May 2014 Issue

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St. Paul Academy & Summit School

1712 Randolph Ave. St. Paul, MN

May 2014. Volume XLI. Issue VIII.

Summer provides opportunities for work, service, and relaxation Cover Story p. 8-9

Seniors p. 2, 16

Photo Submitted by: Ami Berger

Seniors finish year with Senior Project and Commencement

A&E p. 12

Submitted Photo : Jack Romans

Students try-out for summer professional theater shows

Sports p.15

Photo Submitted by: Sandhya Ramachandran

Students perfect skills and learn new ones in club sports

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About the Cover...

Cover Design: Boraan Abdulkarim

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Students participate in a wide variety of activities, including jobs, internships, and summer camps.

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St. Paul Academy & Summit School

1712 Randolph Ave. St. Paul, MN

May 2014. Volume XLI. Issue VIII.

Summer provides opportunities for work, service, and relaxation Cover Story p. 8-9

Cover Story 8-9 Seniors p. 2, 16

Photo Submitted by: Ami Berger

Seniors finish year with Senior Project and Commencement

A&E p. 12

Submitted Photo : Jack Romans

Students try-out for summer professional theater shows

Sports p.15

Year ends with final exams

Photo Submitted by: Sandhya Ramachandran

Students perfect skills and learn new ones in club sports

2 N EWS

May 2014. Vol XLI. Issue VIII.

Thursday, May 29 8:30-10:30 - Science 12:30-2:30 - English Friday, May 30 8:30-10:30 - Math Monday, June 2 8:30-10:30 - History 12:30-2:30 - World Languages Tuesday, June 3 8:30-10:30 - Make-Up Exams St. Paul Academy and Summit School

Photo Credit: Greg Helgeson The Class of 2014 poses for a class photo on the front lawn during Senior Project Check-In on May 15. “Our messagess are generally centric to moving on, and what sucess will look like moving forward,” senior Bilal Askari said.

Seniors say final goodbyes at graduation

Amodhya Samarakoon

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Opinions Editor

Some have been with the school since Kindergarten, others have only been members of the school community since their sophomore year. Regardless, the Class of 2014 will say goodbye to St. Paul Academy and Summit School at the end of their last year.

On June 2, a Valedictory Dinner kicks off a host of celebrations that culminate in Commencement, held on the front lawn on June 8 at 4:00 p.m.

Valedictory Dinner The Valedictory Dinner is held at St. Catherine’s University where “there are some speeches and toasts to the class and the community,” Upper School Principal Chris Hughes said. This year, the main speaker will be US Fine Arts teacher Bob Jewett, taking the usual place of Head of School Bryn Roberts.

“I’ve been asked to talk about the history of fine arts at SPA,” Jewett said. He has been working in the fine arts program since he started teaching in 1973 and will retire after working for 40 years. “[The seniors are] prominently featured. There’s a PowerPoint, actually, and any senior who has been involved in the fine arts will hopefully be shown,” he said.

The other student speakers at the Valedictory Dinner are Alida Mitau, Harrison Egly, as well as two toasts given by US history teacher John Finch and US Science Department Chair Tina Barsky.

“I don’t think the dinner is emotional, but there’s so much excitement...there’s a mix of emotions,” US Dean of Students, Judy Cummins said. “The realization hits different students at different times.” Cummins also stated that students could, and usually do, feel the impact of their upcoming departure at any point as graduation nears.

Senior Project Presentations The events (following the Valedictory Dinner) are the senior project presentations, held on June 2 and 3. The senior projects are internships which the seniors take part in over about a month or so. “[Seniors] do a 20 minute presentation...it gets evaluated and it’s a pass-fail, so it’s a requirement for the seniors to pass,” Cummins said.

There’s a schedule posted, and the first session, from 8:30 - 12 am, is held the same day as the Valedictory Dinner and on the second day the presentations will be held from 8:30 - 1:00 pm.

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“We also aim to remind the class that sucess is different for everyone.

S e n i or Bi l a l As k a r i

Prom Following the senior project presentations is Prom which falls on June 4, taking place at the Mill City Museum. The Junior Class Leadership Council (JCLC) plans this event and have chosen the venue due to many requests by fellow classmates.

Alumni Breakfast The next event lined up for seniors is the Alumni Breakfast, on June 6 from 8 to 10 am.

On this day the seniors have a breakfast and afterwards “... do graduation practices both (inside and outside) and [the seniors] are welcomed to the Alumni Association,” Cummins said. Every graduate of SPA becomes an alumni/

ae; it is sponsored by the Alumni but is for the graduating seniors as a way to remind them to stay in touch with the school, giving them connections to keep even as they go off to college.

Commencement The final event, marking the end of their senior year, is the Commencement ceremony. The dress code for this ceremony includes blue blazers with white pants with blue and gold ties for the boys, and white dresses of choice for the girls. The actual ceremony is held outdoors, but with a quick-fix backup-plan in the gym incase of rain, and is open to the public. The choir sings and seniors receive their diplomas.

“At the ceremony they give out a series of awards and there are two speakers from the senior class who, this year, are seniors Bilal Askari and Yusra Murad.

There’s also one main commencement speaker who, this year, is the Dean [Judy Cummins],” Hughes said. The speakers were selected for this position by writing speeches which were assessed.

“They had us read our speeches in front of a dozen or so members of SCLC [Senior Class Leadership Council], and a couple of faculty advisors, one by one, all on the same day,” graduation

speaker Askari said. “..our messages are generally centric to the ideas of moving on, and what success will look like going forward.

We also aim to remind the class that this success is different for everyone,” he said.

The goal of Murad’s speech is somewhat similar to that of Askari’s: “ We’ve gone to a rigorous school, as everyone knows, and sometimes it feels like there isn’t enough acknowledgment of the hard work each student exercises on a day to day level...But more than anything, I want to say goodbye,” Murad said. “but [also] convey that this is not the end. This was one of many stages in our lives and just because it’s over and there are people we won’t see anymore, it doesn’t make it less important than what lies ahead.”

This ceremony and these speeches mark the end of the 2014 school year and another new beginning. “I thought it would be a little sad to graduate, and it will be [sad] leaving my friends at the end of the summer,” senior Zoe Matticks said.

“Of course,there’ll always be a mix of individuals who are either very reluctant or very eager to leave high school,” Askari said.

“But either way, Commencement is precisely what the name implies - the beginning of something new and malleable. And that’s kind of exciting.”

www.pinterest.com/rubiconspa

Photo Credit: Laura Slade Members of SSJ sold baked goods at Upper School productions of Once On This Island to raise money for human rights.

Students for Social Justice (SSJ) sold concessions at the Upper School spring musical Once On This Island on May 16, May 17, and May 18.

Proceeds went to the Institute for Global Labour and Human Rights.

“It’s important because people should be able to make minimum wages and work in good conditions,” freshman Hannah Stanley said.

Find study tips online courtesy of The Rubicon on

Students bake up funds for human rights

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St. Paul Academy and Summit School

Dress code revision conversations resume Emily Thissen

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Sports Editor

Dress code is a commonly debated subject amongst high school students. At St. Paul Academy and Summit School, it is no different. From someone being asked to change, to confusion about what the actual dress code means, there is always chatter about these policies in particular.

During the recent Upper School Council elections, many candidates touched on the idea of updating the current dress code.

Although nothing is official, there has been discussion in USC regarding what to do about changing the dress code.

“We are tentatively taking out offensive language and subjective rules such as rules that only apply to females and rules that can be interpreted differently,” former USC secretary Cait Gibbons said.

Freshman Ella Matticks feels as though the dress code is focused on girls in an unfair way.

Photo Credit: Patrick Commers Upper School Council discusses dress code revisions at their meeting during Tutorial on May 16. “We are tentatively taking out offensive language and subjective rules,” former USC Secretary Cait Gibbons said.

“[The dress code] is said to be in place to keep students from getting distracted, yet it is mainly specific to girls. It implies that all girls are distracting to all boys,” she said.

Freshman Liam McVea feels similarly.“It’s centered around girls not guys, which seems unfair,” McVea said.

A lot of the controversy has revolved around rules with negative connotations regarding females such as [clothes cannot be] a distraction from the learning environment for fellow students or faculty. This rule has been deemed subjective, and USC has targeted others like it for potential change.

Upper School Dean of Students Judy Cummins hopes that USC goes about changing the dress code in the same way it did the cell phone policy, which was updated earlier this year. “[USC] did a great job communicating with the administration and staying focused on the goal. I hope that they will go about the dress code topic in a similar manner,” Cummins said.

Another component effecting the updating of the dress code is the new Dean of Students for the 2014-15 school year. The new Dean may have different opinions on what the dress code should do for the student body, which would directly affect any official changes made in the future.

“I hope USC takes into account the new Dean and considers [him] an important factor in the change,” Cummins said.

USC will work this spring and next to complete an updated dress code for the community that resonates more closely with the values and goals of SPA.

Juniors and seniors celebrate prom at Mill City Museum Netta Kaplan

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Managing Editor

Starting in late April, pictures begin to flow onto social media sites of girls in long dresses and boys in tuxedos. Stores begin selling gowns and ties of all conceivable colors and salons offer deals on hairstyles. Filled with corsages, limos, and laughter, prom season has arrived.

At St. Paul Academy and Summit School, prom happens later than at many schools, with this year’s junior and senior prom set for June 4.

But that doesn’t make it any less of an effort to organize or any less enjoyable. Junior Class Leadership Council (JCLC), which plans the prom annually, started working in the fall to book a location. Their tasks have also included finding catering and decorations for the venue.

