January/February 2014 issue

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St. Paul Academy & Summit School

1712 Randolph Ave. St. Paul, MN

January/February 2014. Volume XLI. Issue V.

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home sweet home

Students share stories about their homes, families, and pets Cover Story p.10-11

News p.4

A&E p.14

Sports p.18

World Religions speaker series adds depth to religious and cultural class conversations.

Competition One Act, Metamorphosis, presents challenges for actors and audience.

Rivalries and competition intensify as seasons progress and teams look ahead.

Blood Drive benefits American Red Cross

68 participants gave 41 units of blood in the annual Upper School Council Blood Drive Feb. 4. Everyone 16 and older was welcomed and encouraged to donate during the blood drive. The five American Red Cross blood drive volunteers came as early as 7:30 in the morning setting up the equipment to help the Saint Paul Academy community give blood. “I wanted to give blood because it’s my last year and I always want to do something good to help people,” senior Alicia Zhang said.

The Rubicon is feeling social

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Photo Credit: Catherine Braman @TheRubiconSPA. RubiconTV

January/February 2014. Vol XLI. Issue V.

Upper School Council finalizes cell phone policy Katrina Hilton

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Sports Editor

This semester, the Upper School Council aimed to address the issue of the non-uniformly enforced cell phone policy. The old cell phone policy stated that “cell phones must be turned completely off—not just have the ringer turned off or set to vibrate” during the school day.

While this is a standard policy similar to many other school’s, many students felt that it did not align with St. Paul Academy and Summit School’s way of operating. “The old cell phone policy was not really enforced, and many people felt it did not make

much sense because you could not do things that you could do on your computer more conveniently on your phone,” junior USC representative Shaan Bijwadia said.

Many students also do not understand why they are allowed to use their smart phones to listen to music, but cannot use them to look up homework assignments on Veracross. “I think it’s within reason for a teacher to take away a phone if it’s blatantly out during a class, but if students are on their phones during free periods or lunch, there’s really no possible harm,” freshman Lauren Hansen said.

The new policy that USC has proposed will allow students to

St. Paul Academy and Summit School

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The old cell phone policy was not really enforced, and many people felt it did not make much sense. ju n i or S h a a n Bi j w a d i a use cell phones in the hall and during free periods, but still not during class without a teacher’s permission. While the new policy gives students a lot more freedom, it comes with stricter punishments for violations. “Most of the debates over the policy were centered around punishments, and in the end we split it into two sort of things: passive use and active use, which I think better defines forgetting to turn off your cell phone and actually texting

Photo Illustration: Katrina Hilton The current policy states that cell phones must be completely turned off during school hours. “I collect about three to five phones a day,” Cummins said.

during class,” Bijwadia said.

While discussing the policy, USC met with a panel of teachers and students to hear their opinions. One of the issues that arose was the question of how this new policy would affect our community atmosphere. “Many people are worried we would be a community not talking, but I don’t think that will happen because the current policy basically doesn’t exist, so the overall

dynamic probably won’t change that much,” Bijwadia said.

USC and the administration are in the final stages of approving the policy, which will be implemented shortly. The new cell phone policy will hopefully fix the problem of inconsistency in enforcement of the old policy, as well as give students more trust and freedom during their free time.

Martin Luther King, Jr. Day assembly features films in place of speaker

Photo Credit: Boraan Abdulkarim Seniors Charlie Rosenblum, Ysabella Johnson, Alicia Zhang, juniors Bella Martinez, Evva Parsons, Jesus Vega, Emma Rodgerson, and freshman Lutalo Jones discuss the Martin Luther King Jr. Day assembly. “It’s an experience to talk about it, and keep relearning history and bring in new perspectives,” Rosenblum said.

Boraan Abdulkarim

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Cover Story Editor

Year after year, students shuffle into the Briggs Gymnasium, opening up their ears and their minds to the year’s designated speaker for the Martin Luther King Jr. Assembly. This year, however, Intercultural Club members decided on a new twist to the tradition, while still fulfilling the same original goals the assembly stands to achieve.

The change this year brought?

Individual student choice. “Any assembly can get kind of stale if we do the same thing year after year. This year, in planning, [IC]

thought of something very different,” Upper School Diversity Dean Karen Dye said. “[IC members] were really trying to think of something that would capture all the students’ attention and be something that they really would want to get engaged in,” Dye said. The assembly is no longer in Briggs Gymnasium, and there is no speaker. Instead, every student will be given a varied list of movies to select from, and will view the movie with other students who have chosen the same movie.

They then will discuss the movie with the peers who had watched it.

The goal of this annual event is “to have an impact on [students],”

co-president of IC Charlie Rosenblum said. Rosenblum also noticed the event “bring[s] up topics that we don’t always talk about or come across in our community.”

Dye believes the event “highlights a lot of the things that SPA believes in such as equality, equity, diversity, inclusiveness, peace, love, all of those things, that’s what MLK embodies.”

Sophomore Isabelle SaulHughes sees the MLK day assembly as one for “raising awareness of different types of identities and aspects.”

Junior Afsar Sandozi also sees awareness as an important aspect of the assembly. “Awareness is a big thing. People think be-

cause SPA is such a small school that they kind of keep racism in hushed tones, even though no matter where you go, it’s always going to be there. So this is a good wake up call in reminding people. Even though they don’t want to admit that it’s there, it still is,” she said.

“We like to sweep things under the rug or pretend that they don’t exist, or maybe we don’t see that they exist because of the nature of our school,” co-president of IC Ysabella Johnson said. Johnson believes the purpose of the MLK event is to “have a day to remember not only how far we’ve come but how far we need to continue to go.”

“It’s not necessarily that the problems are over,” Johnson continued, “but that they are different and we can apply nonviolent acts for standing up for what you believe in a context that fits 2014.”

Dye also sees value in keeping such issues in mind with the assembly and the discussion that follows. “Processing it in more depth than just presentation or celebration is really important; it has to be part of our education,” she said.

“What we do is we have these one stop shop events that we sit and do once a year, then it’s done, then there’s no conscious thought about it afterwards. The role of the discussions afterwards is to make sure that it’s not just that we’re going to present this and not process it, but that we really have some engagement in what we’re looking at,” Dye continued.

The MLK day assembly was postponed due to inclement weather and the closing of school on Jan. 27, the day film screenings were scheduled to happen.

A new date for the event has still not been finalized, but will be rescheduled.

“I’m super excited, especially about how it’s not just about Martin Luther King Jr., but also about identity as a whole,” Saul-Hughes said.

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Science Alliance teams compete at Science Bowl

Science Alliance members junior Brian Heilig and senior Cynthia Zheng practice for the upcoming Science Bowl competition.

“This year we are hoping to build a larger team so we can compete in every event for Science Olympiad and have a strong Science Bowl team,” Zheng said.

Photo Credit: Katrina Hilton

The Upper School Science Alliance student group attended the Minnesota State Regional Science Bowl on Jan. 24 at Macalester College.

St. Paul Academy and Summit School brought two teams, one led by senior Cynthia Zheng and another by senior Alex Stiffman. Upper School science teachers Ned Heckman and Beth Seibel-Hunt advise the group. - See more photos at: www.rubiconline.com

St. Paul Academy and Summit School

“I had never heard of St. Paul,” Dean of Students Judy Cummins said. Cummins announced her retirement at the end of this school year, after 44 years of teaching and administration.

-- watch the video profile @ The Rubicon Online

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Senior Lucy Li receives Intel recognition Eva Perez-Greene

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In Depth Editor

Senior Lucy Li recently won semi-finalist recognition in the Intel Science Talent Search, one of the nation’s most prestigious high school science competitions.

Li’s deeper scientific investigations began during her junior year in Advanced Science Research, a class designed to let upperclassmen taste the world of independent scientific research.

Little did she know, Li was in for much more than a taste of research.

Interested in biofuels, Li explored switchgrass’ potential as a viable and alternative energy source. “I was taking a type of lignocellulosic biomass called switchgrass, which is really popular in the Midwest because of all the prairies. But, lignin barriers must be removed in order to reach the cellulose inside of the switchgrass plant and make biofuels,” she said. In other words, if it could be stripped of its outer layer, switchgrass had the potential to be an excellent source of biofuels.

Her solution to this problem: White rot fungi. “[The process of striping lignin barriers] usually involves many expensive chemical pretreatments, so I tried to keep things as low key as possible,” Li said. White rot fungi degrades the lignin barriers of

Photo Illustration: Eva Perez-Greene Li poses in her science classroom. “ I was looking for the most environmentally friendly way of doing things. Making biofuels from switchgrass is actually carbon negative, and since everything around us is so carbon positive, it’s good to have something which can help mitigate the effects of climate change,” Li said.

switchgrass plant, exposing their cellulose centers, which in turn can be used to make biofuels.

Li’s project was not only successful, but highly ethical. “I was looking for the most environmentally friendly way of doing things.

Making biofuels from switchgrass is actually carbon negative ,and since everything around us is so carbon positive, it’s good to have something which can help mitigate the effects of climate change,” she said.

Her Advanced Science Re-

search course required her to seek external resources for the execution of her project. She emailed half a dozen professors working in the field of her topic until one responded. She met Dr. Jonathan Schilling who works in the Department of Bioproducts and Biosystems Engineering at the University of Minnesota.

“I actually surprised him with my visit. He surprised me back with giving me the space in his lab to work on my project and a graduate research mentor. I

thought that was just incredible,” Li said.

She continued her research at the U of M, performing enough tests and refining her process to write an extended lab report beyond the scope of her Advanced Science Research Course. Li’s investigations had come such a long way that she figured she might have a shot at gaining recognition in the Intel Science Talent Search.

“I thought, I might as well apply. I already had everything pretty much done. I just had to rear-

range and add in some stuff,” she said. The application process ended up taking Li a very long time and she jokingly mentioned that it was longer than any college application she had ever completed.

“You have your research report (anywhere upwards of 20 pages), recommendations, transcript, test scores, and supplemental essays,” Li said.

On Jan. 8, Li got notice of her advancement to the semifinalist stage of the Intel competition along with 2,000 dollars, one half of which has gone to St. Paul Academy and Summit School.

Out of thousands of annual applications, only 300 semifinalists are chosen to move on in the competition, undoubtedly a feat for Li. “There are high schoolers who already have patents and papers published, so being a semifinalist at this point is still pretty amazing to me,” Li noted.

Li did not move to the finalists stage; however, she intends to pursue her interest in the sciences and mathematics in college and encourages others to believe in their own abilities to engage with the “hard sciences.”

“Even if you’re just starting out, it doesn’t mean you’re going to be at the bottom of the pack,” she said. “Just because you’re a high schooler doesn’t mean you can’t do something revolutionary or make a break-through discovery.”

Sophomore retreat encourages bonding, service Catherine Braman

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Sports Editor

Service, community building, and a mystery bus ride are all on the agenda for the sophomore retreat, originally scheduled on Feb. 6-7. However, the administration has made a few changes to the plan because of the recent school cancellations due to the cold weather. The all day component that was supposed to take place on Feb. 7 will now occur on March 7, which coincides with the Upper School service day. One goal of the retreat is for “[students] from many different backgrounds to come together and learn more about each other,” Sophomore Class Leadership Council member Taylor Rients said.

According to Upper School Dean of Students Judy Cummins, the retreat will take place both on and off campus. The sophomore class will come together after school on Feb. 6 for activities designed to help students

get to know each other better.

Cummins said that students will be encouraged to get out of their typical friends group and take advantage of opportunities to talk to people they might not normally talk to. That evening, members of the college counseling department host a program for sophomore parents that will end at the same time as the retreat.

A month later on March 7, sophomores will travel off campus and volunteer at the non-profit organization Second Harvest Heartland, the upper Midwest’s largest hunger relief organization.

This experience will tie in well with the expectation that sophomores complete 12 hours of service at a non-profit organization or agency. The retreat is not only about helping out an organization as a collective group, but also “celebrating the service that [students] have already done,” Cummins said.

Fun and recreation are also on the retreat schedule for March 7.

Photo submitted by: Linda Brooks Upper School Counselor Susanna Short speaks to the sophomore class about togetherness and class cohesion. “[The sophomore retreat] was a really good way to get to know everyone without forcing a connection,” junior Delaney Carter said.

Past classes have attended Winter Carnival events, played games at Grand Slam, and gone rollerskating. It is usually a low key activity that the class does together.

The two retreat days will include a combination of small group discussions, the morning service project, and an afternoon

social activity. The main objective is to create a strong sense of community within the class. According to Cummins, the retreat is for the Class of 2016 to better understand each other and the shared goals they have as a class.

From there, the class can build on these things in their junior and se-

nior years. “[The sophomore retreat] was a really good way to get to know everyone without forcing a connection,” junior Delaney Carter said.

Several people are involved in the planning of the retreat.

In addition to Cummins, Upper School counselor Susanna Short and Sophomore Class Leadership Council adviser Mollie Ward set up the framework for the two days. The eight members of the Sophomore Class Leadership Council also provide input, advice, and feedback. Also, the 10th grade advisors chaperone the retreat.

“I hope each 10th grader comes away from the experience having had an opportunity to talk to someone they don’t normally talk to and to have a greater appreciation for someone else in the community that is not in their close group of friends,” Cummins said.

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January/February 2014. Vol XLI. Issue V.

Q&

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Eva Perez-Greene

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In Depth Editor

Senior John Wilhelm’s short story “Of Custodians, Airships, and Mattresses,” recently won the Cum Laude paper award for one of eight districts in the nation.

What’s the story about?

