmas  Carol,  which  she  directed  for  nine  sea-Ââ€? sons  spanning  form  1991-Ââ€?2000  at  the  Guthrie,  Ruthless!  at  the  Ordway,  and  And  a  Nightingale  Sang  where  she  was  the  assis-Ââ€? tant  director  at  Lincoln  Center  in  New  York.  Ketter  enjoys  theater  so  much  because  she  believes  that  theater  is  not  just  a  form  of  entertainment,  but  a  powerful  artistic  outlet  that  can  â€?change  lives  and  change  the  world.â€?  She  believes  stories  are  very  impor-Ââ€? tant,  and  theater  is  a  way  to  com-Ââ€? municate  these  stories.       Along  with  theater,  in  her  free  time  Ketter  loves  to  dance  and  read.  She  also  has  some  other  unique  talents  as  well,  such  as  knitting  and  making  stained  glass.      Sari  Ketter  is  a  wonderful  ad-Ââ€? dition  to  the  Blake  theater  pro-Ââ€? gram  and  the  Blake  community  as  a  whole. Â
photo credit: Tony Fautsch
photo credit: soapfactory.org
Photo: “Hipsteries for Hennepin� taken by Frieda Yeung ‘13 for Bob Teslow’s Advanced Photography class
photo credit: Frieda Yeung
he  Soap  Factory  art  gallery  is  located  in  an  old  industrial  building  from  the  1800s,  based  in  the  historic  National  Purity  Soap  Fac-Ââ€? tory  donated  by  the  Pillsbury  Family.       The  Soap  Factory  supports  artists  and  their  work  by  providing  exhibition  and  studio  space  on  an  unprecedented  scale.  The  Soap  Factory  also  provides  a  skilled  staff  to  help  artists  with  advertising  their  artwork.      The  Soap  Factory  has  three  different  galleries  and  is  designed  in  very  undeveloped  style  rooms,  adding  to  it’s  charm. Address:  514  Second  St.  SE  Minneapolis,  MN  55414 Hours:  Open  Thursdays  and  Fridays  2  p.m-Ââ€?8  p.m  &  Saturdays  and  Sundays  12  p.m-Ââ€?5  p.m
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photo credit: midwayart.org
“Hipsteries  for  Hennepinâ€?   rieda  Yeung  ‘13  was  stroll-Ââ€? Inside  look  into  a  photographer’s  process Fing  down  Hennepin  Ave Â
Carolyn Patterson ‡ 6SRUWV (GLWRU
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when  she  decided  to  take  a  pho-Ââ€? to  of  her  friend  Krista  Rud  ‘13  with  a  Holga  camera  for  photog-Ââ€? raphy  class.        For  you  photo  novices,  Frieda  explains  that  the  Holga  effect  is  when  “one  photo  and  another  photo  are  layered  on  top  of  each  other.â€?  The  photo  was  “just  coin-Ââ€? cidentalâ€?  for  Frieda  but  it  turned  out  to  be  extremely  intriguing  and  beautiful.        The  photo  depicts  a  teenage  girl  with  a  solemn  expression  on  her  face.  However  the  rest  of  her  body  is  faded  away  to  give  view  of  the  sidewalk  behind  her.        A  black  fence  is  seen  on  the  right  side,  and  the  fence  on  the  left  appears  to  fade  into  the  side-Ââ€? walk  right  along  with  the  girl.        The  layering  of  the  different  photos  makes  for  an  interesting  time  for  the  eye.  Your  eye  could  wander  to  the  fences  and  try  to  see  where  they  lead,  but  the  Hol-Ââ€?
idway  Art  Gallery  supports  emerging  and  underrepresented  artists,  something  that  off  the  bat  makes  it  a  unique  exhibit.   This  gallery  also  offers  a  more  public  discourse  of  contemporary  art  in  Minneapolis.      Midway  Art  Gallery  offers  local  artists  the  option  to  represent  their  work  and  also  works  with  the  artists  to  advertise  their  work.       Midway  art  gallery  also  holds  the  Midway  library,  which  is  avail-Ââ€? able  for  those  who  desire  to  delve  into  some  art  history  and  learn  more  about  the  gallery  itself. Address:  527  SE  2nd  Ave   Minneapolis,  MN  55414 Hours:  Wednesday-Ââ€?Sunday  11  a.m-Ââ€?5  p.m ga  effect  disregards  geometry  and  does  what  it  wants,  adding  depth  to  the  photo.  The  fence  appears  to  be  warped  in  some  places  and  lower  in  some  spots  than  others;  the  eye  is  in  awe.  Â? ƒ††‹–‹‘Â?ÇĄ ƒ– Ď?‹”•– ‰ŽƒÂ?…‡ǥ –Š‡ girl  with  the  solemn  face  and  the  black  metal  fence  surround-Ââ€? ing  her  might  be  all  that  you  see.  Look  more  closely  though,  and  you  can  see  that  the  dark  shape  on  top  of  the  girl’s  body  is  actual-Ââ€? ly  a  drink  cup  with  Frieda’s  hand  holding  it.       The  appearance  of  Frieda’s  hand  in  the  photo  gives  us  a  con-Ââ€? nection  to  the  photographer  and  makes  us  feel  as  if  we  are  the  ones  sipping  our  green  tea  while  strolling  down  Hennepin  Ave.       Frieda  comments  that,  “the  picture  with  my  hand  and  the  drink  could  have  been  in  the  wrong  placeâ€?  but  luckily,  it  did  not  turn  out  that  way.  This  layer  of  the  photo  plays  more  tricks  on  the  viewer  and  makes  the  photo Â