JCLC debated between venues like the Como Park Conservatory and the Minneapolis Depot before settling on the Mill City Museum located on the Mississippi Riverfront in Minneapolis.

“The Mill City Museum is really beautiful. I think everyone should be really excited,” JCLC member Louie Bogolub said. “[We chose the Mill City Museum] because a lot of the seniors wanted it, and they kept coming up to us and suggesting it,” JCLC member Mansuda Arora said. “The whole point of JCLC planning prom is it’s a gift to the

Fair Use Image courtesy of Minnesota Historical Society JCLC has reserved the Mill City Museum for this year’s junior and senior prom, a venue at which prom has been held in the past. Prom will be held on June 4. “The Mill City Museum is really beautiful. I think everyone should be really excited,” JCLC member Louie Bogolub said.

seniors so we wanted to do what they wanted,” she added.

While many schools choose a theme for their prom, JCLC elected not to have a theme in order to make the dance more inclusive of dress styles.

But that doesn’t mean there won’t be plenty of fun to be had.

Senior Helen Derechin’s favorite part of prom is “just being with friends and knowing that it was a night to celebrate the end of school.”

Prom always brings plenty of excitement, whether it be danc-

ing, spending time with friends, getting ready, or just looking at pictures from home.

“I think for girls, it’s probably getting a dress and being fancy,” senior Cynthia Zheng said. “Last year I didn’t dance at all because the music was kind of bad and I had four to five inch heels on, so I couldn’t move really well. just sit there and hang out, or you can dance a little bit. It’s pretty relaxed,” she added.

Last year’s prom was held at the Lake Calhoun Beach Club in Minneapolis.

However, prom isn’t always for everyone. “This year I’m just choosing not to go, for no reason in particular,” senior Bilal Askari said. “I did go last year and it was nice just [to] meet up with all our other friends in a nice little fancy formal setting.”

“I think [prom] is a nice time for kids to get together outside of school,” junior Tyler Seplak said.

Cum Laude society inductees announced FAST FACT The Cum Laude Society was founded in 1906.

Jordan Moradian

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Staff Writer

Stress and academic competition drive students to do their best, and some even get rewarded for it. St. Paul Academy and Summit School students work to bring their grades up for long-term benefits such as college admittance, never really realizing the possible recognition they may get prior to graduation.

SPA recognizes and inducts the top 20% of the senior class, on the bases of cumulative GPA, into the Cum Laude Society.

New Cum Laude Society inductee Zoe Matticks said, “Being the top of the class was always a goal for me, but since we don’t have any ranking systems I had no way of measuring myself against my classmates. So, I just did the best I could and it worked out.”

The Cum Laude Society, founded in 1906, exists internationally and inducts nearly 4,000 students into it every year.

Magna Cum Laude Society member and Upper School mathematics teacher Mickey Scott works with Assistant to the Upper School Secretary Mary Harness, Upper School Dean of Students Judy Cummins, and Upper School Principal Chris Hughes to put together the list of the top 20% of the senior class each year.

“Each individual school has some room to decide on their quota for inductees,” Scott said.

Before the school recognizes these students at the final recognition assembly, the school hosts a dinner for the inductees and their families to acknowledge and honor them.

This year’s dinner was held on May 20, three days before the school formally announced the new Cum Laude Society Members.

Check out The Rubiconline for the full list of Cum Laude Society inductees. www.rubiconline.com

4 O P I N ION S

May 2014. Vol XLI. Issue VIII.

STAFF

St. Paul Academy and Summit School

Staff Editorial

the rubicon 2014-15

Editor-in-Chief Eva Perez-Greene Managing Editor Netta Kaplan Online Editor-in-Chief Catherine Braman Chief Visual Editors Boraan Abdulkarim Diane Huang News Editor Clare Tipler Opinions Editor Amodhya Samarakoon Sports Editor Emily Thissen Cover Story Editor Javier Whitaker-Castaneda Feature Editor Nina Zietlow Student Life Editor Noor Qureishy A&E Editor Meghan Joyce In Depth Editor Mari Knudson Science & Tech Editor Paul Watkins Columnist Editor Thomas Toghramadjian Copy Editor/Infographics Gita Raman Photographer/Arts Critic Patrick Commers Director of Social Media/ Contests Coordinator Laura Slade Adviser Kathryn Campbell

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Staff Writers Zeeshawn Abid Ali Duval Jackson Lea Eva Malloy Jordan Moradian

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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

Seek a schedule filled with joyful challenge

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How do we tap into our intrinsic curiosity when passion is waning?

A form, intensely marked, worn, stained, and wrinkled at the edges sits atop a deserted table in the library. It’s a typical course request form and its aspect leaves traces of the curiosity, passion, and courage which students have for learning at St. Paul Academy and Summit School. What this form does not capture is the daily struggle to recall why one is so passionate about a particular subject or ideas in general.

We lose sight of our passions because of pressure to perform.

Teachers encourage the mastery of their curriculum because they know firsthand that mastery is enriching. However, this unspoken truth is not universally understood by students, leading them to miss the forest for the trees, the beauty of the subject for the grades, if you will.

Yes, that English assignment was intended to expand the mind, but for many students, this trans-

Editorial Cartoon: Diane Huang Students at SPA often forget to see the beauty in their academic studies because of pressure to achieve stellar grades.

lates directly to “expand the grade.” The purpose of learningto mentally and spiritually enrich-often gets lost in translation between students and teachers.

In the end, it’s the students who must remember that what’s more awe-inspiring than a lifeless A on a paper is the richness of the subject addressed by the paper.

Grades are good and good grades are good-they’re a practical necessity. But grades should not be the sole driving force to learn, as the deepest, most fulfilling motivation comes from a sense of curiosity which is universal to humans. It’s not enough to simply tell ourselves that grades are less paramount than we make

them. We must feel this is deeply true.

So how do we tap into our intrinsic curiosity when passion is waning? We must keep one foot in a world of measured study and grades, and the other in a world of wonder at the truths which study illuminates for us. When we get frustrated, we can take a deep breath, step back, and persuade ourselves to see what’s so fascinating about the very thing that’s frustrating us.

We must use our strength to try to see the beauty in what’s boring, even if it’s just for a short period.

We only gain by trying.

The steps which make up the process of learning are each

uniquely fulfilling when we take the time to enjoy them by living in the present.

So, preserve your passion for learning by pausing, literally and figuratively, to recognize what’s good and validate what’s bad or hard. Invest your time in the subjects that make you happiest and honor with work and openness to discovery the subjects for which you have no passion.

Let’s convert the curiosity we expressed in our course request forms into even more passion in the classroom.

Vending machine offerings should be updated

Lack of Cinco de Mayo knowledge is disappointing

Prom season brings unhealthy crash dieting

Library should be a place to study and socialize

Well stocked vending machines with appealing snacks are a must for any busy (and hungry) community. SPA’s current vending machines sit tucked away, offering a narrow and unpopular selection of snacks to students when they need them most.

Yes, the lunchroom provides mid-morning snack, but what about in the late afternoon postsports practices, early mornings, or on weekends? Updated vending machines would fix this problem.

With regards to the litter which a frequently used vending machine might create, updating the vending machines would be in line with SPA’s culture of responsibility and freedom.

Certainly if SPA believes in the power of its students to change the world, it believes in the power of its students to throw away their snack wrappers.

Updated vending machines would improve students’ daily quality of life, satisfying post-practice and study-induced stomach grumbles alike.

Cinco de Mayo is not a celebration of Mexican Independence Day. However, it does have ties to Mexican history. This holiday was created to commemorate the victory of the Mexican army over the French army in 1862.

The real question is why this Mexican holiday is so popular in the United States, even though it represents a seemingly ambiguous event. In American culture, Cinco de Mayo is another excuse to have a parade, try out some “authentic” Mexican food, or throw a party rather, than to learn the true meaning of this day.

On this holiday, far and wide, there is no remembrance of the soldiers in the armed forces, no moment of silence, and no speech given. Cinco de Mayo has become an American excuse to celebrate, regardless of its significance to those people who are more aware of and connected to its meaning.

We must remove the veil of ignorance from our eyes by educating ourselves, so that the true meaning of Cinco de Mayo can be known to everyone.

Beginning about two weeks before prom, students, mainly girls, start to diet intensely in the hopes of losing weight and looking better in their dresses.

This is a terrible idea because not only do crash diets not work, but they are also harmful to one’s health. Crash diets lead to an inability to focus and function properly overall.

It is important to remember the positive messages of Be-YOU-tiful Week which prom diets are in direct conflict with.

The success of that week among girls and boys causes students to now wonder why the focus has shifted back to negative body ideals.

Prom is a more pleasurable experience for all, when students focus more on enjoying themselves than on how they look.

However, it’s all too easy for students to be steered away from the positive experiences which prom is supposed to encourage.

Juniors and seniors must remember that the real point of prom is to go out with your friends and have a good time.

The library should serve as a space to study quietly and socialize with peers.

As the year comes to a close and more and more students use their X-periods and tutorials as breaks rather than study periods, the library has lost its more traditional purpose and morphed into an additional socializing spot.

However, this is not necessarily a bad thing.

With its giant beanbags and quiet corners, the library naturally appears to be the perfect place for socializing. It’s because of this among other factors, that students have begun to talk more in the library.

This change is not negative because friend groups haven’t disrupted the atmosphere to a point where there have been complaints. Additionally, there are other spaces left in the school where louder groups hang out.

The library is now filled with a sense of awareness, allowing it to function as both a place to socialize as well as a place get work done, even though both activities may not be concurrent.