“It’s about a custodian who works on a sort of steampunk-esque airship. He’s been working there for forty years and he’s kind of cynical about his position in life. This is his last voyage before he finally gets off with a pension and he’s all good to go home. The plane crashes, and the story is about the process of him trying to find a way to get safe. He’s initially jaded towards the passengers, but he sees people mourning the loss of their loved ones. Plenty of people die.”

What is your creative writing process like?

“I always start with an image. I think of something, and it feels like I’m watching a movie in my mind. I have to translate that movie into words, while it sort of plays out really seamlessly in my head.”

What image formed the basis for your Cum Laude short story?

“I had this image of an airship-like a Zeppelin kind of thing. It’s wooden and very rickety and it jerks around, with lots of smoke coming out of the back. It manages to fly somehow.”

What first sparked your interest in creative writing?

“I remember so vividly being in seventh or eighth grade and I got my first creative writing assignment. It wasn’t a big deal, it was just something where my teacher told us “we’re going to start the story with a phrase and end the story with a certain phrase.”

That was when I realized that I could write absolutely anything between these two points. I can make it a melodrama, I can make it like The Bourne Identity, I can make it whatever I want it to.

That was so amazing for me to think that I could just manipulate and create anything I wanted to in that space. Because of it, I’m never bored. If I have to wait three hours in a line, I can just think about all these worlds and all these plotlines I have in my head, and I can occupy myself.”

Do you have any advice for those interested in writing as a hobby?

“You don’t have to tell yourself, ‘I need to write a thousand words everyday,’ but just sitting down and even perfecting so much as a sentence is important because it keeps you in the mind of writing.”

St. Paul Academy and Summit School

World religions hosts speaker series Jordan Moradian

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Staff Writer

World Religions, taught by Upper School teacher Benjamin Bollinger-Danielson bases its course fundamentally around speakers representing different religions. Running on 11 years now, these presenters come in to share their own experiences with religion to the students. This speaker series plays a significant role in this class as it not only introduces different religions to the class but allows people to share their firsthand experiences to inspire the students.

“It’s not just what these religions are, but more what it means to be a part of these religious communities that we want the students to understand,” said Bollinger-Danielson.

Bollinger-Danielson coordinates some of the speakers, but the series itself revolves primarily around students bringing in speakers. These speakers range from fellow members to leaders of their own religious communities, many of whom come back each following year.

Recently, for example, Methodist minister Linda Koelman of

Photo Credit: Lucy Li From left, seniors Harrisen Egly, Eduardo Flores, Charlotte Hughes, and Ysabella Johnson attend World Religions, taught by Upper School history teacher Ben Bollinger Danielson (right). The class regularly invites religious members and leaders to present to the class. “These speakers really do well to explain what being a part of their religions mean and how it affects them,”Bollinger Danielson said.

the North Minneapolis Methodist Church as well as Eric Gibson of the Diamond Way Buddhist Center came in, and in the past a former student, Salwa Drake ‘11, managed to bring in the famous rapper Brother Ali to talk about the impact of Islam on his life.

Bollinger-Danielson said that “these speakers really do well to explain what being a part of their

religions mean and how it affects them,” adding more depth to knowledge of a religion than one would receive by simply reading of those practices in the course textbook.

Senior Eduardo Flores stated that the Gibson really “inspired” him. Flores went on to say, “He described that religions are very personal and individual things.

He grew up and decided to become a Buddhist during his teenage years because it just fit him, then he went on to found a Buddhist center here in St. Paul.”

World Religions still has many speakers to come, as every semester features around 18 to 20 speakers, while only two have come in so far.

Debaters end a bittersweet season Jackson Lea

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Staff Writer

Four debaters boarded a bus that would take them to the biggest tournament in Minnesota with speeches, evidence, and high expectations. On Jan. 18. St. Paul Academy and Summit School’s best debaters competed for the state championship. Seniors Bilal Askari, Yusra Murad, Mason Mohring, and junior Thomas Toghramadjian fought for the top spot and saw mixed results on both personal and team levels.

Mohring and Toghramadjian failed to break into elimination rounds, and ultimately finished 10th: “I am very disappointed that I couldn’t help Mason defend his title as a state finalist. Both of us know that we debated as well as we have all season, there wasn’t anything we should have done differently. At the end of the day, debate is a subjective event, and sometimes the circumstances aren’t in your favor,” Toghramadjian said.

Askari and Murad finished 5th overall: “I’m proud of Bilal’s and my accomplishments; however,

we had a disappointing decision in our final round against Blaine,” Murad said.

Despite the disappointing state finishes, Thomas Toghramadjian and Tom Fones were named the top Public Forum debater and Coach of the Year respectively in the state of Minnesota. In addition, SPA qualified for the only three district spots for the national tournament in June, an unprecedented accomplishment that leaves the debaters optimistic about the future.

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I’m proud of Bilal’s and my accomplishments; however, we had a disappointing decision in our final round against Blaine. s e n i or Yu s r a Mu r a d

Sophomores dive into DNA Day

Zeeshawn Abid

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Staff Writer

High school students have been given an opportunity to express their knowledge on genetics. The American Society of Human Genetics holds a DNA Day Essay competition each year which allows students from across the globe to connect and compete over a topic related to biology.

The contest aims to challenge students to examine, question, and reflect on important concepts in genetics. This is a great opportunity for students to share and be recognized for their knowledge of biology and genetics.

This year the American Society of Human Genetics chose the

Screen Capture from American Society of Human Genetics Website The DNA day competition allows students to be rewarded for superior knowledge of genetics. “I would definitely recommend students to enter the competition if they’re interested in the DNA,” junior Afsar Sandozi said.

essay prompt: “For one complex human trait of your choosing, identify and explain the contributions of at least one genetic factor and one environmental factor.”

This prompt will allow students to explore the effects of anything from blood pressure to autism. In

the past, St. Paul Academy and Summit School has had multiple competitors in this competition.

Just last year juniors Afsar Sandozi and Thomas Toghramadjian to part in this fantastic opportunity.

“I was really interested in the

topic in general and DNA in general. I loved the chapter when we were learning it in class and it was easier for me than people from other schools because we spent a good two weeks conducting research on DNA for our in class projects. I would definitely recommend students to enter the competition if they are interested in DNA,” Sandozi said, adding that she enjoyed writing the essay.

The competition is very difficult and the writing process will take time and research, but the reward is a chance for $1000 and fact that you completed an award winning essay. Anyone interested can participate by contacting Upper School science teacher Tina Barsky.

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St. Paul Academy and Summit School

Staff Editorial

STAFF We need to re-examine racial discourse the rubicon

2013-14 Editor-in-Chief Hannah Johnson

Online Editor-in-Chief Print Managing Editor Lucy Li Chief Visual Editor Ava Gallagher Co-News Editors Nina Zietlow John Wilhelm Opinions Editor Thomas Toghramadjian Co-Sports Editors Katie Braman Katrina Hilton Cover Story Editor Boraan Abdulkarim Feature Editor Gita Raman A&E Editor Laura Slade In Depth Editor Eva Perez-Greene Copy Editor Netta Kaplan Columnist Nick Cohen Adviser Kathryn Campbell

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Staff Writers Zeeshawn Abid Patrick Commers Ali Duval Diane Huang Meghan Joyce Mari Knudson Jackson Lea Eva Malloy Jordan Moradian Noor Qureishy Amodhya Samarakoon Emily Thissen Clare Tipler Paul Watkins Javier Whitaker-Castaneda

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the student newspaper of St. Paul Academy and Summit School 1712 Randolph Avenue St. Paul, MN 55105 AWARDS JEM All-State Gold (Print and Online) MHSPA Best in Show 1st Place - Print 5th Place - Online NSPA All American w/3 Marks of Distinction CSPA Gold Medal w/All Columbian Honors

Diversity

Tolerance

If the conversation isn’t uncomfortable, there’s a good chance you’re doing it wrong.

Following Martin Luther King Jr. day, it’s an appropriate time to reevaluate how we treat others, and manage discussions about race. It’d be an understatement to say we’ve advanced far from the overt racial insensitivity of the mid 1900s, but that’s hardly a reason to drop the issue entirely. As we progress into an ideal world, devoid of race-based discrimination and prejudice, we will undoubtedly go through phases. As it stands, our current phase is an odd one.

Call it a “backlash” if you want to. Inadvertent backlash to a victory: the abolition of segregation, the election of a black president, and a society in 2014 that’s appropriately progressive. But the side effect of that progression is counterproductive, ever-present, political correctness.

Let’s get it out there: racism is bad. Most people don’t want to be a racist, and most people would hate to be accused of racial insensitivity. As it stands, most people can be so afraid of sounding racist that having a simple discussion about identity can be uncomfortable.

The problem is, those conversations need to be had. They ought to be had, and—wait for it—they ought to be uncomfortable. If the conversation isn’t uncomfortable, there’s a good chance you’re do-

ing it wrong. The next step of our progression towards that ideal society is to have a vivid understanding of other’s identities, and to begin to stop fitting people in boxes based around their color.

There is no one answer to the questions that should be asked in a discussion about racial identity, because it can and should vary for whomever you’re talking to.

And the only way to get those answers, and vividly understand someone else’s identity, is to ask those uncomfortable questions.

We don’t want to ignore race.

For many people, not letting their background influence your perception of them could be erasing their identity in the same way that a stereotype would. Well-intentioned people can go to either extreme of making ethnicity a defining factor in how they view another person, or of disregarding it entirely because they want to be ‘color blind.’ You have to let people allow their ethnic background to be as important to them as they want it to be, but we can only know that by asking questions.

Probably the most awkward bit of the whole debacle is that all the while we’re waving around our political correctness flags, we still manage to possess virulent racial insensitivity below the surface. Whether that’s outright the distaste, gossip, and profiling of

Ethnicity

Individuality

Inclusion

Photo Illustration: Catherine Braman and Hannah Johnson

No matter what you call it, we have to talk about it. others behind their backs, or the astoundingly common use of offensive slurs and jokes in both the media and our language, we seem to be trying our hardest to avoid middle ground.

There’s quite a lot of space between backwards political correctness and total insensitivity, but it’s hard enough to find.

Going to one extreme is easy— but finding respectable middle ground is difficult when issues aren’t being addressed properly.

But how do we address difficult issues? You guessed it. By asking difficult questions.

But it’s easy enough to say “ask difficult questions” without framing the perspective of how we should begin to ask them. Certain subtleties need to be taken into account in a progressive discussion, chiefly that race shouldn’t be ignored. But it goes beyond that: well-meaning responses can actually minimize another person’s experiences.

It sounds good to say “I know

how you feel” in response to a heart-wrenching story, but false sympathy can be as harmful as no sympathy at all. Our stories and experiences should be appreciated for the unique elements they bring to the table—not simply what we can find in common with another person.

Remember: the person answering questions being asked (and the asker) should remember that their experience should represent their experience alone.

When a person shares their experience, they aren’t a spokesperson for their entire race.

How we treat race is an understandably complicated issue, and more than a few good people have dedicated their lives to unraveling it. But we’ve had the opportunity here at SPA to carry on that legacy by discussing and developing our stances. It’s time for us to use that opportunity.

Mini-Editorials Jewett inspires love of Table Topics could be pottery and life a worthy investment

Student tenacity buried under snow

Students know him for his unmatched talent in pottery and how he never gives up on students despite their lumps of clay deforming and caving in. Upper School Fine Arts teacher Bob Jewett has taught pottery here since 1973 and is retiring this year after 40 years. Mr. Jewett was here when the kiln was built, sends art home with The Great Mississippi Clay giveaway, and provides many opportunities for students to reflect upon and showcase their work.

He worked to help the art program at SPA excel and has stuck with it for a very long time. Jewett deserves a round of applause for his contributions to the SPA community and for remaining with fellow teachers and students for so many years. After he retires, students and faculty will continue to remember his kindness, his ability to create art and help students develop a love for pottery. Even more than assisting students, we’ll remember how he had faith in us and our abilities, believing that, eventually, we’d be able to do more than center clay on our own. Thank you, Mr. Jewett.

Our students are some of the most driven in Minnesota. We have so many different extracurricular activities provided by the school that it would be absurd to not take advantage. So, why don’t you? Has your ambition frozen up in the Minnesota weather? With all the cold days have you gotten used to staying inside huddled under a blanket instead of getting involved? Where is your Spartan school spirit? Admittedly this has been a cold winter. Average temperatures have not been this cold since 1997. People can get in the lethargic habit of staying at home, especially with all the cold days this winter. Though this may be a temporary defense, it is not an excuse to avoid participation. When the snow evaporates and the cold front passes, make a goal to get involved in student activities. Strive to become a spring athlete or involve yourself in a new student group when the weather clears up, particularly if you stayed at home this winter.

Take advantage of the unique opportunities SPA provides and savor them. You can beat the soft, fluffy snow. You’re a Spartan!

Would you rather be a giant hamster, or a tiny rhino? What would be a really good flavor for toothpaste? These are only a few questions from Table Topics, little boxes of conversation starter questions that are meant to provoke thought, laughter, and passionate discussion. As many students experienced during Mix it Up Day, sitting with upperclassmen (or even underclassmen) that they’ve never interacted with before can cause awkward silence and uncomfortable questions to arise. However, the purpose of Table Topics isn’t to force people to engage strangers in conversation, it’s to make it easier for someone to approach anyone who’s sitting alone, or someone they’d like to get to know better.

They can also help students to evade personal topics that they’d rather not talk about in the school cafeteria or avoid food shaming talk. Although Table Topics aren’t present in the cafeterias yet, these cards could help stimulate an unexpectedly fun conversation. They would be a worthy investment.