even  more  interesting  to  take  in.       Also,  the  presence  of  a  faded  building  in  the  background  gives  the  viewer  curiosity  about  the  scene  and  adds  an  aspect  of  fan-Ââ€? tasy  to  the  picture.       Frieda  did  a  wonderful  job  of  taking  an  ordinary  street  scene,  and  making  it  something  eerie  and  beautiful  all  at  the  same  time.        Frieda  is  currently  in  ad-Ââ€? vanced  photography  and  al-Ââ€? though  she  does  not  do  a  lot  of  photography  work  outside  of  school  it  is  an  interest  of  her  and  she  say,  “I  want  to  do  it  more  in  the  future.â€?      This  photo  is  on  display  through  February  in  the  Martha  Bennett  Gallery  in  a  show  en-Ââ€? titled  Evolution:  PK  through  12  Visual  Art.         Be  sure  to  check  it  out  and  see  where  it  takes  you. Â
entertainment
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A  look  into  the  history  of  Downton  Abbey The  scene  at  Sundance  Raine Robichaud and Margaret Graham ‡ &RQWULEXLWLQJ :ULWHUV Film  Festival
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Jonah Sandy ‡ &R (GLWRU LQ &KLHI hen  my  friend  Alex  and  I  (I’m  not  exaggerating.  There  got  permission  from  our  were  actual  porn  clips  in  Don  parents  to  buy  tickets  for  the  Jon’s  Addiction). ƒ…Š Ď?‹ŽÂ? ™ƒ• 35th  annual  Sundance  Film  Fes-Ââ€? followed  by  an  audience  Q&A  tival  in  Park  City,  Utah,  I  could   •‡••‹‘Â? ™‹–Š –Š‡ Ď?‹ŽÂ?ǯ• …”‡ƒ–‹˜‡ Â?‡˜‡” Šƒ˜‡ ‹Â?ƒ‰‹Â?‡† –Šƒ– Ď?‹˜‡ team,  including  the  director  and  Â?‘Â?–Š• Žƒ–‡” ™‘—Ž† Ď?‹Â?† Â?›•‡Žˆ most  of  the  main  actors.  My  fa-Ââ€? discussing  various  meta  self-Ââ€? vorites  of  the  festival  were  the  referential  neo-Ââ€?Boulean  Tran-Ââ€? family  drama  Breathe  In,  direct-Ââ€? scendentalist  performance  art  ed  by  Drake  Doremus,  who  we  pieces  on  society’s  ideas  of  mas-Ââ€? got  to  talk  to  when  we  saw  him  culinity  with  James  Franco  in  on  Main  Street  on  Monday  after-Ââ€? a  coffee  shop  on  Main  Street— noon;  The  EastÇĄ ƒŽ ƒ–Â?ƒÂ?Â‰ÂŽÂ‹ÂŒÇŻÂ• probably  because  I  never  did.  C.I.A.  thriller  starring  Brit  Mar-Ââ€? Despite  this  fact,  my  experience  ling,  Alexander  Skarsgard,  and  ƒ– —Â?†ƒÂ?…‡ Ď?‹ŽÂ? ˆ‡•–‹˜ƒŽ ‘˜‡” Ellen  Page;  Before  Midnight,  the  MLK  weekend  was  indescrib-Ââ€? –Š‹”† ƒÂ?† Ď?‹Â?ƒŽ ‹Â?•–ƒŽŽÂ?‡Â?– ‘ˆ able,  although  I  will  try  my  best  the  celebrated  cinema  love  sto-Ââ€? to  put  it  in  words. ry;  Upstream  Color,  an  intense,          Although  ticket  packages  †‡Ž‹…ƒ–‡ •…‹njĎ?‹ ‡šƒÂ?‹Â?ƒ–‹‘Â? ‘ˆ that  get  you  into  the  hottest  human  relationships;  and  The  shows  are  pricey  and  buying   Spectacular  Now,  a  grounded,  tickets  is  a  process  that  takes  moving  drama  that  treats  you  several  months,  the  surpris-Ââ€? more  like  an  adult  than  does  the  ing  thing  about  Sundance  is:  average  high  school  movie. anyone  can  buy  tickets.  That’s        I’m  going  to  be  corny:  the  trip  right—peasants  like  me,  Alex,  was  an  escape  into  an  art  form  and  his  sister  Katherine  were  I  had  never  really  felt  before,  at  able  to  wander  bewilderedly  least  as  strongly  as  I  did  when  among  the  beautiful  people  of  ˜‹‡™‹Â?‰ –Š‡•‡ Ď?‹ŽÂ?•Ǥ Š‡Â? –Š‡ Ď?‹ŽÂ? ‹Â?†—•–”›ǥ ˆ‡‡Ž‹Â?‰ Œ‘›-Ââ€? discussing  them  with  friends,  fully  overwhelmed.  This  excite-Ââ€? when  observing  the  passion  ment  blended  with  an  awkward  with  which  the  directors  spoke  feeling  of  unworthiness  as  we  of  their  work,  experiencing  the  compared  ourselves  to  the  tal-Ââ€? sense  of  community  I  felt  in  ev-Ââ€? ent  and  attractiveness  that  sur-Ââ€? ery  audience  at  such  a  unique  ”‘—Â?†‡† —•ȄÂ?‘– Œ—•– ‹Â? –‡”Â?• celebration  of  culture  and  art— of  people,  but  in  terms  of  the  something  that  turned  out  to  be  festival  in  its  entirity,  in  the  sur-Ââ€? Â?‘”‡ –ŠƒÂ? Œ—•– –Š‡ ’‘••‹„‹Ž‹–› reality  of  this  event  so  refresh-Ââ€? of  seeing  James  Franco,  a  half-Ââ€? ingly  different  from  the  banality Â Â”Â‡ÂƒÂŽČ€ÂŠÂƒÂŽÂˆÇŚÂŒÂ‘Â?‹Â?‰ ‰‘ƒŽ ‘ˆ ‘ˆ Â?‹Â?‡ of  high  school. throughout  the  trip.        Over  the  course  of  three  —–ǥ Œ—•– •‘ ™‡ …ƒÂ? •ƒ› ™‡ †ƒ›• ™‡ •ƒ™ –‡Â? Ď?‹ŽÂ?• ‹Â? –‘-Ââ€? published  an  exclusive  quote  tal,  experiencing  stories  that  from  a  real-Ââ€?live  famous  person  ranged  from  ambitious  teen  in  The  Spectrum:  In  the  words  dramedies  (Toy’s  House,  The  of  Kaya  Scoledario,  when  we  Spectacular  Now)  to  poetic  love  met  her  after  the  world  pre-Ââ€? stories  (What  They  Don’t  Talk  miere  of  The  East,  “Thanks  for  About  When  They  Talk  About  watching  Skins!  I’m  sorry  about  Love,  Ain’t  Them  Bodies  Saints)  the  American  version,  it’s  shit.â€? to  Joseph  Gordon-Ââ€?Levitt  porn Â
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graphic credit:Janhawi Kelkar
Though  we  live  in  a  vastly  different  culture  today,  many  fans  of  Downton  Abbey  identify  with  its  characters  all  the  same.