Mini-Editorials

O P I N ION S 5 May 2014. Vol XLI. Issue VIII.

St. Paul Academy and Summit School

Letter to the Editor:

Attendance is lacking at Girls Sporting Events

Dear Editor in Chief, I have noticed over the years after attending many sports games to support classmates that there is a significant number of people that do not attend girls sports games as much as guys sports games. I find this to be a problem.

Women are just as good and work just as hard as the boys do, but they do not get the same amount of support for people in our school. I don’t know if this correlates, but maybe girls would do better in their games knowing that they had many people supporting and cheering for them.

From my own experience, I work harder when I know that people are there to support me.

A great way for people to come out to the girls games would be if there were more announcements about their games. There should be just as many announcements for boys and girls.

I know this year there was a big attendance at the boys hockey games this winter. I was one of the people that attended; my friends and I would make a night out of it and we would all come to support the boys.

Then when we all found out that the girls were going to state, a sudden wash of guilt came over me.

The girls had been working just as hard and had the same amount of games as the guys but they still were not getting the same amount of support as the guys were and they were still going to state without classmate support.

Now that the spring sports have started up, I will make it a point to go out and see the girls softball games just because I have talked to some girls on the team, like Jonte Claiborne and Alex Miller and they always tell me about how they do not get that much support and they would love to have people come out to their games.

If we can make an effort to go to the guys games, I feel that we can all make the same effort to go out to the girls games as well. It is only fair.

Sincerely, Emma Chang

New schedule proves to be successful Mari Knudson

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In Depth Editor

Almost an entire school year has passed with the new block schedule, and it’s hard for students to remember a time without it.

The block schedule consists of eight total 75 minute class periods, four of which meet each day and alternate order on an eight day rotation. It also includes a 35 minute tutorial, which was added this year to facilitate meetings between teachers and students.

This is a huge change from the schedule last year, which had eight 45 minute class periods per day instead of four. After just one year in use, the block schedule has already been extremely beneficial to many students’ studies.

The previous schedule was very tightly packed, with students attending and receiving homework from up to six classes a day.

“I taught at a lot of different schools before SPA, and the old schedule was the most rushed schedule I’d ever taught,” Upper School history teacher Nan Dreher said.

The block schedule creates a much more manageable pace in

the day. “I love the new schedule because there’s less stress for me than last year and a lot more time to meet with teachers. When we had the full schedule that one day this year, I felt super pressured and rushed,” sophomore Catherine Johnson said.

While all classes ran at a rushed pace last year, science classes suffered the most. Science labs often took longer than the allotted 45 minutes, and stopping mid-lab was incredibly frustrating for both teachers and students alike.

With the new 75 minute long block classes, students have more time to finish science labs, and teachers are able to cover a topic more thoroughly, thereby increasing their understanding and allowing students to achieve a greater level of mastery of a subject.

This year’s homework load, although roughly the same as last year’s, is more manageable for students because it’s spread out over the course of two days. “I like that homework is not due the very next day” freshman John Addicks O’Toole said.

Students also have more time to work on homework during school hours. “Before, you would

Illustration Credit: Mari Knudson This year’s block schedule has been a success, providing students with more time to complete assignments, absorb course material, and complete science labs.

have the same amount of homework each night, but now it’s spread out over two nights and it feels like less overall,” junior Katiana Taubenburger said. The block schedule allows for more time to ask teachers questions and do, overall, a better job on the assignment.

One area that has not been so effective in helping students with their studies is tutorial. The original goal of tutorial was to have a period of time when all students and teachers were free, giving students a chance to meet with teachers and thus eliminating the hassle of coordinating student

and teacher schedules to find a time to meet.

Theoretically, this would benefit students tremendously. However, tutorial is not being used as effectively as possible. When students aren’t meeting with teachers, they often use tutorial as a social period instead of a work study, as it is intended to be used.

Overall, the new schedule benefits students by creating the opportunity for greater mastery of a subject and allowing them time to do a more thoughtful job on their assignments. However, tutorial should be revised to facilitate effective work in students.

Students pick snow days as best memories Meghan Joyce

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A & E editor

Students have all voted, the results are in, and the award for the most memorable part of this 2013-2014 school year goes to… snow days? There were some contrasting opinions and ideas, but snow days was the winner.

51% of students surveyed agreed, with reasons varying from “because I caught up on sleep” to a simple “yes.”

The logic was generally sound, sleep deprivation is undoubtedly a problem among St. Paul Academy and Summit School students, but it is disappointing that, at a school where everyone is given so many incredible opportunities, students would rather be at home passed out. It is time for students to start appreciating the small things that make high school so special.

The stress that comes along with a high quality education, like the one students are receiving at SPA, does not need to make it a bad experience. “I guess having the opportunity to study for and take the APs [has been my favorite],” sophomore Sam Tipler said.

Created at www.wordle.com Students have voted on the most memorable event of the year and the surprising yet disappointing winner is snow days, however, there were a few other events which also stood out to the school community.

For others, athletics are sure to brighten up their days. “Basketball going to state. Because it was the first time it’s happened in the history of SPA, and it was fun with the guys. I like hanging out with them,” junior Louie Bogolub said.

The athletic aspect of homecoming was greatly appreciated.

“I feel like homecoming week was really fun,” freshman Maria Perkkio said.

Junior Dean Isaacson agrees. “[The most memorable part of the year was] homecoming, because every team won. Both the football

teams and the soccer team won their games,” Isaacson said.

Even if studying isn’t your strong suit and you aren’t one for athletics, there are other aspects of the high school experience to appreciate. Not everyone gets to see a boy band so wonderfully cheesy perform live (and even awkwardly serenade a few lucky audience members). “Geez, when Midnight Red came to perform.

That was my favorite,” freshman John Connelly said.

Sophomore Maya Smith fondly remembers the best and most memorable part of the school

year as being something so basic that we tend to overlook, despite it being essential to our survival. “I liked the food,” Smith said “They had good food at the dances, I liked dessert at lunch. I especially liked the science food we had [molecular gastronomy beet foam].”

One of the things that makes SPA so unique is the annual grade level retreats. “Junior retreat [was my favorite]. It was like the first time that our grade felt truly united. A time when we realized that we’re more similar than we think,” junior Eva Zaydman said.

The junior retreat is the most anticipated (or dreaded, if you don’t want everyone to see you cry) of the retreats, but sometimes students in other grades belittle their own equally exceptional retreats because of it.

It is natural to want to sleep in, and a surprise snow day can be enjoyable, but students need to remember that there are things to look forward to at school. The SPA slogan is “Make It Amazing”, and students can and should make every school day amazing by just noticing and enjoying the little moments.

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Letters Policy: Longer opinions are welcomed as Letters to the Editor and may be published in the print or online edition. Letters to the Editor should not exceed 400 words and may be edited for style. Cases of fraud and impersonation are prohibited and will be reported to the Dean of Students and the Discipline Committee. Letters can be mailed to us or sent to rubicon.spa@gmail.com.

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6 F E AT U R E

May 2014. Vol XLI. Issue VIII.

St. Paul Academy and Summit School

Six departing teachers leave a Finch plans to see more of the world Laura Slade

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Dir. of Social Media/ Contests Coordinator

History teacher, coach, and advisor are only some of the roles John Finch has played during his 34 years at St. Paul Academy and Summit School. He is among the longest standing faculty members at the school, and will be missed when he retires at the end of this school year.

Finch joined the SPA community in the fall of 1980. He had previously taught for five years in northern Minnesota and worked as a restaurant manager for three years. Finch had a common ac-

Jewett shares clay-filled memories from the last 40 years

quaintance with the principle at the time, who recommended him for a position in the history department.

“I was recommended by a professor at the College of Education at the University of Minnesota,” Finch said.

One of the aspects of being at SPA which Finch will miss the most is being around the students. “That’s one of the things that brought me back to teaching after I had left,” he said. “Also the variety of questions and insights that students have.”

More recently, Finch has enjoyed teaching kids whose parents were also his students. “That’s

kind of a fun thing to see how it all works out,” he said.

As he moves into his retirement, Finch has a wide variety of goals he would like to meet, ranging from personal wellness, to family and especially travel.

“I don’t have any immediate plans to travel, but what I’d like to do is combine my interest of travelling with some community service in other countries.” Finch said.

“I’m particularly interested in Thailand and Vietnam because I’ve been to Thailand and we have family members who are from Vietnam and they would like to go back.”

Paul Watkins

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Photo Credit: Nina Zietlow Upper School fine arts teacher Robert Jewett has had many memorable experiences in his 41 years of teaching. “There are too many [memories], really. But I’ve had wonderful students and when I leave that’s what I’ll take away,” Jewett said.

Science & Technology Editor

Upper & Middle School Fine Arts teacher Robert Jewett, over his 41 years as an art teacher, has had many memorable experiences at St. Paul Academy and Summit School.

“In the old days we’d make the clay from scratch. We’d get bags of powder and we had a huge mixer and mix 600 pounds of clay at a time. Once a week we’d make a new batch of clay and we’d rotate the classes through it and we’d fill up huge containers, huge garbage cans full of clay. And that would last about a week and we’d have to start over again,” he said.

Photo Credit: Laura Slade Upper School history teacher John Finch will retire after 34 years at St. Paul Academy and Summit School. “I don’t have any immediate plans to travel, but what I’d like to do is combine my interest of travelling with some community service in other countries,” Finch said.