The Rubicon Editorial Policy: The Rubicon editorials are representative of the opinions of the Staff Editorial Board, which is made up of all students in journalism/Editorial Leadership.

All other opinion pieces are the opinions of the authors themselves.

The Rubicon Letters Policy: The Rubicon welcomes letters to the editor. They can be mailed to us or e-mailed rubicon.spa@gmail.com.

Letters should be limited to 150-200 words and published by discretion of The Rubicon staff.

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January/February 2014. Vol XLI. Issue V.

SPA THINKS

re a d m ore in

Thomas Toghramadjian

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Mari Knudson and Emily Thissen

Staff Writers

Freshman Sara Bohjanen

January kicked off the new year with extremely cold temperatures.

As a result, St. Paul Academy and Summit School students have missed 3 1/2 days of school. As administration decides whether or not these days of school should be made up, what do SPA students think about making up these missed days?

“I don’t want to move school days. It will be easy enough to make up the work throughout the year.”

Sophomore Sami Brattland

Freshman Sal Ciresi

“No, because, from what I heard, the school is taking off faculty days, and I think the teachers need those days to get their work done.”

“If we are going to still learn the info, and get tested, but be rushed, then I think we should make up the days. But if we just aren’t going to learn the things we missed, then we shouldn’t.”

Junior Kevin Patterson

“It would screw up the schedules and there are other ways to make up all the time.”

re a d m ore in

Senior Charlie Southwick

Senior Helen Derechin

“I think that there’s a certain amount of days they should plan for leniency, but we haven’t missed enough school that it is really necessary to make up the days.”

B AC K C OV E R

USC Vice-President

At our first meeting last year the Upper School Council decided to make amending the phone policy our highest priority. After more than a semester of research, dialogue, writing, and revision, our phone policy is finally close to its rollout phase.

The revised policy, pending final approval, will allow Upper School students to use their phones during free time, provided that the device is not making noise or otherwise distracting others.

The council evaluated the existing policy by distributing surveys to advisories, and facilitating faculty-student discussions around phone use. We found that students, by and large, did not know the provisions of the current policy and were confused about how uniformly it was enforced. Faculty members found the policy difficult to enforce, and had accordingly developed different standards for when to confiscate students’ phones.

We also heard some compelling arguments for opening up phone use. Most notably, students expressed a need to coordinate evening schedules with their par-

“

The new policy will effectively discourage in-class phone use, while enabling important daytime communication. ents and employers. Others, especially upperclassmen with slower computers, prefer to check their emails and Veracross accounts with their phones.

Less desirable behaviors that could potentially be opened up by a revised phone policy, such as playing games and surfing the internet, are already widely practiced on computers. Communication with friends at other schools is already possible through social media. We concluded that mobile phones and laptops have very similar applications.

Our largest concern with amending the phone policy was that phone use would spread to and distract from classes, assemblies, and other important activities. Some faculty members also

expressed their concern that the presence of phones would detract from our school’s discussion-based community.

Generally speaking, we addressed these concerns by outlining specific places and times where phone use is prohibited and by making the penalties for violating the phone policy considerably more severe. To keep punishments reasonable, we made an effort to differentiate between active use and accidental distractions caused by cell phones.

The Discipline Committee and faculty were closely involved in deciding the new rules around phone policy enforcement.

As the new policy goes into effect, we ask you to respect the limitations still put on phone use. More than being a new privilege, the revised phone policy represents a dramatic change for our community, and it is in many ways an experiment. Your adherence to both the letter and the spirit of the new policy will ensure its success and ultimate longevity.

Thomas Toghramadjian also serves as Opinions Editor of The Rubicon.

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Ru bi c O n l i n e

Take a stand: Boycott Sochi Olympics Russia’s homophobic laws must change Gita Raman

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“No, [they shouldn’t be made up], I don’t want extra days of school.”

N EWS

Phone policy reflects careful process

Should polar vortex days be made up? r

St. Paul Academy and Summit School

Feature Editor

Welcome to Russia, a place where homosexual people are not allowed to kiss their partners and declare openly that they are gay, or they face the consequences of imprisonment or fines up to a couple hundred dollars “It seem like a bit of a throwback to the Victorian Age,” Upper School adviser of Gay/Straight Alliance Eric Severson said.

Severson refers back to an early open gay man, Oscar Wilde. Wilde, who was sentenced to prison for homosexual acts in the 1890s. The Victorian era ended over a century ago, and many countries have already started passing laws for gay marriage and rights for gay people. Why hasn’t Russia?

Russia wants to preserves the early traditions however as times change, attitudes change and so this change needs to come to the realization that rules need to change. The international community should be holding campaigns to boycott the Olympic Games because the laws that Russia has passed are unjust and violate human rights. The censorship of and killing of homosexual people is completely unacceptable; countries need to progress and change their laws to become

“

No matter the race, gender, or sexual orientation of participants, the games are meant for everyone. more accommodating of all people, especially homosexuals.

“They changed the policy after they were chosen to have the Olympics,” junior Evan Leduc said. “It’s kind of a mixed feelings thing.”

The policy Leduc referenced is the crackdown on gay propaganda, should have been reviewed and dismantled before the International Olympic Committee chose Russia as the place to hold the 2014 Olympic Games.

The Sochi Games should have been boycotted until Russia decided to change its laws, considering many people around the world have started petitions against it already. A petition created by Change.org, which asks sponsors of the 2014 Sochi Olympic Games to crack down on the anti-gay laws, has gathered over 200,000 signatures to date. There is no chance the United States will not be participating the Sochi

Olympics. Despite the athletes having their own beliefs about the issue, the US has warned the 2014 American Olympic Team not to protest against the laws.

Violence and censorship toward any group are reprehensible and appalling, and violate international standards of justice.

Russia’s laws are based on Biblical condemnation of homosexual behavior, but religious doctrines on homosexuality provide no justification for the broad persecution and suppression of gays seen in Russia. Participating in Sochi’s Olympic Games suggests indifference or even tolerance towards these human rights violations.

The Olympic Games are meant to foster world peace and unity. No matter the race, gender, or sexual orientation of participants, the games are meant for everyone.

F E AT U R E 7 January/ Feburary 2014. Vol XLI. Issue V.

St. Paul Academy and Summit School

Students work to stay organized Ali Duval

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Staff Writer

Papers stuffed in backpacks, folders falling apart, pencil bags unzipped. As the year progresses, students get gradually and gradually less organized. More quizzes and homework assignments to store, more complex notes to keep. Everything just becomes a mess.

Keeping organized throughout the year is a difficult task for a lot of students. As more papers and folders are accumulated, and as the struggle to get to every class on time, putting stuff away nicely at the end of a class becomes less of a priority. Students use different methods to organize their things, varying from folders to binders to notebooks.

“I have a notebook and a folder for each class,” sophomore Quinn Smith said. “I am not too organized but not very bad about it.”

Junior Em Prozinski prefers folders, mostly because they take up less space. Notes on her computer also help her with remembering homework assignments.

“I have a [folder] pocket for each class,” Prozinski said.

“I think some of my students

do really well with organizing their homework, but some have trouble. I leave it up to the students how they like to organize their work,” Upper School math teacher Carl Corcoran said.

Freshman Isabelle Bukovsan has one big file folder that expands to hold her papers, and one notebook for everything. “I don’t look very organized, but I am [organized], because I keep track of my stuff,” Bukovsan said. “I color code my pens, though, which helps.”

Several students think that a more electronic-based solution for most class could help them keep their notes organized, instead of having to use notebooks to keep papers organized.

Smith thinks that it would be helpful to have more paperless solutions in classes. “I like where it is now though,” he said.

“If teachers went paperless it would be more helpful because it’s easier to keep track of computer stuff than things on paper,” Bukovsan said.

Prozinski agrees that it could be helpful to have work on her computer. “I kind of wish the math department put homework on OneNote because we get a lot of paper from that,” Prozinski said. “All of my other subjects are

To Do

Photo Illustration: Ali Duval Junior Em Prozinski shows how she organizes her notes from the classes that haven’t gone paperless. Prozinski hopes that teachers go paperless because it is easier to keep track of multiple assignments. “I have a [folder] pocket for each class,” Prozinski said.

on the computer, which is easier.”

Corcoran uses a textbook to teach his pre-calculus class, and some of his students choose to use OneNote instead of paper or their notebook to record their answers. He doesn’t have a preference over which one they use. For his regular class, he’s used math websites in the past where they submit answers, but they require precise answers, which can be difficult. “In this department, we value the work leading up to the solution as much as the answer itself, and digital submission loses that work,” Corcoran said.

“I don’t know if switching over [to electronic work] would help, though.

Some upperclassmen have advice for the students in grades below them about what methods they have used in the past that have helped them.

“Don’t throw things away because that won’t help,” Smith advises.

Prozinski agrees with Smith, “Don’t recycle anything until the end of the semester. Keep everything just in case you need it for studying. ”

• Have separate notebooks, folders, and binders for each class • Consider going paperless • Color code your pens • Organize your spaces: locker, backpack and study space at home • Don’t throw anything away or recycle anything until the end of the year or semester

Seniors prepare and search for May Projects Gita Raman

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Feature Editor

The final submit buttons for college applications are clicked and the reality of leaving begins to dawn on seniors as well as the preparation for Senior Project.

Senior Project occurs during the month of May. However there are many steps which the seniors need to do before they leave.

Seniors need to submit a proposal for their Senior Projects which gets reviewed by the Senior Project committee, composed of both faculty and students.

“Part of the process of putting together a Senior Project Proposal might help you prepare for college. You have to interview your mentor and at least another professional for the career awareness interview requirement,” said Senior Project Committee member Anne Marie Shimkus.

“It was a good learning experience into how to get an internship and communicate with people in the work world,” alumna Maulika Kohli, class of 2012, said.

For her 27 hour-per-week requirement, senior Kaia Findlay “would like to get outdoors.”

“I want to do something hands on. Maybe something with the Department of Natural Resources or Friends of the Boundary Waters,” Findlay said.

Senior Aidan Arnold is focusing on engineering as his mentorship, which is 16 hours per

week. “3M could be a possibility.

3M would be awesome, I think it would be a great experience,” he said.

St. Paul Academy and Summit School offers resources for students to use, “We solicit internships from people who have done it in the past, from current SPA parents and alums, and we prepare a packet where the internship is presented to the seniors,” Dean of Students Judy Cummins said.

Arnold has chosen to pursue his passion of cooking for his extra activities in order to complete the 27 hours.

“The project is centered on internships, but there is stuff you do on the side. I’ve always been interested in cooking, so I thought it would be a great opportunity,” Arnold said.

After completing senior project, the reaction varies.

“They will say, ‘Wow, I didn’t know it was so hard to get a hold of someone. I didn’t realize that it was so difficult to narrow something down. That field that I was really interested in, I don’t think I am any more,’” Cummins said.

Kohli had an interest in psychology, so she shadowed with a psychologist.

“I’m majoring in psychology now. I also went back there last summer and worked with a neuropsychologist. and now I might get a part time job there with the same lady, so it worked out really well for me.”

Photo Credit: Gita Raman Dean of Students Judy Cummins speaks to seniors about their upcoming Senior Projects. The seniors attended sessions during assigned period throughout the week of Feb. 3-7. “[Seniors] come away with a lot of learning,” Cummins said.

In all, “They come away with a lot of learning and any learning prepares you for college,” Cummins said.

Whether going to intern with an engineer or volunteer with a museum, “[The senior project] a great opportunity to go outside of your comfort zone,” Arnold said.

SENIOR PROJECT REQUIREMENTS • 27 hours per week for students to be engaged in activities, including 16 hours per week in a focus area • 12 hour service requirement

8 F E AT U R E

January/February 2014. Vol XLI Issue V.

St. Paul Academy and Summit School

Rubik’s Cubes provide puzzlement Lucy Li

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Managing Editor Online Editor in Chief

In a dark corner of the auditorium at the Minnesota State High School Mathematics League’s state tournament last year, a news reporter spent around ten minutes quietly interviewing a student in the audience. The reporter was as fascinated by the Rubik’s Cube in the boy’s hand as much as she was by the Math Bowl about to happen on stage, and convinced the boy to try to solve the puzzle in front of her cameraman. No matter the occasion or event, Rubik’s Cubes draw the attention of many. “...It makes you look smart,” junior Daniela Tiedemann said.

Tiedemann learned how to solve a Rubik’s Cube at Japanese camp a couple years ago.

Sophomore Joel Tibbetts saw their popularity peak around the later years of Middle School. “I do know that quite a few other people learned how to solve them when I brought them to school,” he said, “and they turned into a big thing for a little while.”

As if a 3x3x3 arrangement wasn’t enough, today’s varia-

Cube Fact

“

The biggest Cube in the world is 3 meters tall in Knoxville, Tennessee.

They’re fun to do because you get a different challenge every time. s o p h om or e Jo e l Ti b b e tt s tions of the Rubik’s Cube can have spinning dials, 7 squares per side (also called the V-Cube 7), triangular faces that form an icosahedron, or even more than 3 dimensions (via a computerized simulator).

The Rubik’s Cube was invented in 1974 by a Hungarian named Ernő Rubik. “I believe probably the most characteristic part of the cube is the contradiction between simplicity and complexity,” Rubik said, according to CNN. “I think probably that’s part of the key to the success of the cube --

Photo Credit: Lucy Li Sophomore Joel Tibbetts holds his completed Rubik’s Cube. Tibbetts saw Rubik’s cube gain popularity around the later years of Middle School. “They’re fun to do over and over because you get a different challenge every time,“ Tibbetts said.

you are able to have a connection with this order and chaos.”