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uicy  drama,  heartthrob  chauf-Ââ€? feurs,  suicidal  wives,  and  a  multifaceted  view  of  England’s  history  come  together  in  the  Masterpiece  Theater  series  Downton  Abbey.  Each  episode  interweaves  storylines  involv-Ââ€? ing  characters  from  all  different  classes,  backgrounds,  and  opin-Ââ€? ions,  while  centering  around  the  Crawley  family  estate,  Downton  Abbey.  Now  on  its  third  season,  it  has  covered  a  decade’s  worth  of  drama,  from  1910  to  1920.       The  show  is  hugely  popular  in  the  Blake  community  among  both  students  and  faculty.  The  multi-Ââ€?generational  appeal  of  the  program  is  demonstrated  through  the  wide  range  of  en-Ââ€? thusiastic  viewers  we  discov-Ââ€? ered  while-Ââ€?  preparing  this  ar-Ââ€? ticle.        Anne  Graybeal ”‡Ď?Ž‡…–‡† –Šƒ– “a  show  a  like  Downton  Abbey  is  one  that  I  take  pure  pleasure  in  and  it  also  prompts  me  to  ask  questions  about  my  own  un-Ââ€? derstanding  of  the  history  and  culture  of  Edwardian  England. If  you  turn  a  critical  eye  towards  the  show,  I  think  there’s  some-Ââ€?
–Š‹Â?‰ –Š‡”‡njnj‹–ǯ• Â?‘– Œ—•– ‘Â?‡› Boo  Boo.â€?       Ali  Cohen  ‘14,  an  avid  fan  of  the  show,  calls  the  show  the  Š‹‰ŠŽ‹‰Š– ‘ˆ Š‡” —Â?†ƒ›Ǥ Dz ‡Â?Œ‘› Downton  Abbey  with  my  parents  ƒÂ?† Â?› ‰”ƒÂ?†’ƒ”‡Â?–• ƒŽ•‘ ‡Â?Œ‘› watching  it  on  Sunday  evenings.   Despite  everyone  saying  it’s  an  “old  person  show,â€?  I  disagree.â€?      As  a  part  of  the  historical  component  of  the  new  season,  –Š‡ •Š‘™ ‡š’Ž‘”‡• –Š‡ …‘Â?Ď?Ž‹…– in  Ireland  during  the  1920’s  and  the  rapid  change  taking  place  in  both  America  and  England.       English  teacher  Patrick  Barry  states  that  “both  the  American  grandmother  and  the  Irish  chauffeur’s  characters  ƒ”‡ Œ—•– ƒ ’Žƒ–ˆ‘”Â? –‘ •’‡ƒÂ? ˆ‘” an  entire  nation,â€?  and  yet  he  admits  “maybe  deep  literary  analysis  is  not  appropriate  for  a  soap-Ââ€?opera  type  mini-Ââ€?series.â€?   Whether  you  watch  out  of  his-Ââ€? torical  interest  or  for  pure  en-Ââ€? tertainment,  there  is  no  denying  that  the  show  is  a  unique  way  that  students,  faculty,  and  mem-Ââ€? bers  of  their  family  have  found  common  ground. Â
     Ten-Ââ€?year-Ââ€?old  Jasper  Graham  Œ‘‹Â?• Margaret  ’14,  Susan,  and  David  Graham  every  Sunday  at  eight  o’clock  to  watch  the  new-Ââ€? est  episode.  When  asked  about  the  show  he  said,  “It  is  good  be-Ââ€? cause  it  has  an  interesting  plot.  My  favorite  character  is  Carson!â€?  Demonstrating  the  unique  mul-Ââ€? tigenerational  appeal  of  this  se-Ââ€? ries.          Who  wouldn’t  want  to  dis-Ââ€? cuss  that  clever  little  comment  the  Duchess,  played  by  Maggie  Smith,  made  last  episode,  or  the  dramatic  moment  when  (SPOIL-Ââ€? ČŒ ƒ––Š‡™ ƒÂ?† ƒ”› Ď?‹Â?ƒŽŽ› get  together?      Perhaps  these  conversa-Ââ€? tions  even  lead  to  a  higher  level  of  chats  about  history  and  the  show’s  relation  to  the  rest  of  the  world,  spreading  this  knowledge  across  generations  and  to  the  community  as  a  whole.       If  you  want  to  make  your  dreary  Sundays  a  little  more  col-Ââ€? orful,  invite  everyone  from  your  great-Ââ€?grandparents  to  your  lit-Ââ€? tlest  cousin  to  tune  into  PBS  at  8  o’clock  next  Sunday  to  uncover  whether  or  not  Mr.  Bates  is  really  guilty. Â
The  single  guide:
Getting  through  Valentine’s  Day  alone Nina Lillehei ‡ $UWV (GLWRU
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eing  single  on  Valentine’s  Day  doesn’t  have  to  equal  crying  and  eating  chocolate  alone  while  watching  a  Nicho-Ââ€? las  Sparks  movie.  In  the  words  of  Sullivan  Whitely  ’14,  “If  you  dress  in  all  black  and  exude  the  ‘I  hate  love’  attitude,  the  pos-Ââ€? sibility  of  attracting  other  pes-Ââ€? simists  with  your  angst  is  so  prominent  that  you’ll  probably  ‡Â?† —’ Ď?‹Â?†‹Â?‰ •‘Â?‡‘Â?‡ ‡Ž•‡ to  spend  your  day  with.â€?  If  that  method  doesn’t  work  out  for  you,  here  are  some  other  ways  to  have  fun.       The  concept  of  Secret  Santa Â
is  one  that’s  very  popular  dur-Ââ€? ing  the  holiday  season,  and  this  activity  can  easily  shift  into  Val-Ââ€? entine’s  Day  as  well.       Get  a  group  of  friends  togeth-Ââ€? er  and  pull  names  anonymously,  and  for  whomever  name  you  pull  buy  them  a  Valentines  Day  themed  gift  and  surprise  them  with  it  at  school.       If  you’re  a  movie  lover.  invite  a  bunch  of  friends  over  and  have  a  cheesy  romantic  comedy  movie  night,  and  if  romantic  movies  aren’t  really  your  thing,  have  a  horror  movie  night  instead.  (My  Bloody  Valentine  anyone?)
     For  all  those  desiring  some  sweets,  Valentine’s  Day  is  the  perfect  excuse  to  make  and  con-Ââ€? sume  large  amounts  of  baked  goods.  Visit  www.yummly.com/ recipes/valentines-Ââ€?day-Ââ€?baked-Ââ€? goods  for  some  fun  recipes  to  try.       If  you’re  not  feeling  any  of  these  ideas,  but  still  crave  some-Ââ€? thing  fun  to  do,  treat  yourself  to  a  solo  candlelit  dinner  and  the  best  part  about  being  alone  on  Valentines  Day  is,  no  one  will  be  –Š‡”‡ –‘ Œ—†‰‡ ›‘— ĥ ›‘— ‰‘ ‹Â? for  your  fourteenth  cookie.      Â
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Activities  to  do  while  you’re  alone  on  Valentine’s  day
12 science and technology
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Kaback  in  Hawaii
Physics  teacher  wins  Frank  Donaldson  Faculty  Development  Sabbatical
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Maxine Whitely ‡ 6WXGHQW /LIH (GLWRU
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very  year,  a  teacher  who  has  been  working  at  Blake  for  at  least  seven  consecutive  years  is  chosen  to  go  on  a  sab-Ââ€? batical.  A  sabbatical  is  a  trip  to  better  his/her  ability  to  teach  his/her  subject.  Faculty  mem-Ââ€? bers  apply  for  this  opportunity.  The  teacher  that  is  going  on  this  amazing  adventure  next  year  is  Steve  Kaback.  The  Spectrum  sat  down  with  him  to  talk  about  the  details  of  his  upcoming  sabbati-Ââ€? cal  trip.