“The process was we had these slurry buckets with recycled clay, and they had the consistency of heavy cream, so it’s kind of liquid clay that we’d put in the mixer and then dry it out with the powdered clay. It made really good clay,” Jewett remembers.

“There was a student that came to visit the school. At this particular class a student came to visit and whenever that happens I’d invite him to join us, and we were making clay at that point.

I turned on the mixer and turned down to see how it was going and I heard this kind of splash.

What had happened is that kid had backed up and sat right down into the slurry bucket. It was funny. He ended up coming to the

school,” Jewett said.

“There are too many [memories], really. But I’ve had wonderful students… when I leave, that’s what I’ll take away,” he said.

“That’s the reason I stay here, all these years, is because of the quality of the students and their families who have sent their kids to SPA and are supportive of SPA and are very generous with all the teachers,” Jewett said.

Barsky will miss exciting experiments, student engagment Paul Watkins

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Photo Credit: Patrick Commers Upper School biology teacher Tina Barsky will miss interacting with her students. “It’s heart warming,” she said.

Cummins retires after 44 years Paul Watkins

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Science & Technology Editor

Upper School Dean of Students Judy Cummins, faculty at SPA for 44 years, has, not surprisingly, had her fair share of students come through her offices.

“I started as a French and German teacher in 1970. I went to school in Germany where I learned French [instead of the required English]... I actually was hired before I got my diploma!” she said.

Cummins later went to graduate school where she obtained a master’s degree in Psychology and started teaching the upper school Psychology elective at SPA. In 1992, she was made

Science & Technology Editor

Upper School Biology teacher Tina Barsky has had many memorable memories over her 20 years at Saint Paul Academy and Summit School. “I started out as a substitute teacher in 1994 and was hired part-time a year later,” she said.

“I actually started as a Wellness teacher before I taught 7th grade science… At one point I was a Marine Biology teacher, Dean of 12th Grade and became Dean of Students in 1996.

“I think an important quality in a new Dean is an excitement… for your discipline and being a good role model for the students,” Cummins said.

“This year with so many teachers leaving SPA, it will be an opportunity for new perspective and… new ideas... The connection between students and adults is special and that’s something we would like to preserve,” she said.

back when we still had a Marine Biology class.”

Barsky, a former career scientist, says that a good science teacher has to have a solid foundation in science and a knack for explaining difficult topics in an easy-to-understand way.

“Molecular-based science concepts are typically hard to explain to high school students… You always have to be asking yourself ‘What’s the essence of it?’”

Barsky recalls one unit on anatomy in particular. “When we were dissecting pig hearts and pig

lungs, one student said that they look nothing like the pictures in the textbook! That’s really great, that the students have these opportunities,” she said. “If you [the teacher] don’t love the topic, there’s no way the students are going to be excited about it,” Barsky said.

Barsky says it’s hard to pinpoint her favorite memory. “My favorite experience, and the one that I’ll remember, is interacting with students,” she said. “It’s heartwarming.”

Photo Credit: Paul Watkins After 44 years and multiple positions at St. Paul Academy and Summit School, Judy Cummins is retiring. “ I think an important quality in a new Dean is an exitement... for your discipline and being a good role model for the students,’’ Cummins said.

F E AT U R E 7 May 2014. Vol XLI. Issue VIII.

St. Paul Academy and Summit School

legacy to pursue new interests Meisler returns from leave to say farewell

Laura Slade

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Photo Credit: Laura Slade After leaving , Upper School English teacher Emily Meisler will move to Woodstock, New York. “ I hope to find another great school like SPA on the East Coast,” Meisler said.

thank & you be t wi hes

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Dir. of Social Media/ Contests Coordinator

After returning from twelve weeks of maternity leave, upper school English teacher Emily Meisler will be leaving St. Paul Academy and Summit School this fall. Meisler began teaching at SPA in 2009 after teaching at Churchill School and Center in Manhattan and the Ensemble Theater Community School in Pennsylvania.

Meisler will be moving with her husband and their new daughter, Layla, to Woodstock, New

Nina Zietlow

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Feature Editor

After 14 years of teaching at St. Paul Academy and Summit School, Upper School English teacher John Wensman is moving on to his fourth teaching job to become educational director at a school in Maine.

Wensman began teaching at SPA after teaching at the Casablanca American School in Morocco: “I had been teaching in Morocco for two years, and I was coming back to Minnesota, and I saw an ad online and I applied because one, I knew it was a great school and two, I needed a job in Minnesota because we were coming back home,” Wensman said.

Looking back on his time at SPA, Wensman will remember the times when his students ex-

Laura Slade

Dir. of Social Media/ Contests Coordinator

After only one short year at St. Paul Academy and Summit School, Upper School History teacher Amy Weisgram is moving on to the next chapter of her life. Weisgram began teaching at SPA in the fall of 2013, and was drawn to the school because of its incredible reputation.

“I wanted to be able to teach in a school that really offered deep and meaningful conversations about history,” Weisgram said.

Before joining the school’s faculty, she taught at Benilde-St. Margaret’s school, another private school in the Twin Cities area.

Weisgram taught part time this year, and as SPA’s faculty is undergoing major changes, the school decided to go with another candidate for the full time position. “That’s the main reason I’m leaving,” Weisgram said. “But I also have fun stuff ahead too.”

“It’s been really fun to see the kids grow and flourish and become passionate about history,” Weisgram said. She has enjoyed watching as students realize “his-

dedication to the student experience.”

She also values her students and the work that they do. “I love the students I have taught here.

Every day they surprise me,” she said. “SPA students take their work seriously, which is important, but my favorite moments have been watching students take risks or discover a passion.”

Meisler has many hopes for her new life in New York, including finishing her graduate thesis which focuses on SPA’s schedule, continuing to teach high school students, and spending lots of time with her new daughter.

Wensman takes new role in Maine

Weisgram transitions to law school r

York as her husband completes a year long internship. “We had hoped to stay in Minnesota but a computer matches potential interns with sites,” Meisler said. “I hope to find another great school like SPA on the east coast.”

Throughout Meisler’s time at SPA, she has developed a passion for her students and fellow teachers. “From the beginning I noticed what a supportive and close community we have,” Meisler said. She holds her fellow faculty members in very high regards. “The faculty really shapes the SPA culture,” she said. “The teachers here are unique in their

ceeded his expectation and took risks with assignments.

“Some of my favorite [memories] are final projects where students go so far beyond what I had expected when I constructed the project that everyone is kind of dumbfounded,” he said. Though he admits that this is something that occurs less now than it used to. “I have a general sense of students being less willing to take risks; there is more anxiety around grades and more ‘What do you want me to do?’ versus, ‘What can I make out of this?”

Wensman said.

After leaving SPA, Wensman will become the Educational Director for the Coastal Studies for Girls program in Freeport Maine.

The program, which is only four and a half years old, is a science and leadership focused semester school for girls.

Photo Credit: Catherine Braman Upper School English teacher John Wensman has taught at four schools including St. Paul Academy and Summit School.

“Some of my favorite [memories] are final projects where students go so far beyond what I had expected when I constructed the project that everyone is kind of dumbfounded,” Wensman said.

Guess who?

Can you identify these yearbook photos from the 1970s, 80s and 90s?

Photo Credit: Laura Slade Upper School history teacher Weisgram works with her United States history students during a class. “ Working with students every day is by far my favorite part of teaching,” Weisgram said.

tory can be interesting and engaging, rather than something that’s sometimes considered dull.”

Her favorite moments of teaching have been the daily events with her students. “Working with students every day is by far my favorite part of teaching,” Weisgram said. She finds joy when her students are able to “connect ancient history to modern current events and understand that history is context for the world we’re living in now”

Once Weisgram leaves SPA, her role will switch back to that of a student. “I’m going to go to law school,” she said.

Weisgram has a passion for civic education, and has worked on and off with teachers and students on how to teach civics. “A law degree is going to allow me to become the director of a foundation that does that,” she said.

“It’s going to be a lot of work, but it’ll be fun to be the student again.”

Clockwise from top left: Judy Cummins, Robert Jewett, Tina Barsky, and John Finch

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C OV E R St. Paul Academy and Summit School

Making the most of summer: stu Summer job searches lead to pursuing of passions Noor Qureishy

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Student Life Editor

While applying for a job can feel similar to plunging off someplace high without a parachute, many students voluntarily take this risk on a regular basis. Having a job provides not only a regular salary, but also meaningful experiences and relationships for those who enjoy their work. As the seasons change and opportunities for summer jobs become available, students look for new and intriguing ways to spend their time at work, revealing tips and tricks for the art of job hunting.

Junior Sonja Mischke aims to work at a local ice cream shop, Connie’s Creamy Cone.

“I looked around and looked for places I could get to by bus or car.

I did a very informal interview.

The owner [of Connie’s Creamy Cone] likes to see the kids who’re applying,” she said. Mischke looked at a lot of other places including Key’s Cafe & Bakery, which specializes in homecooked goods, and Snuffy’s, a malt shop, before deciding on Connie’s Creamy Cone.

Junior Samantha Linn worked at Grandview theater for nearly a year and a half before she quit earlier this spring due to a lack of time. Linn was pretty anxious about entering the work world.

“My mom really wanted me to get a job and I refused to approach managers, so finally she just dropped me off at the only movie theater we go to, the Grandview theater on Grand and Fairview Ave. She said, ‘go in there, get an application, and make a good first impression,’ and I did,” Linn said.

The aspect of her job which Linn loved the most was, undoubtedly, the people. “Everyone that I worked with were people I would’ve never met otherwise. It was really nice to see how much I had in common with people that I otherwise wouldn’t have connected with,” she said. “If you’re looking to apply for a job, go somewhere where you don’t know people because it’s important to put yourself in an environment that makes you a little uncomfortable at first.”