“It looks complicated and difficult to understand but once you figure it out, it’s very easy,” Tiedemann said.

Tibbetts has been able to solve a Rubik’s Cube in 40 seconds.

“Anyone can really learn to do them,” he said. “They’re fun to do over and over because you get a different challenge every time...”

Upper and lowercase letters

that represent the different layers and faces of the cube can be used to spell out move sequences.

“If someone knows the notation, they can translate it into an algorithm pretty easily,” Tibbetts said.

Still, mastering the puzzle has its challenges. Sometimes one must undo previous progress in order to move cubes to their correct spots. “The problem that people have with Rubik’s Cubes is [that] to solve it, you have to mess it up,” Tiedemann said.

Check out The Rubicon Online for a video of sophomore Joel Tibbetts solving a Rubik’s Cube in just over a minute!

han Joyce

n: Meg Illustratio e b u C ’s Rubik

Puzzle Illustration Credit: Gita Raman

Photo Credit: Gita Raman Sophomores Peter Baker, Maggie Vliestra, Maya Smith, and Jane Jackson play a round of Apples to Apples. “It’s stress relieving and it’s kind of a conservation starter.It provides structure,” Vliestra said.

Boraan Abdulkarim

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Cover Story Editor

The Finch Advisory gathers around the history office Harkness table, eyes darting across the table, lifting pieces and putting them back, delighted when they find what they want. Students converse and laugh at stories and experiences the day has brought thus far. They are assembling a puzzle, one of many that they showcase on the table when finished.

Though the ways to spend the 45 minute advisory time on Wednesday vary from advisory to advisory, some resort to a simple board game. White advisory traditionally plays a variety of card games. “We play during X-period on Wednesday, and we just do that when we’re eating snack for advisory. Mr. White has card games that we can play in his office, so we just play those,” freshman Emilio Alvarado, a member of the White advisory, said.

Corcoran Advisory plays Apples to Apples. “It was one of the games we had available, and everyone likes Apples to Apples because it’s funny and people get into it really quickly,” sophomore Maggie Vlietstra, a member of Corcoran advisory said.

Finch advisory members “just sort of had a mutual love for puzzles,” as sophomore Calla Saunders, a member of the Finch advisory, describes it. “Someone brought in a puzzle once, and then we just fell in love with doing puzzles,” she said.

Saunders appreciates the aesthetic quality of working on a puzzle as an advisory, and finds it a great way to enjoy their time together.

“They’re just a fun way to relax while also think[ing] and being creative. It’s fun to organize everything,” she said. “It is really calming to have something to work on and put energy into.”

Alvarado confronts the manageable chaos of playing a heated game of cards as a way to release

Advisories bond with games and puzzles pent-up stress. “It’s stress relief, because everyone’s just kind of yelling at each other,” he said, laughing.

Similarly Saunders finds finishing puzzles “A good way to relax instead of going on the Internet, which is usually how I relax.

It gets a lot more done and I think it’s a lot more constructive.”

“It’s stress relieving and it’s kind of a conversation starter. It provides structure,” Vlietstra said of playing Apples to Apples with her Advisory.

One of the most unique characteristics of board games as an advisory is the necessity to put everything else away and focus on the task at hand, with fellow advisees. Saunders and Alvarado find it builds a strong sense of teamwork and community between advisees. Saunders also attested to the satisfaction of “add[ing] them to our collection and show[ing] off how we accomplish so many things.”

Photo Credit: Boraan Adulkarim Sophomore Calla Saunders holds up a completed puzzle. The Finch Advisory has completed eight puzzles so far this school year. “They’re just a fun way to relax while also thinking and being creative,” Saunders said.

F E AT U R E 9 January/February 2014. Vol XLI Issue V.

St. Paul Academy and Summit School

Junior Asad Masood shares his top 5 games Junior Asad Masood plays games on his computer using an emulator. “[Pokemon FireRed] has a really fun storyline,” he said.

Illustration Credit: Gita Raman

Tetris craze reemerges Lucy Li

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Photo Illustration: Lucy Li

Lucy Li

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Managing Editor Online Editor in Chief

“If you go online there are websites that allow you to download a program called an emulator that lets you play different video games from different platforms like Nintendo 64, Game Boy Advance, Game Boy Color, things like that [on your computer],” ju-

5

nior Asad Masood said.

Masood was introduced to playing some of his favorite games by his sister. “I never really liked them really early on because I thought they were stupid and would be boring, and I didn’t really want to read all the text on the screen,” he said. But once his sister got him started, he couldn’t put them down. Here are his top five favorites:

Pokémon LeafGreen version I like it so much because I used to play it a lot when I was in Pakistan and it just makes me really nostalgic.

4

Pokémon Blue Version LeafGreen is a more recent version and this is a more classic and simpler version of the game. [It]’s more closely related to the actual Pokémon TV show which I also used to watch in my childhood.

3

Super Mario Tennis I like [this] one because it’s way more addictive. ‘Cause it’s a sports game, there’s more competition and that involves a lot more focus and energy on my part.

2

Yu-Gi-Oh! game for Gameboy It is a strategy game. Even though it’s childish and [has a lot of ] fantasy, it still involves a lot of strategy on your part. It’s also a childhood show that I used to watch.

1

Pokémon FireRed This one allows you to get a legendary Pokémon that is better than all of them, which is fun because there’s a process for you to get it. And it has a really fun storyline.

Photo Illustration: Lucy Li Sophomore Cullen McCabe plays Tetris in the gym foyer. “It’s pretty simple, there’s not a lot of keys that you have to hit,” McCabe said. “The more you play it, the faster you can go… You always want to get a higher score.” The game was originally released in 1984 and is often highly ranked on lists of best games.

Managing Editor Online Editor in Chief

When one thinks of classic games, one can’t forget Tetris and its colorful falling blocks.

Released in 1984, this game has had a recent revival among some students at St. Paul Academy and Summit School. The objective involves rotating arrangements of 4 squares so that they fall to create continuous layers of squares at the bottom of the screen.

“It’s pretty fun,” sophomore Cullen McCabe said. He and his friends became addicted to the game before winter break, and they sometimes play against each other.

Tetris often makes the top of the list for best games of all time, having ranked #1 by Electronic Gaming Monthly and #2 by Imagine Games Network. The game has been played on the side of buildings and even used for thermodynamics research.

“It kills time and compared to [the message in senior Jack] Reich’s senior speech, it allows you to get rid of stress,” sophomore Evan Dahlseide said.

“It’s pretty simple, there’s not a lot of keys that you have to hit,” McCabe said. “The more you play it, the faster you can go…

You always want to get a higher score.”

Juniors battle over library chess boards Illustration Credit: Gita Raman

Paul Watkins

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Staff Writer

“Checkmate.”

Junior Kit Rasmussen sits and plays chess across from frequent challenger junior Zeeshawn Abid in the lower library at Saint Paul Academy and Summit School.

“No… -” “Yes I am, I can’t go anywhere.” “Oh, yeah, he’s right.

It’s checkmate.”

Abid, who plays chess in the library every day, has just lost this game.

“It’s the only game here,” Abid answered in response to why he plays chess every day. “It’s more out of necessity than anything.”

Most days the lower library is populated by students engaged in a riveting game of chess during free periods or lunch. Lying on the chess boards are pawns, queens, and knights ready to strike the opponent at the players’ will.

“Awful. God-awful,” Abid said, describing himself as a chess player.

Junior Kyler Weatherspoon, ranked 54th best under-18 chess player nationally, also plays chess at SPA. “In sixth grade, there was a chess club at my school, Capitol Hill. That’s when I started playing,” Weatherspoon said. “They had a thing where our team would go to nationals. I ended up going and I thought it was fun.”

“I’m a pretty impulsive, pretty impatient chess player,” Rasmussen said, playing a four-person game of chess. Whenever a piece is taken on one board, the player using the opposite set holds on to it until they place it on the board.

A piece can be put into play at any time, except in check. The game

is over when a player is in possession of all four kings.

“Even if there were other games here, I’d still play chess as often,” says Rasmussen. Rasmussen plays chess about two to three times a day.

The clattering of chess pieces provides an atmosphere unique to the lower library. “These laiddown pawns are queens,” explains Rasmussen, subtly hinting at the missing pieces in the sets.

Playing with him is junior Jack Labovitz, who is sitting at the opposite board. “I seem to be a little bit surrounded,” Labovitz remarks, snickering a little under his breath.

He and his opponent’s board have most of the pieces, whereas Rasmussen and his opponent’s board is sparse in comparison.

“Yeah. This’ll take a long time,” Rasmussen said.

“Kit’s the only reason I play.

He can be very persuasive sometimes,” Labovitz explains. “[I play] about once a week.”

Photo Credit: Paul Watkins Parallel chess games go on in the lower library, with junior Kit Rasmussen at one board and junior Jack Labovitz at the other. “I enjoy the stimulating intellectual competition.

How it’s so challenging,” Rasmussen said.

Rasmussen nodded his head in approval.

“I enjoy the stimulating intellectual competition. How it’s so challenging,” Rasmussen said.

He started becoming interested in playing chess at Camp Mishiwaka, a summer camp.

“Chess is a really great and

is a unique way to develop your mind, your ability to be more analytical, and allows you to be more creative,” Weatherspoon said. “It allows me to have a clear goal in mind.”

10

C OV E R

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is where the

Students’ room styles 49.2% say that their dad is head of the family

1.6 % say that the whole family makes decisions

49.2% say that their mom is head of the family

10.71 % have a three family members 42.85 % have four family members 32.14 % have five family members 10.71 % have six family members 3.57 % have eleven family members Poll data based on a survey of 25% of the Upper School population of 396 students.

Illustration credit: Boraan Abdulkarim, Information Compiled by: Katie Braman

Host families open doors for students Ava Gallagher

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Chief Visual Editor

What does it mean to have a “modern family”? How much of what we see on TV is the reality of the different living situations in our community? Senior Noah Parker, junior Mansuda Arora and sophomore Emily Olson shed light on their experiences living with host families—host families with a child that is a close friend and a classmate.

On the surface, living with one of your best friends seems like a dream come true. Junior Mansuda Arora has been living with fellow junior Sophia Harrison since the beginning of second semester, and sees many benefits in making her home with the Harrisons. “I like the support that is offered when I need it…I’m so grateful for them taking me in and helping me out,” Arora said. Arora lives with a host family because of her parents’ work situation. Both her parents are professors, and their jobs have taken them to many places around the world—including Abu Dhabi—resulting in Arora never being at a school for more than one or two years. “I needed stability, especially in my last two years of high school, so I made the decision to stay,” Arora said.

Similarly, senior Noah Parker has been living with fellow senior and cousin Cal Nicholson and his family for all of high school. “We chose this living option so I could get a better education. I didn’t want

my parents to have to move or my little brother to have to change schools, so when my aunt and uncle extended the invitation to this living style it was the best option,” Parker said.

Sophomore Emily Olson also has experience living with a host family, and has found that it takes a toll on a friendship. Olson lived with fellow sophomore and close friend Willa Grinsfelder and her family. “I lived with her and her family for about nine months, and when I left, we gave each other space, just because we had seen so much of each other already. We don’t talk or see each other as much now,” Olson said.

Parker also experiences a bit of an overdose when it comes to his house mate, classmate and teammate: “When we were younger we would play on sports teams together in the summer, and now we have a lot of the same friends, and are on the hockey and golf team together.

So we spend a lot of time together,” Parker said.

All in all, living with another family is a life-changing experience. While there are subtle benefits, such as those stated by Arora: “I feel like I’ve gotten closer with my parents as a result because I have to tell them everything so they can keep up with my life. I will drop everything when they come to visit,” or more obvious ones such as those stated by Olson: “I loved the food that they had! It was always really good and new to me. I also really like the fact that they live a lot closer to school, so I got to sleep

in longer,” there are also downsides.

“It’s hard finding the balance between independence and dependence because I’m not a “member of the family” but I’m still treated like one. Also, I miss my parents a lot and I miss the comfort of the type of home environment I’m used to,” Arora said.

Parker and Olson share similar feelings. “I would say I’m slightly disadvantaged for hanging out with friends on weekends because my time to see my parents is on the weekends, which other people don’t have to factor into their decisions for planning,” Parker said.

Olson continues, “It got harder for me to keep in touch with my sister and my mom, and I would only get to see my mom about twice a week.”

The struggles and benefits of living with a friend’s family are very familiar to students in our community. Although it is easy to feel disadvantaged, this living style is one of many positive sides.“The best part is just getting together at the end of the day and just venting and laughing and hanging out together.

It’s really nice to have a good friend who I am comfortable enough with that I can live with her,” Arora said.

“There’s always something going on. Somebody always has someone over, or Cal or [sophomore]David [Nicholson] will want to go out and do something or play a game,” Parker said. “[My host family] was so supportive and helpful throughout everything. They treated me like I was part of the family, and not just a guest staying for a while,” Olson said.

Freshman Kyle Ziemer reads in his room. “I have a lot of shelves for books in my room. It’s more lik desks and tables,” he said,“I like to read a lot.”

Diane Huang

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Staff Writer

All bedrooms are different.

Some may have posters on every inch of every surface and other rooms keep minimal - a bed, a nightstand, and maybe a bookshelf at most. In a way, these personal bubbles of concrete, plaster, and carpeting manage to reflect who we are.