Spectrum:  What  are  your  plans  for  your  sabbatical? Kaback:  The  entire  family  [Lind-Ââ€? say  ‘19,  Will  ‘16,  and  his  wife  Suzy]  is  going  to  Honolulu,  Ha-Ââ€? waii,  mostly  to  surf  (laughing).  Šƒ˜‡ ƒ …‘ŽŽ‡ƒ‰—‡ ‹Â? ƒ Ď?‹‡Ž† called  physics  education  re-Ââ€? search,  and  the  physics  educa-Ââ€? tion  community  is  interested  in  questions  about  how  students  of  any  age  best  go  about  under-Ââ€? standing  physics  because  it  is  a  really  complicated  process. Â
Ž‘– ‘ˆ ™Šƒ– ‹• †‹ˆĎ?‹…—Ž– ƒ„‘—– physics  is  that  you  have  studied  it  your  whole  life.  What  phys-Ââ€? ics  really  is,  is  a  set  of  rules  that  governs  how  nature  behaves.  If  I  hold  this  fork  up  and  let  it  go,  what  do  you  think  is  going  to  happen?
     Long  story  short,  people’s  in-Ââ€? tuitions  get  in  the  way  of  learn-Ââ€? ing  physics  so  physics  becomes  –Š‹• ”‡ƒŽŽ› †‹ˆĎ?‹…—Ž– •—„Œ‡…–Ǥ Š‡”‡ ‹• –Š‹• ™Š‘Ž‡ Ď?‹‡Ž† ‘ˆ ”‡•‡ƒ”…Š (what  he  is  going  to  do)  about  trying  to  best  organize  what  should  happen  in  a  physics  class-Ââ€? room  to  make  this  task  easier.
Spectrum:  It’s  going  to  fall. Kaback:  Right.  Very  few  people  ™‹ŽŽ •ƒ› ‹–• ‰‘‹Â?‰ –‘ ‰‘ Ď?Ž›‹Â?‰ —’-Ââ€? wards.  So  you  already  have  rules  that  you  can  use  to  predict  how  nature  is  going  to  behave.  So  the  interesting  thing  is  that  we  come  into  [learning  physics]  with  these  set  of  rules  but  often  times  our  intuition  doesn’t  always  help  us  in  understanding  what  nature  really  does,  so  natureualways  ‰‡–• –Š‡ Ď?‹Â?ƒŽ ™‘”†Ǥ
Spectrum:  So  how  long  are  you  going  on  sabbatical? Kaback:  I’m  going  to  be  work-Ââ€? ing  at  the  Punaho  School,  which  is  where  President  Obama  went  to  school.  That  will  be  for  a  year.       It’s  also  one  of  the  founding  schools  for  the  Global  Online  Academy  (GOA)  which  is  what  Blake  is  also  becoming  a  part  of.  I’m  going  to  do  work  with  –Š‡Â? –‘ Ď?‹‰—”‡ ‘—– Š‘™ –‘ „‡––‡” Blake’s  involvement  with  GOA. Â
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     They  are  also  interested  in  do-Ââ€? ‹Â?‰ ”‡•‡ƒ”…Š •’‡…‹Ď?‹…ƒŽŽ› ‘Â? ™Šƒ– happens  in  a  high  school  [phys-Ââ€? ics]  classroom.       There  is  a  bunch  of  research  for  college  level  physics  for  how  to  best  structure  college  cours-Ââ€? es,  but  high  school  hasn’t,  they  haven’t  done  the  very  careful  research  and  curriculum  devel-Ââ€? opment  that  they  have  done  in  college.       My  colleague  has  been  doing  a  lot  of  research  on  this  and  he  wants  to  have  a  research  assis-Ââ€? tant  to  potentially  come  up  with  a  set  of  materials  that  any  class-Ââ€? room  can  use.  So  it’s  a  very  excit-Ââ€? ing  curriculum  development. We  will  certainly  miss  Kaback  at  Blake,  but  the  work  that  he  is  em-Ââ€? barking  on  is  very  exciting.  Bon  voyage  and  hang  loose,  Kaback.
Math  team’s  rivalry  with  Saint  Paul  Academy  continues Rachel Hertzberg ‡ 6WDII :ULWHU
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s  this  year’s  math  team  season  draws  to  a  close,  captain  Catherine  Hua  ’13,  ”‡Ď?Ž‡…–• ‘Â? –Š‡ –‡ƒÂ?ǯ• ‰”‡ƒ–‡•– challenge  this  year.       “It  seemed  like  big  shoes  to  Ď?‹ŽŽǥdz •Š‡ Â•ÂƒÂ‹Â†ÇĄ ”‡ˆ‡””‹Â?‰ –‘ –Š‡ loss  of  last  year’s  seniors.  “We  had  a  really  strong  team‌A Â
challenge  is  to  keep  up  the  legacy  that  people  have  left  be-Ââ€? Š‹Â?†ǥdz •Š‡ ”‡Â?ƒ”Â?‡†Ǥ ‡’ƒ”–‹Â?‰ seniors  included  Sara  Sheffels  ’12,  Ariel  O’Neill  ’12,  and  Kai-Ââ€? tlin  Hansen  ’12.  ‡•’‹–‡ –Š‹• •‡–„ƒ…Â?ÇĄ –Š‡ Blake  math  team  has  made  a  strong  showing  in  all  its  tour-Ââ€?