The type of jobs students take extend beyond those at local cafes and movie theaters. Junior Sandhya Ramachandran is passionate about her work as an intern at a

University of Minnesota lab.

At the start of her internship, Ramachandran was mostly just shadowing people within her lab and working on research with Dr. Sharbani Chattopadhyay, her supervisor. “[Dr, Sharbani] was working on this disease called mucopolysaccharidosis [or metabolic disorders] and she had me analyzing the images that she had taken of these neurons with various tags, basically to figure out which vector was interacting the most cells, so that they would know which vector to use to get the treatment to the neurons,” she said.

However, Ramachandran was able to continue her research in the winter when she returned to the lab as a part of her scientific research class at SPA, “[They] gave me more of my own project as part of [their project]...it was focused on strokes. They’re trying to develop a stem cell treatment for strokes because the treatments that they have for it right now have a time window of only two or three hours. With stem cells, they’ve extended that window to up to two days within which treatment would work,” she said.

With Dr. Xiao, a post grad also assigned to this project, Ramachandran is going to do “co-cultures and various types of mixing…I’m going to use a protein to stimulate the immune cells as if they were undergoing an immune response and observe how the stem cells affect that response through a couple tests,” she said.

During Ramachandran’s interview with Dr. Walter Low, he asked her why she was interested in stem cell research. “In biology, we did that project on experimental stem cell type stuff and I was interested in stem cells because of that,” she said “he wanted to make sure I was actually interested and not doing something because my parents wanted me to.”

Although students have many reasons for having a job, from needing the extra money to wanting to gain experience in specific fields for the future, the vast majority of students also harbor a passion for their work. Like Parsons said, “it’s something I would do even if I wasn’t paid.”

ran conducts test Junior Samdhya Ramachand going to use a p “I’m .

Sharbani Chattopadhyay ct that respon affe s cell stem observe how the

Volunteering provides unforgettable summer experiences

Photo submitted by: Ella Matticks Freshman Ella Matticks works with younger soccer players through the Sampaku Program to give back to the community. She has worked with the Sampaku Program before and plans to complete her sophomore service hours in the program. “It’s awesome because the same kids come week to week and we all know each other which makes them more excited to play and learn about soccer,” Matticks said.

Emily Thissen

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Sports Editor

Summer is a time for relaxing and having fun in the sun. For the Class of 2017, it will also be a time for giving back to the community.

For students entering the tenth grade at St. Paul Academy and Summit School, there is a service hours requirement. Every student must complete 12 hours of community service prior to the soph-

omore retreat in January. Many rising sophomores clock in their hours doing something they are truly passionate about.

Freshman Hannah Stanley plans to volunteer at the Como Zoo this summer. “I’ve always been really interested in animals and wanted a way to share that interest with others as well as extend my knowledge on the topic and Como Zoo gives you a lot of opportunities to do so,” Stanley said.

Her passion for animals translated into a unique, exciting volunteer choice. In fact, Stanley enjoys her her work at the Como Zoo so much that she plans to continue volunteering in the future, after her hours are completed. “Of course [I plan to continue]! It sounds cliche but it’s one of my favorite activities,” Stanley said.

Some rising sophomores, like current freshman Kathryn Schmechel, have decided to complete their hours with an organization they’ve worked with before. This allows for a sense of familiarity during the volunteer hours. Schmechel has been working with Meals on Wheels for two summers now, and plans to complete her service hours this summer with the same organization.

“I am super excited to meet new people. I have already met some super interesting people delivering meals,” Schmechel said.

Freshman Ella Matticks also volunteers at a location that she is already familiar with. Her soccer club Keliix runs a program for younger players called Sampaku.

All through the winter, she has been working with the kids in the Sampaku program and will continue throughout the summer.

“It’s awesome because the same kids come week to week

and we all know each other which makes them more excited to play and learn about soccer,” Matticks said.

In addition to the activities that sophomores already knew they wanted to do, there are also some unexpected volunteer opportunities that come up. For freshman Jack Geller, this was the case.

“I was playing in a basketball league at the Jewish Community Center, and they asked me if I wanted to come back and be a counselor,” Geller said.

One of the goals of the volunteer hour requirement is that students will continue their volunteering afterwards, and many students do. “If I like [the camp counseling], I will definitely continue,” Geller said.

The SPA service requirement offers sophomores a unique opportunity to choose where they volunteer so that they can find something they are passionate about. Across the wide range of activities which future sophomores will complete, no matter what they choose, their experiences will be rewarding and exciting.

Photo sub Sophomor acters with du Bois. “It Disney mov Saunders sa

S T ORY May 2014. Vol XLI. Issue VIII.

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udents connect with community

achandran Photo submitted by: Sandhya Ram Minnesota scientist Dr. in her work with University of ase dise sis ido har acc e and olys cop on the mu ergoing an immune respons une cells as if they were und imm the te ula stim to tein pro Ramachandran said. nse through a couple tests,”

bmitted by: Ca

lla Saunders re Calla Saun ders paints a mural of Dis h French lyri ney charcs at Concord ia French La t helps to co nguage Lac nnect things we’re familiar vies, with th with, like e new langu age that we’ aid. re learning,”

Infographic Credit: Gita Raman Diane Huang

Students absorb culture... minus the travel Mari Knudson

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In Depth Editor

Language experts say that one of the best ways to learn a new language is to visit the country of origin. While this may not be feasible for all St. Paul Academy and Summit School students, they can experience a similar immersion right here in Minnesota.

Attending Concordia Language Villages is a great way for many SPA students to spend their summers. They have locations spread throughout the state with 15 different languages offered.

Language villages function like regular summer camps; students sleep in cabins and participate in regular camp activities like swimming in a lake or doing arts and crafts.Unlike regular summer camps, however, students speak in a foreign language while participating in these activities.

Campers also have at least two classes a day devoted to learning the language specific to the camp.

Concordia Language Villages cater to all different ages and levels of experience, including some month long camps that can count as credit towards a high school or college’s language requirement.

These language camps aim to immerse campers in the language of their choosing, providing many different activities to help campers learn a language in a fun way.

“I think it’s a very beneficial experience for students to see if they can survive in another language for a few weeks,” junior Evva Parsons said. Parsons has attended the German language camp, Waldsee Village, located in

Bemidji, Minnesota, for the past seven summers.

“My dad wanted me to have an immersive experience without having to go to Germany,” Parsons said.

Parsons feels that her time at Waldsee has always been busy.

“There’s a very packed schedule.

We play soccer and go swimming a lot. I had class three times [a day] last year; it’s very intensive German study” Parsons said.

Camp activities at Waldsee include soccer, swimming, fencing, and crafts, and it is home to its own Minnesota Environmental Prize winning BioHaus where campers can participate in environmental themed activities in German.

Along with Parsons, freshman Isabelle Bukovsan also plans to attend Waldsee Village this coming summer.

“This will be my fourth year attending the camp. I’m really excited to go,” Bukovsan said.

“To learn the language, you are put with other campers of your level and do activities based on that level. For advanced [levels], there’s a soccer program and a theater program. We do normal camp stuff, along with the language learning” Bukovsan said.

Concordia Language Villages have been proven to be very effective in teaching students language, with special emphasis on fluency of speech. Speaking the language all day helps students to master the language.

“It’s really helpful for learning how to speak a language, but not so much for writing” Bukovsan said.

Parsons agrees. “I think [attending Waldsee language camp] has improved my language a lot,” she said.

Sophomore Ingrid Topp-Johnson attended the Chinese language camp Sen Lin Hu for the past couple of summers. “I really like learning Chinese, but the school I was going to at the time didn’t have Chinese so I went [to Concordia Language Village]” she said.

Activities at Sen Lin Hu include learning martial arts, celebrating Chinese holidays, studying Chinese music and theater, and learning about the history of China. “The parts I really liked were cooking classes, art activities, and listening to Chinese pop music,” Topp-Johnson said. “We would always eat Chinese food at lunch, which I loved.”

Concordia Language Villages aim to not only to teach campers a language, but also a culture. They state on their website that they believe “the language makes more sense in the context of the culture and the cultural experiences are richer in the target language”. The villages offer activities specific to the culture of the camp, and also serve food traditional to the culture. They help teach students to be culturally aware, and encourage them to be more accepting of diversity. Students experience an entirely different culture without ever having to leave the country.

The cultural immersion is so effective that, according to Parsons, “after a couple of weeks, I’m even dreaming [in] the language.”

10 S C I E N C E & T E C H N OL O G Y May 2014. Vol XLI. Issue VIII.

St. Paul Academy and Summit School

Wheaton is a MITY force for science Javier Whitaker-Castaneda

Cover Story Editor

For some students, the weekend is used for catching up on homework or on sleep, but for sophomore Riley Wheaton, it is a chance to connect with younger students and assist them in their learning process.

Wheaton works at the Minnesota Institute for Talented Youth [MITY], where he spends Saturdays with younger students who are learning about science.

“MITY is a chance for people to come in and learn some things they wouldn’t learn during the school week in a really fun and hands-on way,” Wheaton said.

MITY has many different divisions, including Your Extraordinary Saturdays [YES], a program for elementary school students.

“YES pulls kids from all over the Twin Cities and a number of people outside of the Twin Cities,” he said. Wheaton got the offer to work for the YES program unexpectedly but he was really excited about the opportunity.