“I have Justin Bieber and One Direction posters everywhere - I don’t like them anymore; I just haven’t gotten to taking them down,” junior Samantha Linn said. The posters are only unique aspect of her turquoise room with turquoise or orange decor, and strung white

Lifestyles of the Spartan and studious Where do we live?

Christmas lights.

“My walls are turquoise too,” junior Alex Lindeke said. “There are pictures of my old friends from China on the walls,” Lindeke said.

“I have four rooms,” Lindeke said, including the one he had described earlier. “One is in the upper garage - it’s like a man cave,” Lindeke said. “The other is really small and in the den.” The last room, across from his grandma’s room is “the most comfortable, but I don’t usually sleep there because [my grandma] snores.”

Rooms are often a mess, covered in piles of one thing or another.

“Not during the school year,” Linn said when asked if her room was messy, “but in the summer I

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Common, uncommon house pets receive student affection Noor Qureishy

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Staff Writer

Read profiles of our furry friends (and their owners) at RubicOnline

Tremendous Tortoises

s reflect personalities

Photo submitted by: Kyle Ziemer

ke a studying infrastructure so it has more

keep tidy.”

“It used to be a lot messier...it’s pretty bare now actually,” sophomore Anna Biggs said.

Freshman Charlie Christakos described the cleanliness of his room as, “I don’t have to dig through a giant burial mound, you know?” he said.

“I usually hang out in my room because it’s the quietest place,” senior Emma Chang said, “I do my homework in my room a lot.”

Sophomore Emily Olson offered her insight on room use. “Your room or bed shouldn’t be a place for studying - it causes stress,” she said.

Just like people, rooms grow with their occupants. “When I was younger it was more for comfort,

like a couch and TV,” freshman Kyle Ziemer said, “but now it’s more for studying and school stuff.” Ziemer highlighted the transformation that many rooms go through as they continue to accommodate their residents’ needs. Ziemer also compared his room to his younger brother’s, “I have a lot of shelves for books in my room. It’s more like a studying infrastructure so it has more desks and tables,” he said,“I like to read a lot, and academics are pretty interesting. I also have lots of sports stuff,” he said, explaining the reason for his transforming room.

- [My brother] doesn’t have much use for that stuff so he has chairs and a fish tank.”

“There are more books,” sophomore Sam Parkhurst said, the accumulation of books being the only sign of a growing room.

“There are a lot of books, and it’s really messy, and that’s about it.”

For Lindeke, a room that grows with age isn’t the case. “I’ve slept in the same bed since I was two,” he said.

Very little has changed in the room of freshman Mark Ademite also. “I think I’ve had my bedroom since I was a kid, I’ve liked it ever since so I haven’t changed it.”

Ademite, who played on the Varsity football team this year, also describes a football-oriented room. “I have everything tied into football,” he said, “Pictures of me playing football, pictures of football players, signed pictures of football players - just everything football for me.”

Rooms are a place to hang out and relax. A place to sleep and a place to dress. A place for homework - even though it may not be the best spot. Most of all, our rooms can show who and what we care about and display the things we love and live for.

“My dad got her when she was just an egg about the size of a quarter, and now she’s about the size of a watermelon.” s o p h om or e A l e n a Por te r Photo submitted by Alena Porter

Dreamlike Horses

“I loved him right away, he was the prettiest horse. He needed a lot of training but I knew he had the potential to be really competitive.” s o p h om or e A n d r e a O l s on

Photo submitted by Andrea Olson

Prickly Hedgehogs

A lot of people have dogs and cats, [having a hedgehog] is like going to the zoo every day.”

freshman Ross Kirby

Photo submitted by Ross Kirby

Illustration credit: Boraan Abdulkarim, Information Compiled by: Katie Braman

95% live in a house

5% live in an apartment or condo

48% own a dog Illustration credit: Boraan Abdulkarim, Information Compiled by: Katie Braman

26% own a cat

4% own a rabbit

4% own a hamster

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12 I N D E P T H

January/February 2014. Vol XLI. Issue V.

St. Paul Academy and Summit School

The REALITY of Eating Disorders It’s important to be informed and caring

Classes counteract body messages Hannah Johnson

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Editor in Chief

The Scene

A group of girls walks out of the St. Paul Academy and Summit School dining hall after a student-favorite pizza day. The group giggles and gossips until one girl makes a comment that silences the rest: “Oh my gosh, I look so bad today. I look so fat and gross. I should have just stayed home today.” Her group of surrounding girlfriends intervenes before she can even finish complaining.

“Shut up! You’re a stick,” one friend replies.

“Don’t even try to say that to me! I’m practically obese,” the girl replies.

The group continues, throwing around compliments and self pity like hot potatoes.

The Problem

In high school, it is almost impossible not to be influenced by fellow classmates. From clothing, to music taste, to television shows, the identity of many students is a reflection of their friends and school.

While many blame media for low teenage self esteem, other

perpetrators of negative body image often reside in the halls of high schools. According to a 2011 Texas A&M International University study, girls are more influenced by peers and family than the media.

“Women know they’re not really competing with women on TV; it’s the women in their neighborhood they have to worry about,” Dr. Christopher J. Ferguson, TAMIU associate professor of psychology, said. One can feel more self conscious because of his or her group of friends than the models they see on magazine covers.

In addition to competition in class and on the field, SPA students often feel like the hallway is a place to size each other up. With such a small student population, it’s very easy for students to constantly be subjected to evaluation.

“I do think sometimes people compare themselves to others,” junior Carrie Jaeger said. “Sometimes people here are kind of perfectionists, and you can tell when people they are thinking, “‘Oh I’m better than that person because of the way I look’”.

Often comments regarding body image and weight are indirect and passive. It’s common to hear girls in the lunchroom crit-

icize their friends and their own food choices. Overheard comments range from “I shouldn’t eat lunch today. I had too big of a breakfast,” to, “Are you really going to go up for seconds? That is a lot of food.”

Jaeger noticed that these situations happen much too often and can be destructive. “Sometimes people do it to make themselves feel better,” she said.

It is also not uncommon for girls to experiment with dieting in order to lose weight. These diets can range from intense juice cleanses to a cayenne pepper diet.

Students often have false notions of healthful eating, including beliefs that “sugar is the devil” and “diet sodas are healthier than regular sodas”. Some students complain about the frequent presence of food in SPA classes, advisories ,and activities.

Sadly, these beliefs regarding weight and body image are often ignored and laughed off, when in actuality, they are cries for help.

The School Steps In

Many classes at SPA are making sure that students do not fall into the trap of dieting, unhealthy eating, and negative body perception. Tenth grade Wellness discusses eating disorders, dis-

ordered eating, and body image.

Upperclassmen English elective Gender in Literature also looks at body expectations for boys and girls. The freshmen class Fitness for Life has added a new unit on healthy eating and eating disorders, per the request of Upper School Principal Chris Hughes and Upper School Counselor Susanna Short.

According to Fitness for Life teacher Kaitlyn Frenchick, the new unit covers basic healthy eating habits and debunks common nutrition myths.

“Most [SPA students] think that you need [only] 1500 [calories] a day,” she said. “In order for your body to function, and even to perform in the classroom and on the field, you need that fuel source.”

Frenchick continued, stating that the average active student needs 2000-3000 calories a day.

The unit also includes information about eating disorders. “I explain what they consist of. I also talk about where somebody can go to get help if they have an eating disorder or even if you think somebody has one and how to go about that,” Frenchick said.

Frenchick makes sure to address that eating disorders are widespread, affecting females and males alike. “I stress that it

is not a gender specific disorder, both male and female can get it,” she said.

She addresses that even though many athletes, including gymnasts, dancers, and runners are pressured to be a certain weight and have a specific body type, it is important for everyone to take care of their bodies. “It is not just the athletes. I’m trying to stress to even the kids performing in theater, music, even in the classroom, that you need that fuel for doing your homework and getting stuff done,” Frenchick continued.

Even though this education can be both helpful and preventative, it is not the answer to stopping eating disorders from developing.

Eating disorders are mental illnesses, and there isn’t a singualr source of their development.The path to treatment and healing is different for each person. Eating disorders should never be made into jokes or taken lightly.

It is important to keep in mind that what one says about another person’s appearance, even when well-intentioned, can be both hurtful and harmful to many. Students should be seen for who they truly are, their personality and interests, not how they look.

Eating disorder and body image myths: debunked MYTH:

EATING DISORDERS ARE CAUSED

BY UNHEALTHY IMAGES IN THE MEDIA

REALITY:

MYTH:

While the thin ideal and other sociocultural factors can contribute or trigger development of eating disorders, the causes are often combined and include biologic, social, and environmental influences.

YOU CAN’T HAVE MORE THAN ONE EATING DISORDER

REALITY:

Individuals often suffer from more than one disordered behavior at a time. For instance, bulimia and anorexia can occur independently of each other, although about half of all anorexics

become bulimic.

E ON Y ME R B O T F S DE MY LL I ISOR D us TE NG NCE io .

N A I bv not CA EAT EAR : o U P y TY e th YO AN AP LI hav s ma e wi he S A A H RE may ther opl h t n le , o w pe reac ofte p . s o pe ign y fe ers ion dia to e ng s er rd at e fy m m So ual a v iso aci he eri gni i t s v vi nly ng d f em in eco t s r sn’ o ed O ti , e a e at ray ly doe ed. st ort nal ht cur p tio ig g we ein di b Ad mal r no

H:

Infographic Credit: Netta Kaplan Information retrieved from National Eating Disorders Assosciation, NEDA. Compiled by Netta Kaplan.

MYTH:

PEOPLE WITH ANOREXIA NEVER EAT AT ALL

REALITY:

Most anorexics do eat, but often smaller proportions, low-calorie foods, or strange food combinations.

Disordered eating behaviors are highly individualized, but completely stopping eating is very rare.

MYTH:

EA T MY AT ING TE NT DISO TH: IO N- RDER

SE EK S AR R an IN E E n G co eati o o ALI CH AN m n T n O

pl e Y IC g E as ex a dis choo : or s nd th e d s e ci er de t r oe co esu vel . T o h fa cult nomi lt o op o hey ave ct a v f c u di ors. ral, , en dif er t re so i f v m e i a M rd er any nd b ronm rent e s e i w n o h co ofte o ha logi tal, nc ea n tr ve e c l it y ha atin . rd g to so

MYTH:

EATING DISORDERS ONLY AFFECT CERTAIN GROUPS

EATING DISORDERS AREN’T AN ILLNESS

REALITY:

The American Psychiatric Association classifies eating disorders as a mental illness. They are considered to often have a biological basis and co-occur with other mental illnesses such as major depression, anxiety, or OCD.

Eating disorders can and do affect anyone, no matter their socioeconomic group, age, race, gender, or sexuality.

REALITY:

I ND EPTH St. Paul Academy and Summit School

35%

Eating Disorder by the numbers

of “normal dieters” progress to pathological dieting.

1 in 5 individuals suffering from anorexia will prematurely die from complications related to their eating disorder, including suicide and heart problems.

20-25%

of those pathological dieters progress to partial or full-syndrome disordered eating disorders.

3rd

most chronic illness among adolescents.

Statistics from National Association of Anorexia and Associated Disorders and National Eating Disorders Association, NEDA. Statistics compiled by Eva Perez-Greene.

Infographic Credit: Eva Perez-Greene

Short shares disordered eating facts Laura Slade

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A&E Editor

“We have a lot of students who are perfectionistic,” Upper School counselor Susanna Short said. “I don’t want to say that the [St. Paul Academy and Summit School culture] promotes [eating disorders], but maybe it is an environment where at times they can thrive,” she said.

At SPA, eating disorders are a significant issue, but not one that members of the school community is comfortable dealingwith.

Nationally, eating disorders are increasing steadily in adolescents, especially in boys and younger girls. “I think that’s reflected at SPA as well,” Short said.

Eating disorders are complicated diseases which have innumerable root causes. “I think eating disorders are almost always a very complicated mixture of some genetic predisposition, some occurrence of depression and anxiety, stress and/or trauma, and then a real internalization of societal messages about body type, weight, thinness, and value,” Short said.

While it’s important to discern and address the environmental factors which undoubtedly contribute to eating disorders, one must remember that there are more pieces to the puzzle, pieces which are often impossible to find because they are specific to an individual’s life and emotional makeup. Nonetheless, the conscious and subconscious impact of SPA’s social and emotional climate on it’s students is worth investigating.

Disordered eating and poor body image at SPA can be caused, in part, by the small cross section of body types represented in the

SPA community. Because SPA is so small, male and female students may understandably mistake the shapes and eating habits of their peers for national or even global averages.

On the other hand, SPA’s small and intimate environment can also work as a supportive force in the lives of students who struggled with eating and body image. Students typically sense or know what’s going on with other students, eliminating the secrecy which almost always accompanies eating disorder.

“There are a lot of eyes on students, and students do care deeply for each other,” Short said. Not only do students care about each other, but in classes such as Wellness and Fitness for Life, the faculty tries to remind students that there is always someone they can talk to.

Often times, the care which SPA students have for each other struggles to breach the language barrier and take on a more communicative nature. It can be difficult to find the right combination of words to use when faced with a friend who is struggling with an eating disorder. “What’s not helpful is when people try to become the food police,” Short said.

In the dining hall, Short frequently sees students size up and judge what their friends are eating for lunch.

In some cases, she even observes friendships built of off eating disorders: “‘I can eat less than you can,’ ‘Let’s make a bet, tomorrow let’s only eat “x” amount of calories.’ That’s not friendship,” Short said. “That’s mutual destruction.”