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naments  thus  far,  coming  in  second  to  perennial  rival  St.  Paul  Academy,  in  the  recent  Tri-Ââ€?Metro  meet,  and  coming  in  third  statewide  for  small  schools.       The  advisors  to  the  math  team,  Jonathan  Osters  and  Chris  Robinson,  are  in  their Â
third  year  co-Ââ€?supervising  the  team,  and  Hua  says  “things  have  been  more  organized  as  –Š‡› Â?‘˜‡ ƒŽ‘Â?‰Ǥdz ‡Ž’‹Â?‰ –‘ Ď?‹ŽŽ –Š‡ Š‘Ž‡ Ž‡ˆ– by  departing  seniors  are  “a  lot  ‘ˆ ˆ”‡•ŠÂ?‡Â?ÇĄ ™Š‘ ƒ”‡ †‡Ď?‹Â?‹–‡Ž› setting  up  for  stronger  seasons  –‘ …‘Â?‡Ǥdz
     She  also  mentioned  promis-Ââ€? ing  sophomore  Janice  Chung  ’15  and  junior  Hirsh  Shekhar  14,  both  of  whom  tied  for   top  scorer  with  three  other  stu-Ââ€? dents  from  the  division  at  the  last  meet,  with  cumulative  scores  of  38.
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“Projections  show  temperature  increases  of  about  4  degrees  year-Ââ€? round.  Higher  temperatures  and  more  frequent  heat  waves  could  increase  heat-Ââ€?related  deaths  and  il-Ââ€? nesses  from  insect-Ââ€?borne  diseases  like  malaria  and  West  Nile  virus,  which  was  detected  in  80  of  the  state’s  counties  in  2003,  with  hu-Ââ€? man  cases  in  56.  Increased  temper-Ââ€? atures  would  make  the  state  more  habitable  for  mosquitoes  that  carry  the  virus,  likely  leading  to  increased  human  infections.â€? -Ââ€?E2  Environmental  Report:  “Ef-Ââ€? fects  of  Global  Warming  on  the  State  of  Minnesota
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Graphs show recent trends in regional air tem SHUDWXUH /DNH 6XSHULRU VXUIDFH ZDWHU WHPSHUDWXUH
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From  Jan.  to  July  2012,  Rochester’s  average  temperature  was  51.6  degrees-Ââ€?  6.9  degress  higher  than  average  temperatures  in  the  past.  This  was  the  warmest  January  to  July  for  Rochester  in  93  years  and  the  warmest  such  period  in  St.  Paul  in  74  years.
PRO/CON OF CLIMATE CHANGE IN MINNESOTA
‡Â?‡Ď?‹–• -Ââ€?Net  increase  of  11,200  jobs  by Â
2015 -Ââ€?  Wind  energy  could  produce  650  billion  kWh/year Â
Impact -Ââ€?More  frequent  heat  waves
FOR MORE INFORMATION
-Ââ€?  Increased  illness  from  insect-Ââ€? borne  diseases -Ââ€?  Economic  and  ecological  losses  due  to  forest  losses -Ââ€?   need  for  irrigation  systems
-Ââ€?  http://environmentminnesota.org -Ââ€?  www.globalchange.gov -Ââ€?  http://www.ucsusa.org/greatlakes/glregion      min.html -Ââ€?http://www.doitgreen.org/ -Ââ€?http://www.dnr.state.mn.us/volunteer/jan-Ââ€? feb01/warming.html
source: E2 Environmental
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MINNESOTAISGETTINGWARMER Nolan Lindquist ‡ &R (GLWRU LQ &KLHI
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lake  climate  change  maven  Dan  Trockman  was  clear  about  what  it  would  take  for  the  average  person  to  really  care  about  global  warming  as  some-Ââ€? thing  other  than  a  menacing  ab-Ââ€? straction.        I  think  our  hands  are  going  to  be  forced,â€?  he  told  the  Spectrum,  sitting  in  the  library  on  a  raspily  cold  January  day.  Eventually,  he  explained,  it  will  be  a  pocketbook  issue  for  average  Americans.  What’s  more,  “big  business  and Â
“I  think  our  hands  are  going  to  be  forcedâ€? -ÂDan  Trockman government  are  taking  hits  from  these  larger  stormsâ€?  already.     Still,  for  many  climate  change  has  yet  to  affect  everyday  life  in  a  direct,  obvious  way.  People  are  even  optimistic  about  the  effect  it  may  have  on  Minnesota’s  in-Ââ€? famously  inhospitable  climate.  The  Star  Tribune  reports  that  a  warmer  climate  could  be  a  boon  for  Minnesota  farmers  who Â
would  be  able  to  grow  perennial  crops  along  with  annual  ones.  One  member  of  Blake’s  Gar-Ââ€? dening  Club,  Raine  Robichaud  ‘14,  expressed  optimism  along  similar  lines  when  she  noted  last  Thursday  that  warmer  and  warmer  weather  would  one  day  make  it  possible  to  grow  pine-Ââ€? apple  in  the  once-Ââ€?frosty  Upper  Midwest.
     For  most,  though,  optimism  has  yet  to  supplant  fear,  or  its  more  common  alternative,  apa-Ââ€? thy.  Maya  Coyle  ‘15  told  this  newspaper  that  while  she  had  started  walking  to  school,  it  hasn’t  made  much  of  a  difference  because  her  brother  still  drives.  When  asked  what  she  thought  about  global  warming  in  general  terms,  she  said  “I  don’t  exactly  worry  about  it.â€?     Far  from  apathetic,  David  Stef-Ââ€? fen  ‘14  expressed  active  skepti-Ââ€?
cism.  “At  the  point  where  the  sci-Ââ€? ence  isn’t  conclusive  that  global  warming  is  manmade  I  think  it’s  a  little  ridiculous  for  people  to  be  claiming  that  if  we  don’t  change  all  of  our  actions  now  the  world  is  going  to  explode  in  ten  years,â€?  he  said.     In  short  many  Blake  students  have  yet  to  think  of  global  warm-Ââ€? ing  as  an  acute  issue,  and  think  of  action  as  something  they  can  put  off  until  they  do.