He sums up his job offer as abrupt but welcomed. “My mom was checking my phone and she said, ‘Riley, do you want a job?’ and I said, ‘Sure. What is it?’ She said, ‘Do you remember your old preschool teacher Ms. Matthews?

Well, she’s the coordinator for YES, that program you did when you were little, so if you want to work there you are more than welcome to.’”

“The most effective way to describe my position at MITY would be as a teaching assistant,” Wheaton said. “Teaching is a tough job so if I can make the teacher’s life any easier, then that’s largely my position there.”

Though Wheaton does not actually teach any classes, his role as an assistant is vital to the students’ learning process and the

Egg-cellent sc ence to try at home Make a rubber egg at home by dissolving its shell.

Nina Zietlow

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Feature Editor

How do you make an egg bounce without breaking it? This experiment is great for babysitting, younger siblings, camp counseling, or as a practical joke.

Photo submitted: Riley Wheaton Sophomore Riley Wheaton supervises aspiring scientists at his weekend job with the Minnesota Institute for Talented Youth. “My job is to go in to help set up and to help the kids if they are having trouble staying focused or staying quiet,” Wheaton said.

teacher’s sanity. “My job is to go in to help set up and to help the kids if they are having trouble staying focused or staying quiet,” Wheaton said.

By working at YES, Wheaton has had an opportunity to personally connect with the students there, especially since he went through the YES program himself.

“There was a kid I had first session who was having a lot trouble getting up the courage to interact with the others so I had to try to help him to be willing to get involved,” Wheaton said. “In the end it was just about me taking this kid out in the hallway and saying, ‘Being in a new place can be really scary but if you give the

others a chance they can be really welcoming.’”

Wheaton plans to continue working at MITY for as long as he can. “I’ve recently been offered a position at the next step up from YES at ExplorSchool, which is the middle school version of YES,” Wheaton said.

MITY is a diverse institute with many different courses for multiple ages. After YES and ExplorSchool, MITY offers the Expand Your Mind [EYM] program for high school students which Wheaton attends. The YES and ExplorSchool programs both take place on St. Paul Academy and Summit School campuses and EYM is held at Macalester College in St. Paul.

“

As long as I can keep helping out then I will continue to do it because it’s pretty great. s o p h om or e R i l e y W h e aton “As long as I can keep helping out then I will continue to do it because it’s pretty great,” Wheaton said. “I really enjoy the kids and that’s the biggest thing.”

Working at MITY is a very re-

warding experience for Wheaton.

Besides being paid for the job, Wheaton gets to interact with young students and relive his own experiences at YES.

Want more science?

1 1. You’ll need white vinegar, a plastic container, and an egg. The total time this experiment will take will depend on the concentration of your vinegar, but for most people the experiment will take a week.

3

3. After 24 hours have passed, carefully remove the egg and replace the vinegar.

While you were handling the egg, did you notice any changes in the egg? It should be getting softer because its shell is dissolving.

2 2. Put your egg in the container and cover it completely with vinegar. Did you see bubbles forming on the surface? These are carbon diozide bubbles and they are a sign that the egg shell is beginning to dissolve.

Leave this container out for 24 hours.

4 4. Leave this container out with the egg and new vinegar for a week in a safe space.

5 5. After a week, take your egg out and feel it. The shell should be completely dissolved, leaving the insides surrounded by the soft, rubber-like membrane.

How does this work?

The acetic acid, the main ingredient in the vinegar, breaks up the calcium carbonate that makes up the eggshell. The carbon dioxide bubbles you saw earlier are a byproduct of this reaction.

If you shake the egg, you ‘ll be able to see the yolk swishing around.

Photos credit: Nina Zietlow

Experiment instructions adapted from Steve Spangles Science

Check out The Rubicon on for experiments you can do at home.

pinterest.com/rubicon.spa

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I N D E P T H 11 May 2014. Vol XLI. Issue VIII.

St. Paul Academy and Summit School

Students explore

CREATIVITy

What does creativity mean to you?

“Doing something completely different that no one has ever done and throwing a twist on even that.”

-Junior Roy Larkins

“Being able to fully express what’s floating around in your mind grapes externally.”

-Sophomore Ingrid Topp-Johnson

Noor Qureishy

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Student Life Editor

A group of high school students wander around the art gallery, tracing the edges of glossy, vibrant pots and rough canvases bursting with color. In a corner of the library, a girl finalizes her lab report with details that paint a vivid picture of the experiment she performed in class. Voices discussing the many shades of meaning that lie within a novel, speech, or controversial idea drift out of both English and history classrooms.

Where can creativity be found at school?

Creativity, an ability measured not by grades or tests, but by the power of an individual’s imagination, is present in many unlikely aspects of everyday life.

Unfortunately, its potential is not always realized. Although there are outlets to be creative, many students feel that this invaluable skill should be encouraged even more within school boundaries. “[Creativity is encouraged] sometimes...within school assignments,” senior Kaia Findlay said. “People are scared to go beyond the boundaries of the project because they think the teacher won’t accept it...when creativity is found, it’s amazing,” she said.

The humanities and the Fine Arts Department seem to be the main sources of in-school creativity for most students. “English offers a lot of opportunities to be creative...history does too and our fine arts program is excellent,” Findlay said.

Findlay also sees a lack of passion or interest in actual subjects or assignments as a reason for the overall lack of creativity in students. “You have to be personally inspired to be creative, [and] there isn’t a ton of outside pressure to do so,” she said.

“Working with the things and making new things.”

-Freshman Mary Grant Is it possible to assign creavitity?

“Being able to come up with ideas.”

-Junior Emre Tutuncu

Freshman Henry Ziemer a, saying “[It’s difficult to be passionate about schoolwork because] it’s not always the same rush... as writing a story because you want to write a story as opposed to writing a story for the pastiche project.”

Ziemer agrees with Findlay in that creativity is found primarily in the humanities, theater, and the fine arts, but he also sees it “slightly in science.” However, Ziemer is more optimistic about the presence of creativity at school, saying “there’s an atmo-

sphere around here that fosters individuality.”

Senior Emily Ross relates with Ziemer. “Students do their best to be creative with the outline they’re given,” she said. Within school, she’s seen creativity in the “Multi-Genre Project, Gender in Literature class, German class, and Music Seminar...but one can see [creativity] best in what students do outside of class,” she said. “They’re doing all this stuff: writing stories, making art, and it’s not in class.”

How might students take initiative and just be more creative?

Despite students’ passions not aligning with school work, Findlay thinks teachers would respond well to creativity if students chose to express it more.

“It’s assessed pretty well; teachers are pretty open to it,” she said.

Fine Arts Department Chair Marty Nash can back up this belief: “This natural tendency, to create, is ideologically and practically applied throughout the school,” she said. “I do feel that we offer the opportunity to meet the broadest expectations while also encouraging students to look beyond any preconceived notions of limitations.”

Sophomore Justin Zanaska has noticed this sentiment, although he still thinks that “some teachers are too specific with their assignments, which doesn’t give enough room for people to be creative…in some classes, like math, where there’s only one right answer, it’s harder to express creativity.”

Another central factor in creativity can be student friend groups.

“Depending on the friend group you’re in, it might be difficult for you to express creativity, because you’re limited by the opinions of the people in that group,” Zanaska said.

However, Zanaska asserts that “as long as you can find something that interests you, you can find a way to let your creativity flow.”

@ SPA

“

As long as you can find something that interests you, you can find a way to let your creativity flow. s o p h om or e Ju s t i n Zanaska the time or they procrastinate...a lot of SPA students know how to look at certain things from only one direction, they have trouble viewing it from multiple points of view which is where creativity comes from.”

More academically inclined students would especially have a problem with this, as they focus on quick results and spending extra time on being creative isn’t productive in that frame of mind.

How can students balance creativity and deadlines?

Ziemer experienced this tension firsthand in his academic classes. “If you feel like you’ve got too much homework, or if there’s a new test coming up ...it all starts becoming study, study, study; work, work, work,” he said.

“I started writing my novel over the summer, but I do have to make adjustments for the school day...if I can find any time whatsoever I’m going to go to the computer and start working on it.”

Regardless of whether students and faculty need to be more creative, it’s an undeniable fact that creativity doesn’t always come easily--it actually requires a lot of extra work and effort.

“It’s so subjective and based on only one person’s opinion, sometimes, with the academic side of things it can be too much risk-taking,” Ross said.

In turn, this aspect of creativity can make it hard for teachers to assess it. “Anyone who has been to a museum or theater performance is acutely aware of the conundrum of ‘having personal likes and dislikes’ while trying to determine the merits of any particular work...being creative is not simply producing something which one has never experienced; it involves great care and understanding,” Nash said.

Are you ready to think outside the box?

Overall, students still appreciate and enjoy being creative for themselves, regardless of whether credit is given. “It is really all about ‘I want to do this. I’m going to do this because I like it’,” Ziemer said.

Do students actually value creativity in each other?

Part of the problem is the amount of value students place on creativit. Findlay said that “a lot of SPA students aren’t as creative because they don’t have

Photo Illustration: Mari Knudson Freshman Henry Ziemer balances his school assignments with the novel he is writing. “I do have to make adjustments for the school day... if I can find any time whatsoever I’m going to go to the computer and start working on it,” he said.

The Battle of the Bands returns with new talent

Freshman Emily Schoonover performs with her band, Local Motive, which won Battle of the Bands on May 10.

Photo Credit: Diane Huang

12 A RT S & E N T E RTA I N M E N T May 2014. Vol XLI. Issue VIII.

Seniors display their art at Drake Gallery for the last time

Photo Credit: Clare Tipler Freshman Muneil Rizvi observes a senior’s painting in the Drake Gallery.