The best way Short sees to help a friend who is struggling with an eating disorder is just to

13

What you can do to help a friend You may not know you are at a lunch table, in advisory, or sitting in class with someone who struggles with an ED. There are some things you can do -- just in everyday life -that will be helpful in changing the culture around body image and disordered eating.

Anyone who needs help talking to a friend should contact Ms. Short or any teacher.

Social Life

An estimated 10% of people with anorexia or bulimia are male.

Anorexia Nervosa is the

January/February 2014. Vol XLI. Issue V.

talk to them. “[I would recommend] to talk to their friend in a quiet, safe space [and] to be open and non judgemental,” Short said.

“Friends aren’t in a position to diagnose and when they try to, that often makes people defensive, so I would encourage people to reflect back what they see, what they’re concerned about, and then say ‘I need to know that you’re going to talk to an adult.’”

If a student comes to a staff member for help, their family will almost never receive an immediate call home. “There’s really a range of responses, because it depends on the severity,” Short said.

If a student is reporting signs of disordered eating, Short will work with them to find healthy resources. However, if the student reports what she deems to be life threatening, she and the student will have a conversation about the best way to get help, often a route involving the support of parents.

Eating disorders, when left unaddressed, can be life threatening mental illnesses. Short wants students at SPA to know that healing is completely within the realm of possibility and support is available to anyone who needs it. However, to support and actualize this belief within the SPA community at large, Short feels a shift in dialogue concerning food and body image is imperative.

The conversations that take place in the SPA community need to change: “I think we need to shift the conversations in our school to friendship and art and music and politics and science and learning and all kinds of amazing things,” Short said. “[We need to] not have food and weight and body not be so central to what students talk to each other about.”

When greeting someone, say “It’s good to see you instead of a “You look” statement.

Avoid food conversations during meals.

Pick an appropriate time and place to address concerns with a friend.

Choose somewhere safe and minimally distracting during a time that is not stressful.

Time and Place Don’t Diagnose Do not turn your concern into a diagnosis. A friend is a support person, not a medical professional, and phrases like “I think you have an eating disorder,” are not helpful.

By treating your friend normally, you are reminding them that they are not their eating disorder and that you see them for the person they truly are.

Be a Friend

Information retrieved from psychologytoday.com

Infographic Credit: Netta Kaplan

Twitter Roundup: Students reflect on award shows, music, and TV in 140 characters or less

14 A RT S & E N T E RTA I N M E N T January/February 2014. Vol XLI. Issue V.

St. Paul Academy and Summit School

Photo Credit: Eva Perez-Greene From left: junior Halsey Moe, senior Emily Ross, senior Connor Allen, sophomore Anna Biggs and sophomore Jack Romans perform a scene from Metamorphisis during the show’s preview on Jan. 31 at the Sarah Converse Auditorium.

“If we can make sure that everything falls into place, these messages get thrown across in pretty powerful ways,” sophomore Jack Romans said. The show placed first in subsections and will perform in Milaca on Feb. 8 for sections.

Metamorphosis challenges actors

Competition One Act pushes the envelope with Kafka

Eva Perez-Greene

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In Depth Editor

Sophomore Jack Romans has been doing a lot of stretching and some yoga here and there in preparation for his lead role in St. Paul Academy and Summit School’s rendition of Franz Kafka’s Metamorphosis. Annually, Upper School Theater Director Eric Severson directs a one act to compete in the Minnesota State High School League One Act Play Festival, and this year, Metamorphosis “just felt right”. In addition to Severson’s always memorable One Act are multiple student-directed, noncompetitive one acts which will only be performed once.

Metamorphosis begins with the sudden and literal metamorphosis of the burnt-out traveling salesman Gregor Samsa (Romans) into a “monstrous vermin” or bug. “It’s like bam! I just woke up and I’m a bug!” senior Emily Ross, who plays Gregor’s mother Mrs. Samsa, said.

“A lot of it’s just experimenting and seeing what looks inhuman… very jagged movements and seeing in what ways I can

contort my body,” Romans said.

While Romans’ attention-capturing embodiment of a bug is meaningful in all of it’s absurdity, Metamorphosis offers the viewer plenty to think about on a more subliminal level.

Originally a short story, Metamorphosis is about losing one’s identity through work that is monotonous and, more importantly, the freedom associated with breaking free from the banality of life and acknowledging repressed desires. In many ways, Gregor’s family represents the tired existence he has escaped.

In Metamorphosis, however, it’s hard to tell whether Samsa’s buggy existence is more absurd than his family’s mechanized, robotic one. This strange dichotomy is what propels the story forward and creates an illusion of normality: because everyone’s existence is more or less absurd, absurdity is, to some extent, able to hide under the guise of normalcy.

Adapting the story for the stage while preserving Kafka’s intended meanings has been a challenge which Severson has met with enthusiasm gusto. In the past, his pushing of the envelope in the MSHSL One Act competition has

received a variety of responses.

However, since receiving high honors for last year’s one act The Yellow Wallpaper, an emphatically feminist play, Severson has decided to continue on this trajectory by putting on the absurdist and bizarre Metamorphosis.

From an acting perspective, Severson has taken a highly mechanized, choreographed route.

The Samsa family is to move and speak robotically, a metaphor for industrialization and its subsequent effects on daily human life.

Severson’s approach to direction has evolved in his desire to create a perfectly imperfect vignette of the Samsa family.

“This rehearsal process has been different than other shows because of how precise everything has to be. Instead of jumping around and going through things fast, we are moving much more slowly. Each moment is more perfect than it would be for any other show,” Romans said. “If we can make sure that everything falls into place, these messages get thrown across in pretty powerful ways,” he said.

In the character of Gregor Samsa, there is some respite amidst the drawling depiction

of everyday life. Gregor is, in essence, an inhuman, bestial, creature. From one angle, this seems liberating and refreshing--a clear contradiction to his family’s way of life. From a different angle, Gregor’s reduction to a bug depreciates his worth as a human being and ultimately, isolates him from society.

Kafka may very well be asking society a question to which he has no answer: how does one reject propriety without being reduced to and squashed like a metaphorical bug? Like this question, there are many more. Preserving the gravity of Kafka’s thoughts that tend to lurk behind the absurdist facades he created, is a challenging project in and of itself.

From a visual perspective, Severson’s vision is one of minimalistic, industrial, iciness. Severson intends for the staged version of Metamorphosis to convey the dismal, monotonous gloominess of everyday life. The scaffolding walls of Gregor’s room will form a cage-like structure for Gregor to climb as a bug would.

Shadows and silhouettes will be employed to create an heir of mystery as well as to convey what cannot exist in real life. “I can’t

spawn fifty more legs, so shadows will help to create those. Silhouettes are what allow for this kind of ridiculous story to portray the powerful messages it holds,” Romans said.

While Severson’s artistic vision for Metamorphosis is very clear and intentional, he also believes that the nature of the story itself allows for numerous interpretations. “I want for people to see the show and take what they will from it,” he said. This year, he hopes his show impacts viewers in a more subtle, understated manner. Just as last year’s The Yellow Wallpaper concerned the glaring illness of a society, so does Metamorphosis.

One can’t help but leaving Metamorphosis thinking “monotony is the malady of our time”.

Metamorphosis previewed on Jan. 31 in the Sarah Converse auditorium. It competed for the first time, winning first place in subsections, on Feb. 1 in Braham. Due to the cold weather and missed days of school, student-directed one acts premiered a week later on Feb. 8 at in the Sarah Converse Auditorium.

Can’t get enough blood-sucking creatures of the night?

Check out Javier Whitaker-Castenda’s review of Film Club’s Vampire Weekend at www.rubiconline.com Fair Use Images from IMDB

St. Paul Academy and Summit School

“With 80,000 copies sold, it beat out even Beyoncé’s recent self-titled album. Topping the charts and on the Billboard 200 for two consecutive weeks after its initial release, is the soundtrack album from Disney’s Frozen. The last Disney soundtrack to top the charts was The Lion King in 1994, well before most of St. Paul Academy and Summit School’s current student body was born. So why is Frozen so popular? What blend of Disney magic created this soundtrack?...”

Read the rest of this Frozen soundtrack review on the RubicOnline.

A RT S

&

E N T E RTA I N M E N T 15 January/February 2014. Vol XLI. Issue V.

Jewett bids farewell to long career John Wilhelm

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Staff Writer

“When I first saw someone sit down at a wheel and pull a pot out of clay,” Upper School Fine Arts teacher Bob Jewett said, “It was the most magical thing I’d ever seen.”

Quite some time has passed from that realization to today, including the foundation of St. Paul Academy and Summit School’s art department, with Jewett there from the start. And just over four decades afterwards, Jewett has made the decision to leave SPA. “I’m excited, and I’m nervous, and all the emotions you might expect,” Jewett said. “It’s an appropriate time to go.”

Jewett has been an irreplaceable part of SPA’s art department since its inception. “The year I arrived was the first year SPA had art classes,” Jewett said. “This was 1973.” In addition to Jewett’s 41 years as an SPA art teacher, 17 of those years were served as department chair. “Our mission was to set up a really good art department,” Jewett continued. “It took time.”

SPA decided on a core curriculum of five areas of art. “[We] wanted depth, rather than breadth,” Jewett said. It was a big change, because prior to that, SPA had been picking up all sorts of odds and ends when it came to art, like macramé, tie-dying, and jewelry making. “And,” Jew-

ett said, “They were doing these things… Not very well.”

Drawing, painting, sculpture, ceramics, and photography were the chosen areas, and work on ceramics began right away. “We began with two wheels and a small kiln,” Jewett said, but “I had access to quite a bit of used firebrick.” That firebrick was hauled by pickup trucks to the location of SPA’s current kiln, “and we started building the first kilns.” Which, Jewett added, was fairly cost-efficient: “If you were to buy those things, they’d be $60,000 a whack.

And we’re doing it for about $2,000—and they work.”

From those first days, the art department has steadily improved its quality. “It got to the point, where, all of a sudden, [art] was a viable program. It was in the mid-80s, it took about ten years,” Jewett said. A room that used to have ten pottery wheels now has easily twenty, and that same room has housed some of the leading ceramics artists in the country.

Just last year, Jim Tanner dropped by for a visit, and Paul Soldner, Don Reitz, and Warren Mackenzie have all attended as well.

And all the while being visited by the greats, SPA, and Jewett, have developed strong artistic principles of their own. “There are a lot of ways of teaching art,” Jewett said. “An art teacher can set up a series of assignments that guarantee success. To me, that’s not teaching art at all. It’s not having the individual student

Photo Illustration: Lucy Li Upper School Fine Arts teacher Bob Jewett stands by his artwork in his show at Drake Gallery. “I think working clay is so much fun, that it’d be hard for someone to not experience that kind of satisfaction and joy of pulling the clay,” Jewett said.

begin to create their own visual language—to find their creative voice.” Jewett maintained that the most important, and most difficult part of teaching art was letting go. “It’s hard as a teacher to not be in control. But for art in this world today, you have to give kids freedom,” he continued.

When asked what he enjoyed the most about teaching art, Jewett responded with a small story: “At the end of every semester, you walk into the clay studio on a Friday, and the drying racks are

filled. It generally happens towards the end of the semester--I can tell who made every pot,” Jewett continued, “You see the artist through their work, and that’s a high for me. Because you know people are off in the right direction, and who knows where they will end up?”

Leaving the school, Jewett was confident that the art department will continue to advance. “We’ve set up a good program,” Jewett said. “What we do here--there’s really quality work coming, out,

and there’s a lot of it.” But more importantly, Jewett put forth that change is good for the school.

“The school will always be different, and that’s the way it should be.

The world is changing very rapidly, and we should be going right with it,” Jewett continued. And as the world changes rapidly, so will Jewett. “You go through different stages in life, and I’m moving onto a new one,” Jewett said. “It’s time.”

Disney redefines happily ever after in hit Frozen Clare Tipler

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Staff Writer

The mystical, magical, and made up land of Arendelle is home to two of Disney’s newest princesses, and the stars of the animated movie, Frozen.

With award winning music and a winter holiday feel, this new movie has many St. Paul Academy and Summit School students buzzing.

The movie, it seems, is aimed at girls ages five through fifteen just because it is a Disney princess movie, but the themes are not child-like or girlish in any way. Disney has reinvented its princesses and has redefined happily ever after. “[Frozen] is about sisters. It isn’t particularly girly but it is about girls.” freshman Isabelle Bukovsan said.

Everyone should see this movie at least once, but even better would be to see it several times like some students have. “It was

“

I liked the sister love in it as opposed to romantic love. ju n i or M a g g i e C l a r k actually a really good movie. Everybody was saying it was cute and fun, and I agree. That’s why I had to see it again,” freshman Kathryn Schmechel said.

What could make this Disney spin of Hans Christian Andersen’s The Snow Queen so appealing?

Frozen shows the best example of a strong sibling relationship in

a Disney movie and the main focus is not finding true love in the opposite gender. “I liked the sister love in it as opposed to romantic love,” said junior Maggie Clark.

In Frozen, the elder of the sisters, Queen Elsa (voiced by Idina Menzel), struggles with her magic powers over snow, ice, and everything cold. She isolates herself from her younger sister Anna (voiced by Kristin Bell) in attempts to keep her safe from her potentially harmful powers.

Princess Anna, who doesn’t know about Elsa’s powers, tries to reach out and become close to Elsa. On the day of Elsa’s coronation, Elsa accidentally activates her powers and freezes over the entire land.

This locks them in a dreadful and bleak winter. Elsa once again retreats from her sister and this time, from all of Arendelle too.