14 features
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An  exclusive  interview S
Hailey Bork skates her way to the top
Peyton Crosby‡ 6WDII :ULWHU
pectrum:  What  type  of  skating  do  you  do? Hailey:  I  do  solo  skating  so  its  individual  without  a  ’ƒ”–Â?‡” ‘” –‡ƒÂ?ÇĄ Ď?‹‰—”‡ •Â?ƒ–‹Â?‰Ǥ Spectrum:  When  did  you  start  skating? HaileyÇŁ •–ƒ”–‡† •Â?ƒ–‹Â?‰ ™Š‡Â? ™ƒ• ͡ ‘” ͸ ›‡ƒ”• ‘Ž†Ǥ Spectrum:  How  often  and  how  long  do  you  practice? HaileyÇŁ •Â?ƒ–‡ –™‹…‡ ƒ †ƒ› „‘–Š „‡ˆ‘”‡ ƒÂ?† ƒˆ–‡” •…Š‘‘ŽǤ •Â?ƒ–‡ ƒ– ͸ ‹Â? –Š‡ Â?‘”Â?‹Â?‰ for  an  hour,  and  go  to  school,  and  then  I  skate  either  during  my  free  hour  or  after  •…Š‘‘Ž ˆ‘” ƒÂ?‘–Š‡” Š‘—”Ǥ Spectrum:  Why  is  skating  your  passion? HaileyÇŁ Ž‘˜‡ •Â?ƒ–‹Â?‰ „‡…ƒ—•‡ ‹–ǯ• ƒ ”‡ƒŽŽ› ‡š’”‡••‹˜‡ •’‘”–Ǥ ƒ’’”‡…‹ƒ–‡ ƒŽŽ ”‡ƒŽŽ› physically  demanding  sports  but  I  love  skating  because  its  so  different  and  it’s  a  ™ƒ› ˆ‘” Â?‡ –‘ „‡ ƒ„Ž‡ –‘ ‡š’”‡•• Â?›•‡ŽˆǤ Spectrum:  How  long  does  it  take  for  you  to  master  a  move? Hailey:  Its  really  different  for  every  move,  some  are  a  lot  harder  than  others,  like  learning  new  jumps  take  a  long  time,  but  I  you  have  to  practice  just  the  little  things  ƒÂ?† –Š‡Â? ƒŽŽ ‘ˆ ƒ •—††‡Â? ‘Â?‡ –‹Â?‡ –”› ‹– ‹–ǯŽŽ Œ—•– …Ž‹…Â?Ǥ Spectrum:  What  is  your  favorite  move? Hailey:  It’s  called  a  death  drop,  it’s  a  spin  and  you  kick  both  your  legs  up,  its  really  …‘‘ŽǤ Spectrum:  Who  is  your  role  model  and  what  inspires  you  to  keep  skating? Hailey:  My  role  model  is  Javier  Fernandez  because  I  love  his  style  of  skating,  he  is  ƒÂ? ‡Â?‡”‰‹Â?‰ •Â?ƒ–‡” ˆ”‘Â? ’ƒ‹Â? ƒÂ?† Š‡ǯ• ‘Â?‡ ‘ˆ –Š‡ „‡•– –Šƒ– Ď?‹‰—”‡ •Â?ƒ–‹Â?‰ Šƒ• ‡˜‡” •‡‡Â?Ǥ ‡ ‹Â?•’‹”‡• Â?‡ –‘ Â?‡‡’ •Â?ƒ–‹Â?‰ „‡…ƒ—•‡ Š‡ •Â?ƒ–‡• ™‹–Š •‘ Â?—…Š ’ƒ••‹‘Â? ƒÂ?† •‘ Â?—…Š ‡š’”‡••‹‘Â?Ǥ —•‹… Č?ƒŽ•‘Č? ”‡ƒŽŽ› ‹Â?•’‹”‡• Â?‡ „‡…ƒ—•‡ ›‘— …ƒÂ? Â?‘˜‡ •‘ †‹ˆˆ‡”‡Â?–Ž› to  different  pieces  and  its  really  fun  to  come  up  with  new  moves  to  different  rhythms  ƒÂ?† Â?—•‹…Ǥ Spectrum:  What  is  a  common  misconception  about  ice-Ââ€?skating? Hailey:  One  common  misconception  about  ice-Ââ€?skating  is  that  skating  is  all  about  the  †”‡••‡• ƒÂ?† –Š‡ Šƒ‹” ƒÂ?† –Š‡ Â?ƒÂ?‡—’ǥ ƒÂ?† –Šƒ– Ď?‹‰—”‡ •Â?ƒ–‹Â?‰ ‹• ‡ƒ•›Ǥ Šƒ– ‰‘‡• ‹Â?–‘ the  two  minutes  of  where  the  girls  and  guys  wear  the  costumes  and  their  hair  is             •‘ Â?ƒÂ?› Š‘—”• ‘ˆ –”ƒ‹Â?‹Â?‰ „‡Š‹Â?† ‹–ǥ ƒÂ?† ›‘— †‘Â?ǯ– ”‡ƒŽŽ› •‡‡ –Š‘•‡ Č?Š‘—”•Č?Ǥ
Mini Features
ܠ ›‘— Â?Â?‘™ Ǥ Ǥ Ǥ Greg  Lim  ‘15  has  a  new  fascina-Ââ€? tion  with  dark  comedies?  Though  he  gets  a  good  chuckle  out  of  American  Psycho,  he  wants  people  to  know  he’s  not  crazy,  he  just  Ž‘˜‡• •ƒ–‹”‹…ƒŽ Š—Â?‘”Ǥ
 Spectrum:  How  often  do  you  have  a  show? Hailey:  My  club  has  a  show  once  a  year,  and  I  also  get  invited  by  other  clubs  to  be  a  guest  skater  there  and  be  a  featured  skater,  and  I  do  a  Christmas  •Š‘™ —•—ƒŽŽ›Ǥ Spectrum:  Have  you  traveled  anywhere  cool  for  a  skating  competition? Hailey: Šƒ˜‡ –”ƒ˜‡Ž‡† Â?‹Â?† ‘ˆ Œ—•– ƒ”‘—Â?† –Š‡ ‹†™‡•–ǥ Č?ƒÂ?†Č? Šƒ˜‡ ‰‘Â?‡ ‘—– –‘ ‘Ž‘”ƒ†‘ –‘ –”ƒ‹Â? ƒÂ?† ÇŻÂ˜Â‡ •Â?ƒ–‡† ‹Â? Ž‘”‹†ƒ ƒÂ?† ‘—– ‹Â? ‡™ ‡”•‡›Ǥ      Hailey’s next competition in three weeks in Duluth, and her next show is in April: wish her luck!
“My  favorite  skater  is  Ja- vier  Fernandez  because  he  skates  with  inspiration  [and]  passion  and  he’s  the  greatest  skater  Spain  has  ever  seen.  He  makes  PH ORYH ÂżJXUH VNDWLQJ because  he  skates  for  the  love  of  the  sport  rather  than  the  competitionâ€?
ܠ ›‘— Â?Â?‘™ Ǥ Ǥ Ǥ Rahim  Omar  ‘14  loves  Sara  Ba-Ââ€? reilles?  Rahim  says,  “she  really  connected  to  me  through  her  lyrical  mag-Ââ€? Â?‹Ď?‹…‡Â?…‡Ǥdz ‡ Ž‹•–‡Â?• –‘ Š‡” every  day  on  the  way  home  ƒˆ–‡” ƒ Ž‘Â?‰ •‘……‡” ’”ƒ…–‹…‡Ǥ
Hailey  gives  the  inside  scoop  on  how  to  achieve  your  goals:
photo  credit:  submitted  by  Hailey  Bork
1.  Make  your  goals  realistic  enough  to  achieve  during  a  cer-Ââ€? tain  time  period  2.  Practice  the  little  things  instead  of  only  seeing  the  bigger  goal.  3.  Repetition,  repetition,  repetition!