Clare Tipler

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News Editor

Art is a mode of self expression and stress relief. This spring, visual art from the senior Art Seminar class is being featured in the Drake Gallery, placing a special spotlight on the Class of 2014’s creative achievements.

Senior artists Christian Koch and Charlie Southwick answer questions about their work on display in the gallery this month.

What should students look forward to seeing?

Koch: Check out the jaw-dropping paintings by Jessica [Wen] or Alicia [Zhang], or the flawless, cute, little ceramic pieces by Mary [Merrill]!

Southwick: I would hope that if someone went to the show they would take the time to look at all of our work! I also believe that everyone is drawn to a different aesthetic, so it’s really up to the person to decide. There’s really an impressive spread.

Why do you like art?

Koch: I love art because it gives me a chance to be me and do my own thing. So much of life is conforming to what other people like, and doing things that others want to see. I take photos that I want and do stuff that gets me hyped.

Southwick: It’s different from my usual. I don’t really have to calculate, explain, or plan what I photograph. Most of the stuff in the show is set-up, but most of the other photos I take in the moment. It’s spontaneous and inexplicable, and every once and a while I like that.

Check out the full Q&A at www.rubiconline.com

Battle of the Bands made a comeback on May 10, showcasing student bands who brought energy and talent to the stage. “It was good,” freshman Emilio Alvarado said.

Alvarado believes that, “more people should go to it” next year.

The event’s organizers US English teacher Randall Findlay and US French teacher Aimeric Lajuzan hope to return Battle of the Bands to its former glory. This year there were four judges, but Findlay hopes to have more in the coming years. The four judges unanimously voted the band Local Motive, featureing freshman Emily Schoonover as a lead vocalist, as this year’s Battle of the Bands winner.

St. Paul Academy and Summit School

Findlay acts as theater ambassador Eva Malloy

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Staff Writer

Sophomore Maren Findlay has had the incredible opportunity to pursue her love of theater by becoming an ambassador to Park Square Theatre. The program gives Findlay the chance to work with professional actors, directors, and designers in master classes, as well as the the opportunity to attend six productions.

Findlay had to work hard to become an ambassador. “I had to get letters of recommendation from two theater teachers I’ve worked with, and I went through interview process with two of the people who spearheaded the program,” Findlay said.

Through her hard efforts, Findlay was able to grow because of this program in all aspects of theater. Findlay sees new and different shows at the theater every time she visits, and afterward re-

Photo submitted by: Maren Findlay Sophomore Maren Findlay arranged a visit from make-up artist Mary K. Flaa to school as part of the ambassador program at Parl Square Theatre. Sophomore Calla Saunders and Findlay pose with their fake injuries after the stage makeup workshop.

flects on it with actors, director, or in a large group.“Through the master classes, I’ve learned a lot about theater techniques. I’ve learned how to express acting through a song, how to prepare for an excellent audition, and

I’ve learned various stage combat techniques,” Findlay said.

Part of the ambassador program at Park Square is organizing an artist visit your school.

“It’s harder than it would seem, organizing a date, a time, getting

a room, or a class to participate, making sure you have faculty-trying to get an audience...it’s a chore,” Findlay said.

This ambassador program can broaden one’s range of theatrical experience with all of the fun that comes with working with the huge variety of artists that come to do the master classes. Even though it is hard work to become an ambassador, Maren Findlay still recommends the program to other students.

“I would definitely recommend people to be ambassadors, if you’re willing to spend seven hours on a Saturday once a month with a bunch of geeks who all love theater. There’s a lot of pressure in completing the requirements for the program, and applying, the entire process - and sometimes it’s a bit sluggish, but in the long run - it pays off both for your theater career, and you make a lot of new friends,” Findlay said.

Students enter world of professional theatre Amodhya Samarakoon

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Opinions Editor

On the big stages, in front of large audiences, outside of the school theatre program, sophomores Jack Romans and Nissa Rolf are starting to get their feel for the world of professional acting, singing, and dancing.

This year, they both auditioned at the Ordway Center for Performing Arts in the hopes of landing roles in one of the children’s ensembles. They plan to shift from the small Sarah Converse auditorium to the much larger Music Theater at the Ordway, which seats 1,900.

“I only found out about the audition just under two months ago, so once I was confirmed a slot, I started preparing my song,” Romans said. He had already performed in Joseph and the Amazing Technicolor Dreamcoat at the Ordway when he was a seventh grader. He came into his audition with prior knowledge of the theater and audition process.

Students have witnessed Romans’ acting and singing skills.

His involvement in The Music Man, Cinderella, Hairspray, Metamorphosis, and numerous other performances are evidence of his love for theater, which has been present since before his high school career began. “I’ve always liked to perform one way or another. In [the] Lower School I was determined I would be a magician, but then I started doing the

shows at school [in sixth grade],” Romans said.

Through learning to act on stage, Romans transitioned out of his magician phase and developed a passion for theater.

Romans auditioned for A Christmas Story at The Ordway’s rehearsal studio. “I was called one afternoon for a 5-10 minute slot after filling out my audition form,” Romans said. During this time Romans tap danced for the director and then sang a piece from the musical comedy Whoop Dee Doo. Romans is currently awaiting callbacks for adult dancers which are expected to be announced some time in June.

Fellow auditionee Rolf was aiming for a role in one of the children’s ensembles as well.

She has been active in theater since around fifth grade. “My mom [also did productions] outside of school theatre when she was younger, I kind of inherited it from her,” Rolf said. She was encouraged by Romans to audition for a role in a child ensemble. “It was still fun, and although I didn’t get a part or a callback, I still love theater and will keep auditioning for more shows outside of school,” Rolf said.

She and Romans feel accomplished, and will continue to seek out other roles at theatres such as the Ordway.

“When I was on the New York trip this past February, one of the people who spoke to us told us something that I believe is 100% true: if you had a good audition, even if you did not get the spe-

Photo submitted by: Jack Romans Sophomore Jack Romans performs in Cinderella, his most recent show outside of the SPA theatre program, at The Children’s Theatre Company. “I’ve always liked to perform in one way or another,” Romans said.

cific role you auditioned for, the director recommends you to another casting director they know who is looking for someone that you’d fit perfectly,” Romans said.

Romans and Rolf will continue to be present within the school’s theater program, making prog-

ress and learning through hopeful future auditions and roles. “And if I don’t get into this show, so what? I didn’t lose anything, all I did was give them a good performance. And there will always be other shows,” Romans said.

Twitter roundup!

Students post funny tweets about the arts

St. Paul Academy and Summit School

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US SPRING MUSICAL REVIEW

Once On This Island Ensemble cast brings to life the best musical you’ve never heard of Patrick Commers

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Arts Critic

It is curtains for the Upper School musical Once on this Island. A story of life, love, and loss, Once on this Island was a well rehearsed, song filled production. Centering on a small Caribbean island where two separate groups of people live, it is a musical and reminiscent of Romeo and Juliet and The Little Mermaid.

What this musical does differently from others is that it has multiple ensembles that nicely come together as opposed to having leads and many supporting characters. Everyone plays a major role in making sure that the musical is as good as it can be.

“Everyone is really important to this show,” sophomore Grand Hommes ensemble member Alice Tibbetts said.

Many underclassmen are able to reflect on memorable performances in a little known production.

“I have never heard of it before, which made it a really fun to learn what it was about. That made it different from Hairspray last year which is very popular.

Plus, this show has a really strong message,” sophomore Grand Hommes ensemble member Tommy Monserud said.

Working for upwards of seven weeks just to put on three performances, the actors got to spend a lot of time together. They have

all come to know that it is a challenging but fun process, and one that helps to create many friendships.

“I have had a lot of fun just being with the actors. They are a really good group of people to be around,” freshman Gatekeeper Ivan Gunther said.

The seniors are sad that they will not be able to perform on the US stage again, but are happy with the last performance that they were able to put on.

“It is still very fun, but it is kind of sad because I am going to miss everyone. I think I am just going to miss the whole atmosphere of SPA [St. Paul Academy and Summit School] theater because we are so close,” Emma Chang said, who played the lead of Ti Moune. With her last role at SPA, Chang put on a performance to remember.

The musical is not necessarily uplifting, but all of the students performed their hearts out. Everyone was on point when they were singing, whether it was a solo or an ensemble, the music was engaging and the students rose to the complexity of the songs. With only a few slip ups while dancing, the show was beautifully choreographed. A lot of character went into everyone’s movement, and the ensemble was bursting with talent. Everyone came together to end the year of theater with a show that was visually and musically stunning.

Photo Credit: Patrick Commers Junior Halsey Moe, playing Daniel Beauxhomme, and senior Emma Chang , playing Ti Moune, perform in Once On This Island on May 15. “I think I am just going to miss the atmosphere of SPA theater because we are so close,” Chang said.

Girls’ Softball finishes season with impressive record

S P ORT S 14 May 2014. Vol XLI. Issue VIII.

Photo Credit: Catherine Braman

The Varsity Softball season came to an end May 16, and what a marvelous end it was. The Spartans ended the season at 10-10, with nail biting wins: the Spartans defeated Blake 10-7 on May 7, Mounds Park 16-15 on May 12, and Fridley 4-3 on May 13.

Even though the Spartans were able to win a few close games, some rivalries were out of reach. They lost to St. Paul Highland Park 16-18 on April 10, and to Minneapolis Washburn 6-10 on May 3. Throughout the season they were able to achieve two, 4-game winning streaks.