On a breathtaking adventure, Anna hopes to bring her sister home from the mountains and reverse the spell that Elsa has put

Image courtesy of: Disney.com’s Frozen Photo Gallery Anna approaches Elsa’s ice castle during a scene from Frozen. “It was actually a really good movie. Everybody was saying it was cute and fun, and I agree. That’s why I had to see it again,” freshman Kathryn Shmechel said.

on Arendelle.

When one thinks of a Disney princess, the mind automatically goes to one of the classic characters, all embodying strong, fearless, loving women. Elsa and Anna fit this description, but are unique in one regard: the bond and friendship that develops and

is shared between these sisters is unparalleled by any other Disney princess, maybe because nobody ever thought to put two princesses together in one movie. So move over Cinderella, there are two new princesses in town.

Read the rest of this Frozen review at the RubicOnline.

16 A RT S & E N T E RTA I N M E N T Music roars for a reason to get lucky at the Grammys January/February 2014. Vol XLI. Issue V.

Meghan Joyce

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Staff Writer

St. Paul Academy and Summit School

It’s that time of year again: awards season, and people are getting excited. St. Paul Academy and Summit School students are no exception, even those who didn’t see the awards shows are talking about what movie, actor, album, or song deserved to win. The 56th annual Grammy Awards aired on Jan. 26.

Fair use images courtesy of iTunes

“Get Lucky” by Daft Punk feat. Pharrell Williams and Nile Rodgers Nominated for: Record of the Year, Best Pop Duo/ Group Performance Winner of Record of the Year and Best Pop Duo/Group Performance Daft Punk’s summer hit “Get Lucky” brings back disco in an okay but excessively repetitive dance song featuring Pharrell Williams’ falsetto and Nile Rodgers’ guitar riffs that is less about “getting lucky” than it is about having a good time. “I don’t exactly love the repetitive nature of it, and that’s coming from someone who listens to electronic music. It’s irritating,” freshman Ewan Lang said.

“Just Give Me a Reason”

by P!nk feat. Nate Ruess Nominated for: Best Pop Duo/Group Performance Lead singer of the breakout band, fun., Nate Ruess’ and P!nk’s voices pair perfectly in this sentimental song. The restraint that they show is key to showing the painful and tumultuous emotions felt in the rocky relationship that “Just Give Me a Reason” was written about.

“Royals” by Lorde Nominated for Song of the Year, Best Pop Solo Performance Winner of Song of the Year and Best Pop Solo Performance It may have been overplayed, but Lorde’s “Royals” earned its popularity with impressive and unique lyrics and vocals. With such a simple clapping beat, the lyrics’ revealing and brutally honest imagery sounds poetic. “I like the beat and the music,” junior Andrew Chuinard said.

“Roar” by Katy Perry Nominated for Best Pop Solo Performance and Song of the Year Katy Perry’s album Prism shows changes in Perry’s style towards darker and more religious themes, but the leading single “Roar” is very similar to her old material, a basic pop hit with a strong message of self empowerment conveyed by catchy lyrics that beg you to sing along.

“Radioactive” by Imagine Dragons Nominated for Best Rock Performance Winner of best rock performance “Radioactive” by Imagine Dragons is a personal favorite, and should appeal to all audiences, with its dubstep, rock, pop, and alternative influences. It is played along to intense and creative post-apocalyptic lyrics and heavy bass that makes it impossible to stop pumping your fists and shouting along to the chorus.

And the Oscar for Best Picture goes to...

Patrick Commers

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Staff Writer

Film critics rejoice, be ready to give your best insight on as many movies as you can. That’s right everyone, it is awards season. One of the biggest events of the awards season is The Academy Awards and what is thought to be the biggest category of them all, the prestigious best picture category.

Everyone has their favorite movie of the year, but only nine have been nominated this year when the max is 10 films per year. With movies such as 12 Years a Slave, which won the Drama Golden Globe and the predicted winner, Gravity, and American Hustle, which won the comedy Golden Globe, topping many people’s choices for best picture winner it is a tight race going into the final month.

Of the nine films that have been nominated, six of them are rated R, restricting many students from attending them.

Many of these movies were not big at the box office. Besides Gravity -- one of the biggest winners at the box office this year with a total of 261 million dollars -- movies such as Nebraska had a very low box office, only collecting 11.8 million dollars.

Many people have not been able to get into the theater to see

“

I think that 12 Years a Slave will win because of its theme and a strong performance in the leading role.

Ju n i or S h a n n Bi j w a d i a movies that only show at limited places. “I haven’t seen any of them,” said US English teacher Randall Findlay, who teaches Seminar in Visual Narrative and advises Film Club.

Nonetheless many students and teachers still have their favorites. Junior Shaan Bijwadia has seen a whopping six of the films nominated. “My favorite was American Hustle for its phenomenal acting,” Bijwadia said.

Students agree on the front runners for the category, “12 Years a Slave, American Hustle, The

Wolf of Wall Street, and Captain Phillips are the ones that jump out at me to win,” sophomore Riley Wheaton said.

“I think that 12 Years a Slave will win because of its theme and a strong performance in the leading role,” Bijwadia said.

Still hold out hope that there could be an upset in the making.

“I really have a hard time choosing between Nebraska and Philomena,” sophomore Anna Biggs said.

Gravity and American Hustle top the list with ten Oscar nominations each, with American Hus“12 Years a Slave, tle nabbing a nomination in each American Hustle, The Wolf of of the four acting categories (Best Wall Street, and Captain Phillips are Actor, Best Actress, Best Support- the ones that jump out at me to win.”

-- sophomore Riley Wheaton ing Actress, Best Supporting Actor); 12 Years a Slave follows close behind with nine nominations.

The Academy has chosen these films: American Hustle, Captain Phillips, Dallas Buyers Club, Her, Gravity, Nebraska, Philomena, 12 Years a Slave, and The Wolf of Wall Street. Best Film category will be the last award given on Mar. 2, tune in at seven p.m. to see all the winners.

“I have a really hard time choosing between Nebraska and Philomena” --sophomore Anna Biggs

“My favorite was American Hustle for its phenomenal acting.”

-junior Shann Bijwadia

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St. Paul Academy and Summit School

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E N T E RTA I N M E N T 17 January/February 2014. Vol XLI. Issue V.

Facebook Photo: Gravity Page Stars George Clooney and Sandra Bullock with their Gravity director, Alfonso Cuarón, a favorite for the Best Director Oscar.

Students pick favorite Oscar nominated directors Emily Thissen

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Staff Writer

It is always hard to predict who will win the Best Director statue at the Academy Awards—in 2013 neither of the two favorites ended up winning. For this year’s award, a St. Paul Academy and Summit School favorite is Alfonso Cuaron, who directed Gravity.

Cuaron has directed other films such as Children of Men, Harry Potter and the Prisoner of Azkaban, Y Tu Mama Tambien, Great Expectations, and A Little Princess. Junior Alex Lindeke says that “compared to Harry Potter and the Prisoner of Azkaban, there is a lot more cool technology and special effects [in Gravity].”

Right from the start, Gravity is captivating. Cuaron’s portrayal of outer space is incredibly realistic—even after the movie there is a feeling that grabbing onto things to ensure not floating away, is necessary. It is amazing that he had the ability to realistically capture the element of floating around in space.

In fact, Cuaron spent over five years preparing and beginning the filming of Gravity because he wanted the look and feel of the film to be spot on. All of his hard work payed off—it’s hard to believe that the film isn’t actually filmed in space! “It was really cool visually,” says sophomore Will Donaldson.

Other students commented on the impressive cinematography.

Freshman Emerson Egly said that “The way is was filmed was nice. It made it feel real.” For all of scenes that took place in space, only the faces of the actors were actually live photography. Everything else was from computer graphics.

Besides the special effects, there isn’t much to it. The plot repeats itself, and by the end of the movie there isn’t a sense of satisfaction that some movies leave you with. But, it is hard to think of the negatives when the overall feel of the movie is so captivating. After watching this movie, looking up at the stars at night will never feel the same again.

The other nominees in this category are Steve McQueen (12 years a Slave), Alexander Payne (Nebraska), David O. Russell (American Hustle), and Martin Scorsese (The Wolf of Wall Street).

In 2013, David O. Russell was nominated in this category as well, for Silver Linings Playbook.

Fair Use image taken from www.endlesslovemovie.com Endless Love stars Alex Pettyfer [David] and Olivia Wilde [Jade] in a romantic scene from the film. Pettyfer hopes that viewers will “Find someone that will treat you with respect, is chivalrous, is a gentleman and just loves you for who you are,” he said. The film premiers on Valentine’s Day.

Endless Love proves cheesy and unrealistic Hannah Johnson

Editor in Chief

Meghan Joyce

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Staff Writer

If you are a sucker for ridiculous romances and cheesy Valentines Day plans, Endless Love is your movie to see Feb. 14. If you don’t, I would suggest a movie with far greater substance, possibly The Lego Movie.

Endless Love, a remake of the 1981 film of the same name, follows the story of high school seniors Jade Butterfield (Gabriella Wilde) and David Elliot (Alex Pettyfer) as they lose their innocence and fight for their first loves.

Director Shana Feste (The Greatest, Country Strong) chose to stray from many of the main story lines in the original film and adapt them to the issues of this generation’s teenagers.

“I think that the original is a lot more sensual. And in that time period, that was quite controversial because David lusts more for Jade in the original film, whereas in ours it’s more about two people falling in love and the experiences of young love and first love which were inspirational to me,” Alex

Q&A

“ It’s about

two people falling in love.

A l e x Pe tt y fe r Pettyfer said.

Since her brother’s tragic death, Jade has isolated herself from her classmates, dedicating all of her free time not to friends, but to reading and preparing for her future in medicine. As she prepares for her summer internship, she soon meets David, a working class boy with a dark, dangerous past who has had a secret crush on her for years.

“I admire his hope. Just falling in love, even when he’s shut down a couple of times,” Pettyfer said of his character, David.

Even with a weak script and storyline, Wilde and Pettyfer, both English, had strong chemis-

try and dedication to their characters. “[Wilde]’s English, so that’s always a great starting point to connect. And then we had this part beforehand where we really just had to get to know each other, Relationships are built off of trust, and I think that what we had to do is get together and build a friendship. We did that and I think it worked.” Pettyfer said.

When the two connect, Jade’s head and heart are torn about what to do. Should she follow her dreams or fall in love?

Unlike popular romances such as The Notebook and Dear John, Endless Love fails to capture the audience with exciting drama and relatable characters. Plot twists meant to surprise the audience were very predictable and boring.

David and Jade’s romantic gestures are cheesy and cliché, making their love seem exaggerated and superficial.

David and Jade’s romance is a case of love at first sight, captured very nicely by a short montage towards the start of the movie.

Really though, it’s more like obsession at first sight. David and Jade’s love is all-consuming, and they are so co-dependent that

they are not interesting characters outside the context of their love, and are unable to develop independent personalities.

Coupled with their lack of strong personalities, David and Jade’s naïveté makes their characters seem as unbelievable as Jade’s father. David and Jade are so ridiculously obsessed with each other that just a few days into their relationship, they decide to cancel all of their summer plans to spend every moment together, a move that could risk their future careers and education.

While this tumultuous love could send young adults unrealistic messages about relationships and independence, Pettyfer hopes that the target audience, teenage girls, will find hope in the film.

“Find someone that will treat you with respect, is chivalrous, is a gentleman and just loves you for who you are,” he said.

Those who want to have a sappy, romantic date with their sweetheart on Valentines Day can catch the film at many local movie theaters, including AMC Rosedale 14, Theaters at Mall of America and AMC Showplace Inver Grove 16.

Hannah Johnson and Meghan Joyce attend a press conference with Alex Pettyfer, star of Endless Love.

What was the most challenging part of film-making?

“I think the most challenging part at 24 years of age, you always want have respect from your elders and is going back to 18 and having that naïve state of mind… that was the most challenging, just having to let go of all the experiences I’ve had up to this age.”

How did your acting career start?

“My mom and dad were big believers in making me try everything in life. Sports, and racing cars, and to act, and education which I was terrible at - and then I just got lucky. I was lucky, I got an audition for a TV film called Tom Brown’s Schooldays, and a year later I got offered straightaway

this movie called Alex Rider” Is it hard to do an American accent?

“It was [hard to do an American accent], for the longest time.

I actually couldn’t get a job. I would go in, and just sound ridiculous… The pressure was on.

I had this amazing dialect coach, and I guess she just helped me. It’s kind of like learning how to ride a bike, as soon as you figure it out, it becomes easier.”

Who are some actors that you look up to and/or would like to work with?

“I love [the director] Steve McQueen. Do you know who he is? He did films like the Great Escape, Papillion… he’s a more

manic version of Zac Efron. I love to work with Bruce Greenwood, I’m a huge Bruce Greenwood fan.

And then my dad, who’s Robert Patrick.”

So what’s the most romantic Valentine’s Day date you’ve had?

“I’ve never actually had a Valentine’s date [Crowd mumbles shock]. It’s not that sad, don’t make me feel worse than I already do. This year my mom’s coming out so we’re going to go see Endless Love.”

Want more? Read bonus Pettyfer Q&A on RubicOnline. www.rubiconline.com

Photo Credit: Meghan Joyce Writers Meghan Joyce and Hannah Johnson pose for a picture with Alex Pettyfer. “If you really want, I’ll be your valentine,“ Pettyfer said to Johnson.

Boys Varsity Hockey throws back

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Sophomore Justin Jallen battle for the puck against conference rival Saint Paul Johnson during the teams 6-2 win on Jan. 30. The hockey team has an upcoming game on Feb. 17 at 2p.m. at the Drake Arena against the Novas.