ܠ ›‘— Â?Â?‘™ Ǥ Ǥ Ǥ –Š‹• Â?›•-Ââ€? tery  spectrum  editor  en-Ââ€? joys  coming  up  with  car  designs,  especially  in  math  class? Guess  this  Spectrum  staff  member  by  tweeting  @ blakespectrum
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WKH VSHFWUXP QHZVSDSHU ‡ MDQXDU\
The  chirp  heard  ‘round  the  world
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Nordic  skiers  forge  on  despite  no  snow
Team  makes  do  with  spirit,  manmade  powder Christopher Hofstadter ‡ 6WDII :ULWHU
Rory Taylor ‡ 6WDII :ULWHU
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hirping  is  an  art  formâ€?  said  Charles  Vojta  ‘15.  The  prac-Ââ€? tice  of  “chirpingâ€?  or  “trash  talk-Ââ€? ingâ€?  comes  as  standard  practice  within  the  high  school  athletic  realm.  Whether  it  is  used  as  a  means  to  “rattleâ€?  or  disturb  an  opposing  player,  to  rally  the  team  or  merely  used  as  part  of  the  lingo  of  the  athletic  con-Ââ€? test,  chirping  is  an  ever-Ââ€?present  practice.  But  can  this  colorful  use  of  lexicon  be  taken  too  far?       On  the  evening  of  Decem-Ââ€? ber  14,  a  match-Ââ€?up  between  Blake  and  Edina’s  basketball  teams  was  set  to  occur.  Always  intense,  this  contest  was  an  early  season  test  for  the  Bears  and  they  needed  everything  they  could  to  prevail.  Although  Blake  unfortunately  lost,  there ʪĥ ƒ •‹‰Â?‹Ď?‹…ƒÂ?– ‡˜‡Â?– –Šƒ– ‘…-Ââ€? curred  off  the  court,  which  has  alarmed  faculty  and  students  alike.  “Someone  created  what  was  called  the  Blake  vs.  Edina  ‘chirp  chart’â€?  said  Dion  Crush-Ââ€? shon,  the  12th  grade  dean.  Al-Ââ€? though  someone  created  the  “chirp  chart,â€?  the  subsequent  use  of  it  was  stopped  before  the  game.  Nevertheless,  it  was  an  alarming  occurrence  as  it  “was Â
–Š‡ Ď?‹”•– –‹Â?‡ǥ ‹– •‡‡Â?‡†ǥ –‘ Â?‡ that  an  organized  effort  to  have  the  fans  be  coordinated  in  their  chirpingâ€?  said  Crushshon.      Chirping  is  rooted  in  cheering  all  the  way  from  the  most  famous  examples  at  European  soccer  games,  in  American  colleges  and  trickles  down  to  our  own  pre-Ââ€? collegiate  fun.      “It’s  a  sport  culture...oftentimes  people  feel  it’s  what  they’re  sup-Ââ€? posed  to  do,â€?  said  Crushshon.  Crushshon  sought  to  remind  stu-Ââ€? dents  that  they  act  as  represen-Ââ€? tatives  of  Blake  when  at  sporting  events  and  on  other  such  occa-Ââ€? sions  and  should  act  respectfully  as  such.       “I  use  sarcasm  to  defeat  any-Ââ€? one  who  dares  to  chirp  meâ€?  said  Joey  Kinning  ‘15.  His  method  of  turning  provocation  on  itself  could  be  a  lesson  to  all  Blake  students.  The  “Llama  cheer,â€?  for  instance  supports  Blake  while  also  responding  to  the  opposing  school  and  puts  Blake  in  a  posi-Ââ€? tive  light.  Drew  Verneris  ‘15  said  “I  always  look  to  @BizNa-Ââ€? sty2pointO  for  good  chirps.  He  responds  cleanly  but  just  wrecks  the  12  year  olds  who  troll  him.â€?  Point  taken,  Drew. Â
A  driven  sweetheart Guess  January’s  mystery  athlete Claudia Chute ‡ 6WDII :ULWHU
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his  issue’s  mysterious  junior  athlete  is  currently  an  ac-Ââ€? complished  two-Ââ€?sport  competi-Ââ€? tor,  though  she  has  dabbled  in  a Â
December’s  Mystery  Athlete  revealed:
Jackson  Norris  ‘15
photo credit: David Graham
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Margaret Graham ‘14 all bundled up for her race at Theodore Writh Golf Course.
o  snow,  no  problem.  The  Nor-Ââ€? dic  ski  season  is  in  full  swing  despite  a  distinct  lack  of  snow  in  the  Twin  Cities.  The  team  is  off  to  a  strong  start  with  captain  Dar-Ââ€? by  Herket  ’14  currently  ranked  5th  in  the  conference  and  sopho-Ââ€? more  standout  Carolyn  Nye  ’15  close  behind.       According  to  Herkert  the  season,  “Has  been  going  really  well  even  though  it  has  been  a  horrible  snow  year.â€?  The  team  practices  and  competes  at  Theo-Ââ€? dore  Wirth  Golf  Course,  the  only  cross-Ââ€?country  ski  area  in  the  metro  to  make  snow.  Captain  of  the  boys’  squad  Tony  DiGrego-Ââ€? rio  ‘15  remarked  that,  “The  lack Â
of  snow  has  really  limited  our  opportunities  to  ski  different  courses  but  we  are  managing  as  best  we  can.â€?       Recently,  in  search  of  better  snow  and  team  bonding,  the  squad  traveled  to  Maplelag  re-Ââ€? sort  in  northern  Minnesota  for  ƒ –™‘ Â?‹‰Š– Œ—Â?Â?‡–Ǥ Dz ‡Ď?‹Â?‹–‡Ž› the  highlight  of  the  season,â€?  en-Ââ€? thused  Herkert,  “We  got  to  ski  a  lot,  bond  as  a  team,  and  every-Ââ€? one  made  a  lot  of  improvement.â€?      DiGregorio  added  that,  “The  retreat  really  rejuvenated  the  team.  Everyone  came  back  much  more  focused  and  ready  to  ski.â€?  The  highlight  of  the  trip  was  without  a  doubt,  accord-Ââ€?
ing  to  Herkert,  “Nolan  rapping.  It  was  great.â€?        With  the  season  coming  to  a  close,  upcoming  meets  carry  much  more  importance  as  they  include  the  Tri-Ââ€?Metro  Champion-Ââ€? ship  on  January  29  at  Elm  Creek  Park  and  Section  Championship  on  February  8  at  Theodore  Wirth.        Despite  the  young  team,  both  captains  seem  optimistic  about  how  the  season  will  end;  hop-Ââ€? ‹Â?‰ ˆ‘” •–”‘Â?‰ Ď?‹Â?‹•Š‡• ˆ”‘Â? „‘–Š squads  in  conferences  and  sec-Ââ€? tions.         DiGregorio  has  one  simple  goal  for  the  team  at  these  meets,  “Beat  Breck.â€?  This  year,  that  seems  extremely  possible. Â
10  songs  to  help  you  get  pumped  for  the  big  game
multitude  of  activities  including  tennis,  cross-Ââ€?country,  hockey,  and  lacrosse.  ‡” “—ƒŽ‹Ď?‹…ƒ–‹‘Â?• „—Â?’‡† her  up  to  varsity  hockey  her  8th  Austin Rae ‡ &RQWULEXWLQJ :ULWHU grade  year  at  Blake,  and  to  varsi-Ââ€? ty  lacrosse  her  sophomore  year.  She  has  been  regarded  as  “moti-Ââ€? Â˜ÂƒÂ–Â‡Â†Çł ‘Â? –Š‡ Ď?‹‡Ž† ƒÂ?† ƒÂ? ‡Â?–Š—-Ââ€? siastic  freshman  exclaimed,  “she  goes  at  it!â€?         The  same  classmate  describes  her  having  being  “good  as  a  friend  over  the  course  of  the  years.â€?  Not  only  is  she  known  to  have  a  “pos-Ââ€? 3KRWR FUHGLW ,WXQHV 3KRWR FUHGLW ,WXQHV 3KRWR FUHGLW ,WXQHV itive  attitudeâ€?  throughout  her  arena  performances  but  she  has  also  acquired  success  in  academ-Ââ€? Eminem  -Ââ€?  “Lose  Yourselfâ€? Roy  Jones  Jr.  -Ââ€?  “Can’t  Be  Touchedâ€? ics  and  the  arts  due  to  her  rigor-Ââ€? ous  work  ethic.  Young  Jeezy  -Ââ€?  “Put  Onâ€? Maino  -Ââ€?  “All  the  Aboveâ€?      But  don’t  be  fooled!  This  driv-Ââ€? en  gal  is  still  a  sweetheart  who  is  2  Chainz  -Ââ€?  “Yuckâ€? known  to  be  “well  spiritedâ€?  and  Fort  Minor  -Ââ€?  “Remember  the  Nameâ€? also  “pretty  amusing.â€?  Can  you  Trick  Daddy  -Ââ€?  “Let’s  Goâ€? DJ  Khaled  -Ââ€?  “I  Wish  You  Wouldâ€? guess  who  she  is?  Submit  your  predictions  online  at  blakespec-Ââ€? Kanye  West  -Ââ€?  “Powerâ€? trum.org!
sports
WKH VSHFWUXP QHZVSDSHU ‡ MDQXDU\
)HQFHUV ¿JKW WKHLU ZD\ WR QDWLRQDOV Lauren Rondestvedt‡ &RQWULEXWLQJ :ULWHU
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re  these  four  Blake  Fencers  headed  to  state?  Believe  it  or  not,  they  are  headed  to  the  Ju-Ââ€? nior  Olympics  instead.       Taylor  Chadwick  ’13,  Cath-Ââ€? erine  Hua  ’13,  Solomon  Polan-Ââ€? sky  ’15  and  Merrick  Pierson  Smela  ’15  will  be  traveling  to  Baltimore,  MD  on  February  15-Ââ€? 18  to  compete  against  other  top  fencers  from  various  schools  and  clubs  from  across  the  coun-Ââ€? try  in  the  National  Junior  Olym-Ââ€? pic  Fencing  Tournament.      Says  Chadwick,  “Competition  is  way  more  intense  than  [at]  any  local  tournaments  in  Minne-Ââ€? sota.  If  you  look  at  the  kids  who  do  really  well  there’s  a  chance  that  you’ll  see  them  down  the  road  fencing  in  the  Olympics.â€?       Due  to  this  high  competition, Â
many  of  the  fencers  are  choosing  to  spend  extra  time  working  on  strategy  and  endurance.            Hua  says  that  she  begins  pre-Ââ€? paring  for  this  tournament  over  winter  break  and  continues  un-Ââ€? til  competition  time.  She  says  in  order  to  fully  prepare  for  the  Junior  Olympics,  2013  be-Ââ€? ‹Â?‰ –Š‡ Ď?‹ˆ–Š ›‡ƒ” •Š‡ Šƒ• “—ƒŽ‹-Ââ€? Ď?‹‡†ǥ •Š‡ ’ƒ”–‹…‹’ƒ–‡• ‹Â? Â?—Ž–‹’Ž‡ competitions  leading  up  to  the  tournament  because  “competi-Ââ€? tion  hones  your  game,  so  I  use  other  national  events  to  lead  up  to  [Junior  Olympics].â€?         For  those  unfamiliar  with  how  fencing  tournaments  work,  the  Junior  Olympic  Tournament  is  run  the  same  way  as  all  United  States  Fencing  Association  com-Ââ€? petitions  are  run.  Competition Â
begins  with  a  round  of  pools  with  5-Ââ€?7  fencers,  the  top  80%  of  which  move  on  to  the  next  round,  direct  elimination.  Pier-Ââ€? son  Smela  says  that  although  –Š‹• ‹• Š‹• Ď?‹”•– –‹Â?‡ …‘Â?’‡–‹Â?‰ at  the  Junior  Olympics,  he  be-Ââ€? lieves  it  will  be  run  like  “a  regu-Ââ€? lar  fencing  tournament,  but  on  a  larger  scale.â€?  All  four  fencers  are  excited  about  representing  Blake  and  the  state  of  Minne-Ââ€? sota  at  this  tournament,  and  are  focusing  on  staying  relaxed  and  preparing  for  the  competition.          Pierson  Smela  says,  “I’m  ex-Ââ€? cited  about  representing  Blake  at  the  Junior  Olympics.  I  don’t  ”‡ƒŽŽ› …ƒ”‡ ™Šƒ– ’Žƒ…‡ Ď?‹Â?‹•Š ‹Â?ÇĄ as  long  as  I  have  a  good  time  and  become  a  better  fencer.â€?
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9$56,7< 5(&25'6 $6 2) : / 7
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61$36+276 Boysâ&#x20AC;&#x2122;  and  girlsâ&#x20AC;&#x2122;  basketball  teams  bring  it  home
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