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S P ORT S 18 January/ February 2014. Vol XLI Issue V.

Photo Credit: Catherine Braman

St. Paul Academy and Summit School

Conference rivalries fuel competition History provides context for ageold opponents Thomas Toghramadjian

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Opinions Editor

While sports teams always try to be competitive, some games provide more incentive than others. Especially at a school with the long athletic history of St. Paul Academy and Summit School, sports-based rivalries are bound to crop up. Some are based on long-standing traditions, like SPA’s century-long rivalry with The Blake School. Others arise spontaneously for specific teams, built on a few contentious games, a memorable playoff victory, or a heartbreaking defeat.

The boys basketball team has developed a slate of rivals in recent years, largely due to memorable section games. The varsity team advanced over Minnehaha Academy in the 2012 section tournament, winning on buzzer-beating 3-pointer from Harrisen Egly, now a senior captain.

“We felt that if we executed our game plan, we had them. We stuck with them in the first half.

Then after halftime they jumped on us but we responded well and had a lead down the stretch. In the end we won,” Egly said.

They lost the next game against Concordia Academy in overtime, in front of a large visiting crowd of Spartan fans. After falling behind, the team made a comeback late in the second half and cut Concordia’s lead to one-point. With seven seconds left, Egly was fouled and made a shot to tie the game. “Then in overtime they hit shots when we didn’t,” Egly remembered.

The rivalries have persisted since. “Every conference game is huge for us but recently we have had some of our most intense games against Minnehaha, Concordia and Breck. We’ve

battled in both the regular season and sections and those match ups have really become rivalries,” Egly said.

Egly explained that Minnehaha, Breck, and Concordia, pose a special challenge because they consistently field a few standout players: “All three of these teams always have a few really good players that can get hot if you don’t play solid defense. So that is always a big focus when we play them-- stopping those good players without sacrificing our defense overall,” he said.

The tension in games against conference rivals frequently escalates into physical aggression.

“During every game [with Minnehaha, Concordia, and Breck] it can get aggressive, and really intense…In the Minnehaha game this year, one of their players lowered their shoulder into [sophomore] Kent [Hanson] on a screen and our coach got a technical after they called a foul on Kent. And [sophomore] Ryan Peacock and I fouled out against Breck,” Egly said.

The Girls Varsity Basketball team can get even more physically aggressive against their rivals, according to junior Katie Ademite. Ademite remembers animosity between Blake and SPA basketball teams since she started playing varsity in 8th grade.

“The tension is much greater between the teams because nobody wants to lose a conference game, especially to someone who is as big of a rival as Blake is to us. Everyone’s emotions are running high, and combined with a high level of intensity it leads to a very heated and physical game,” Ademite said.

Ademite referenced one especially rough game against Blake that took place two years ago.

“It was by far the most aggres-

Photos Credit: Catherine Braman Senior Girls’ Basketball captain Jonte Claiborne shakes hands with an opponent of Blake prior to the team’s Jan. 30 game. “Nobody wants to lose a conference game-- especially to someone who is as big of a rival as Blake is to us,” junior basketball player Katie Ademite said.

“

Our rivalry with Blake goes back a long time.

We’ve been playing them since 1910. s e n i or Jo s h Jo h n s on sive game we’ve played against them... the last few minutes were exceptionally bad,” Ademite said.

The Boys Varsity Baseball team has new and old rivalries: a recent contest with Minnehaha Academy, as well as a long-dormant one with Blake.

“Our rivalry with Blake goes back a long time. We’ve been playing them since 1910, so over a hundred years,” senior captain Josh Johnson said. “But recently, they’ve been in the bottom half of the conference, so we didn’t give them too much thought.”

That changed when Blake eliminated them in section play last year.

“Last year’s final game was sort of a renewal of our rivalry.

They ended our season, and it was an unexpected defeat, a close game that was decided in the final innings. So heading into this year, we’ll definitely see them as more

Senior Girls’ Basketball captain Jonte Claiborne plays in the Jan. 30 game against conference rival Blake. Everyone’s emotions are running high, and combined with a high level of intensity it leads to a very heated and physical game,” junior basketball player Katie Ademite said.

of a rival,” Johnson said.

While Blake had long remained off of the team’s radar, Minnehaha is a constant rival: “In the week leading up to a game with Minnehaha... we’re aware of the challenges we’re going to face. Even if there are other games that week, we keep Minnehaha in mind and have more of a get-to-work mentality,” Johnson said.

Games with Minnehaha in recent years have been decided by razor-thin margins, which Johnson attributed to their two ace pitchers Matt Fiedler and John

Pryor, who both went on to play Division One baseball in college.

“It’s always the theme of a pitching battle with them,” he said. “Over the last three years, all our games have been decided by only one run, or only one hit.”

Some of those runs have stayed with the team for a long time, like the Minnehaha player who scored on a wild pitch in the last inning of a section game in 2011.

“Minnehaha is definitely a different kind of rivalry. It’s been active for years, and we’ve [made] a lot of history with them,” Johnson said.

Fencing foils the competition

Nordic Skiers take the trail to State

Junior Em Prozinski fences in the Jan. 30 meet against Twin City Fencing Club at St. Catherine University. Both the Men’s and Women’s teams were victorious, with an overall Men’s score of 21-6, and a n overall Women’s score of 19-8. The fencing team has an upcoming meet on Feb. 19 against Holy Family Academy.

Juniors Mike Destache and Ellen McCarthy and eighth grader Val Hart secured state competition spots at the Sections meet on Feb. 4. The trio will compete at the State Tournament at Giants Ridge on Feb. 13.

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S P ORT S 19 January/ February 2014. Vol XLI Issue V.

Photo Credit: Catherine Braman

St. Paul Academy and Summit School

Baby, it’s cold outside...

In spite of frozen temps, skiers heat up the slopes

Alpine Skiier Peter Baker works for hours to shave seconds off races Sophomore Peter Baker began skiing with his family but hopes to take his competitive drive all the way to the U18 National Junior Championships. “When you’re racing, it’s just a feeling that’s really been unmatched with anything else... it’s a feeling of carelessness,” he said. Baker received fourth place out of 126 skiers at the Feb. 5 Section 4 meet, qualifying him for the State meet that will take place Feb. 12 at Giants Ridge.

Photo submitted by: Peter Baker

Netta Kaplan

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Staff Writer/Copy Editor

For sophomore Peter Baker, a competitive alpine skier, speeding down hills comes almost as naturally as walking. “I started skiing when I was probably three or four, and then I actually started racing when I was eight/nine,”

Baker said. Currently, Baker races with the St. Paul Academy and Summit School Alpine Ski team.

Alpine skiing isn’t his only sport, though. Baker plays soccer in the fall and tennis in the spring. However, skiing takes up the most of his time by far: “I practice almost every night but when races come every race can be about a minute or a minute

and a half. The time investment is huge,” Baker said.

It’s no surprise Baker is willing to commit so much time to the sport. With a basement full of skis of all sizes and closets full of warm clothing, the Baker family practically lives and breathes skiing. “It’s always kind of been a family affair. I’ve grown up skiing with my family; I still consis-

tently do,” Baker said. “My dad introduced both my brother [Ross Baker ‘11] and I to ski racing. We still always try to get out and ski as a family.”

Baker hopes to make it to the U18 National Junior Championships this year, where the top 50 male and top 50 female skiers between ages 16 and 18 compete.

Qualifications are based on scores

throughout the season.

However, scores aren’t the only thing Baker takes away from races. “When you’re racing, it’s just a feeling that’s really been unmatched with anything else.

And it sounds cheesy, but it’s really just a feeling of carelessness,” he said. “You’re just so focused on one task. It really is just a great feeling.”

Nordic Skiing champion Ellen McCarthy finds community and success with two ski teams Ava Gallagher

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Chief Visual Editor

For Junior Ellen McCarthy, skiing is not just a hobby or another extracurricular activity to put on college apps. For McCarthy, skiing is life. Not only does McCarthy display her talents and shine through St. Paul Academy and Summit School sports, but she plans to continue in college and even beyond, despite the fact that she does not plan on having a career in skiing.

McCarthy has been skiing since sixth grade, but only “really got into it” in eighth. “I actually started skiing because I had a knee injury and I couldn’t play basketball anymore,” McCarthy said. After spending some time on the ski team with the other skiers, McCarthy discovered a passion she has and will continue to pursue. “I have never wanted to

quit. I love it so much, and will probably ski until I’m very old,” McCarthy said.

“Skiing is great because it exhausts you, but at the same time is very energizing. I can have a difficult workout, but afterwards I feel better than I did at the beginning,” McCarthy said. A big source of her sense of pride and confidence comes from skiing, and what she has achieved throughout her skiing career. “It gives me a sense of accomplishment and satisfaction to work hard and see it pay off in races,” McCarthy said.

McCarthy cherishes many of her experiences racing and competing, but holds one in particular above all others. “I think my favorite moment in skiing so far has to be when our team won conference last year,” she said.

Looking back on the experience, she is clearly proud of herself and her teammates. “It was a team effort. Everyone

picked someone from Mounds Park Academy to pass (because they were the school we were pretty close to in points) and we all pulled through and followed through on our goals.

“Everyone had really great races. It was so exciting to see everyone happy with the results and to see that our team was capable of that,” McCarthy said.

In addition to SPA’s Nordic Ski team, McCarthy is also a member of the Finn Sisu “D-team,” where she and a handful of other skiers from around the Twin Cities area train together and race in Junior Olympic qualifying races.

“The D-team is a group of athletes who are dedicated to skiing and I train with them year-round.

We do a lot of roller-skiing and strength work in the summer and fall, and ski together in the winter. We have become really close friends, and constantly push each other to ski faster. The D-team

Photo submitted by: Ned Patterson Junior Ellen McCarthy with the Spartan Nordic Ski Team at the Jan. 9 conference meet at Battle Creek. From left: sophomore Lexi Hilton, eighth grader Greta Sirek, senior Sela Patterson, eighth grader Dina Moradian, senior Katrina Hilton, eighth grader Val Hart, junior Ellen McCarthy, junior Mary Naas, and freshman Neeti Kulkarni. “... the SPA team has allowed me to become a leader,” McCarthy said.

has pushed me to become a better athlete and the SPA team has allowed me to become a leader; I love both of my teams so much!” McCarthy recently won

the Tri-Metro Conference Girls Nordic Skiing Individual Pursuit Championship and competes at State this week.

20 B AC K C OV E R

January/February 2014. Vol XLI. Issue V.

The

St. Paul Academy and Summit School

blasts into Minnesota

Low temperatures cancel school, halt activities Nina Zietlow

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News Editor

St. Paul Academy and Summit School is notorious for braving the weather and having school even on the most brutal winter days, but with these recent extreme negative temperatures the SPA administration made the call to cancel school disrupting classes, athletic events, and student life.

SPA had its first official “cold day” on Jan. 6, extending Winter Break a day for Middle Schoolers. The second one came right after on Jan. 7 extending Upper School break by a day and middle school for two. Three weeks later cold days were starting to pile up fast. The third cold day occurred on Jan. 23 and the fourth on Jan. 27.

Upper School Principal Chris Hughes said that getting students to school safely was the biggest concern.

“It was driving more than anything,” he said. “We have a lot of students who spend a lot of time on the road.”

Hughes explained that the decision to close the school is made between faculty in the Lower School, Middle School and Upper School. “Typically all of us, Mr. Roberts, the three principals, Ms. Reis-Richter the Assistant Head of School, Ms. Berger, the Communica-

tions Director, are all watching websites and weather channels and then either by email or phone we communicate in the evening,” Hughes said. Even though cancelling school would result in a lot of rescheduling, safety was the number one goal in making these decisions.

The fourth snow day on Jan. 27. forced Diversity Dean Karen Dye, Intercultural Club and Gay Straight Alliance to reschedule the Martin Luther King, Jr. program they had planned. “I am mostly disappointed that the MLK program was moved to some unspecified date in the future because I think it is important for us to recognize MLK day in school and as a community and I was excited for the activities we planned in Intercultural Club,” junior Evva Parsons said.

Finally on Jan. 28 school was scheduled to open at 11:30 with classes starting at noon. In an email to students and parents in reference to the unusual schedule Head of School Bryn Roberts wrote, “As I am sure you are aware, these are difficult decisions. The principals and I are struggling to balance our keen desire to have our students back at school with our sense of the very real danger that this extraordinary weather presents.”

Nonetheless, this unusual schedule was difficult to maneuver for students who rely on parents for rides and parents who work full time. “I think it would

make the lives of many parents and students a lot more effortless and uncomplicated if SPA had opened the school at our regular times,” sophomore Danish Mahmood said. “We have missed many days of school due to weather and when the schedule starts to get altered, it ruins the academic rhythm of all the students.”

The cold days have also been detrimental for students involved with sports and activities. SPA’s Alpine Ski team for example was not able to practice for any of the days off, delaying their schedule significantly. “It’s difficult because with the loss of practice, it comes to race day which usually isn’t cancelled and that results in people having slower runs or falling and just not being adjusted to skiing over a couple of days,” senior alpine ski captain Chris Gast said.

Despite the inconvenience Gast admits that practicing in the extreme whether would have been difficult even if school wasn’t cancelled “It’s hard to balance whether or not we should have practice in the cold because even if we do go out when it’s thirty degrees below, we won’t have as good a practice,” Gast said.

On Groundhog Day, Punxsutawney Phil predicted six more weeks of winter, which could mean more possible cold days for SPA.