“The softball team did great this year even without much in school publicity,” junior Louie Bogolub said.

St. Paul Academy and Summit School

Varsity captains share stories of leadership

Photo Illustration: Diane Huang

Wearing the

First Platinum Sparta Award winners talk Captainship Javier Whitaker-Castaneda

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Nick Hoffman Captains: Football, Hockey, Baseball

Javier Whitaker-Castaneda senior baseball captain Josh John- that a key role of a captain is to before,” Baysoy said. “It was

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Cover Story Editor

Besides having baseballs, basketballs, hockey pucks, and other sports equipment thrown in their direction, sports captains have the responsibility of supporting and leading their teams throughout the season. A captain’s role is central to the team and is necessary to get the team energized, keep this energy during the season, and maintain strong team values and work ethic. Though the job of a captain is mostly the same from sport to sport, each team leader approaches their role differently.

A common way to motivate a team is to model expected behavior with strong actions. “I would say my most prevalent quality as a team captain is leading by example. I’m not always the loudest guy, but I try to consistently make a strong effort in setting the tone,”

son said.

“I’ve worked very hard to get to where I am as a player today, and I try to display that work ethic in practices and games, setting the example of the effort the rest of the team should put forth,” senior hockey captain Drew Blackmun said.

Though leading by example is a great leadership style, there are other methods of engaging a team. “I think it is really important to bring the team together [especially if it is a more individual sport like swimming] with activities outside of practice and traditions surrounding the team,” senior swimming and diving captain Anna Matenaer said.

“I try to be the slightly stricter kind of captain. I expect a lot out of the guys and I push them to give their all,” senior basketball and baseball captain Harrisen Egly said. Egly also emphasizes

connect the players to the coaches. “I’ve never been afraid of being the loud one at the center of it all so that really helped me serve as an intermediary between the coaches and the guys,” Egly said.

Senior hockey and soccer captain Alev Baysoy emphasizes the importance of giving it all for the team. “As a team captain I like to be selfless and live by the motto ‘team first.’ I learned how important it is to give 100 percent every practice and game because when I do so, the younger athletes replicate that, and the entire team benefits from that.”

A supportive team captain can have a huge affect on the team’s season. “I think my leadership definitely affected the soccer season the most because I needed to step in and be a leader to a very young team which began with a demotivated mindset as we lost almost all of our starters the year

Cover Story Editor

challenging to unite a young team but I was able to find ways to motivate everyone whether it was to have personal conversations with girls, push them in practice, or cheer them on more than usual.” “[The basketball team was] incredibly talented this year but whenever things started to go south, the guys responded really well to our leadership and it made us a team that could bounce back from anything throughout the season,” Egly said.

No matter what style of leadership a team captain has, the role of a captain is vital to any team. As long as they are actively leading their team, a captain will impact its performance and the success of its season. For a good captain, winning is a goal, but strengthening the team is a necessity.

Q: How did your leadership affect your teams and were they affected differently?

A: “For each captainship I had to assume a new role dependent on what the team needed...Football Hockey and Baseball are such different sports it’s hard to really compare how a team is affecte...”

Mike Destache Captains: CC Running, Nordic, Track

Q: What is your general leadership style as a team captain?

A: “My style of leadership is a more personal and friendly style.

I believe that a captain should be able to relate well to the other athletes...”

Want to read the rest of the Q&A? Scan the QR code and read it @ RubicOnline

Seniors work to balance sports and internships Catherine Braman

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Photo Credit: Catherine Braman Senior Jonte Claiborne plays softball along with working on her senior project. “I think it will be a lot easier if I communicate with people. My mentor is really flexible so I am not too worried about it,” Claiborne said.

Online Editor in Chief

While most seniors are busy doing their senior projects and completing community service hours, there are some who choose to add one more activity to their agenda: competing in a spring sport.

The guidelines for the senior project expect students to complete a minimum of 27 hours per week, seven of which can be counted towards sports. In addition, seniors must complete a minimum of 12 service hours throughout the month of their senior project.

According to Mike Brown, Assistant Director of Athletics, there are 33 seniors participating in athletics this spring. “Most [student athletes] have their projects finished by 2 p.m. so that they can get back to school for practice or on a bus for a competition,” Brown said. If students have a

conflict, Brown indicated that all the coaches are very flexible as long as they know about it ahead of time.

Senior varsity softball player Jonte Claiborne is doing her senior project at North Suburban Counseling Center working with a child psychiatrist. “It is going to be the hardest to get to practice and games on time because of how packed my schedule is. I only have a half hour between my internship and my sport. I know it is going to take longer than that to get back to school. So I know I will be a little late to [softball] practice,” Claiborne said.

Transportation is also a factor to consider. Since Claiborne doesn’t have a car, she will have to rely on the bus or her father to get from place to place. If she runs into conflicts with her sports commitment and senior project internship, she plans to keep everyone informed. “I think it will be a lot easier if I communicate with people. My mentor is really

flexible so I am not too worried about it.” Claiborne said.

For senior golfer Alida Mitau what is important is “just making sure that I get the right amount of hours every week.” Transportation is not a problem for Mitau because she has a car. However, she still has to allow for extra time to get from her senior project location to the golf course.

Mitau is doing her project at Bridging, a non-profit organization that helps people transition out of homelessness and poverty by donating furniture and household goods.

While senior spring athletes have a few more details to take care of, they are able to balance and manage their commitments during this busy time. With the support of the athletic department and their coaches, seniors do not have to sacrifice their participation in spring athletics.

Have you “Liked” our photos lately?

Check out game day pictures on Facebook and show your Spartan spirit.

Spartans run home big wins at Conference Meet

Sweet victory was earned by juniors Mary Naas and Mike Destache at the Tri-Metro Conference Championship Meet at Macalester College on May 13. Naas and Destache won first place in both the 1600 and 3200 meter races.

“Mary completely dominated. She won by half the track and from the start she was completely out in front,” Athletic Director Peter Sawkins said. Destache broke a personal record on the 1600, passing the finish line in 4:27.29 minutes. Naas also broke a personal record, completing the 3200 meter race in 5:17.87 minutes.

S P ORT S 15 May 2014. Vol XLI. Issue VIII.

St. Paul Academy and Summit School

When you’re hangin’ in the club...

Out of school athletics provide distinctive training

Diane Huang

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Online Visual Editor

Junior Sandhya Ramachandran stretched while she waits for her younger brother to finish his Capoeira class before beginning hers at the Omulu Capoeira Academy of Minnesota.

Three minutes in, the class begins. They run around the room for a while before they begin conditioning. After moving between cardio and conditioning for an hour, they begin with a basic roda and form a circle around two of their classmates.

The two people then practice their Capoeira and students switch in and out. At the end of class they join hands, raise them, and say “Axe Omulu” (pronounced: a-shey-yay omulu), clap and then slap their hands on the floor.

Ramachandran leaves, tired and exhilarated. “School comes first, but [Capoeira] is really the type of activity that I would ever consider [doing outside of] school,” Ramachandran said. “I love Capoeira, and exercise has always been a great form of stress relief for me.”

Ramachandran is not the only student at St. Paul Academy and Summit School who devotes hours of her day to a sport outside of school. Many students take their passion for their sport to the next level, usually joining clubs, or doing extra training during the off-season.

Everyone who wants to try something new can come in off the street and try ju n i or S a n d hy a Ramachandran

Photo submitted by: Sandhya Ramachandran Junior Sandhya Ramachandran practices Capoeira, an Afro-Brazilian form of martial arts and dance, at the Omulu Capoeira Academy of Minnesota. Ramachandran describes the club as “very much like a family.”

For the SPA boys soccer team “There are lots of old rituals and mandatory things that underclassmen must partake in, such as being in charge of balls and water,” freshman varsity soccer player Tony Morice said.

In his club team for soccer with St. Croix Academy, “everyone just brings their own water and ball.” In this way, club soccer is less hierarchical, in which underclassmen serve the team more than upperclassmen during practices rather than players of generally the same age who serve

themselves. Morice also notes that “there is a much higher level soccer in club soccer” than in school soccer.

A higher level of play is a recurring theme among students who take part in both a club and school sport. “[Club volleyball] is more serious,” sophomore Varsity Volleyball player Chloe Wilkens said.

Wilkens’ club volleyball season with Eastview is mostly over the winter and “is more of a commitment because it’s not organized by the school so I have to

organize my own schedule.” Despite this, games rarely conflict with school hours, but “sometimes it’s hard to do homework.”

According to freshman boys varsity hockey player Matt Dahlseide, unlike other sports, hockey is more competitive in school.

“There’s a lot more dedication during [school] hockey,” he said, “you’re always doing it for the guy next to you and there isn’t that same competitiveness during the summer.”

Training over the summer with the Minnesota Advancement

Program, is more for personal improvement: “you’re just trying to get some ice time in,” Dahlseide said, “[I train] so that I can be in the best shape that I can for when the season starts.”

Junior Sandhya Ramachandran describes the Capoeira community as “very much like a family.” Unlike most sports, Capoeira “isn’t competitive... beyond friendly competition, at least.” She laments that she “could be going 5 times a week for a couple hours, but especially the last month has been difficult.”

Ramachandran encourages students to stop by Omulu. “Everyone who wants to try something new can come in off the street and try a class,” Ramachandran said on the Omulu Capoeira Academy.

If club sports during the school year may be too difficult for some, there are also many opportunities during the summer, such as Capoeira and training camps.

Seniors bring knowledge and athleticism to college Clare Tipler

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News Editor

Athletics may seem like the last priority for St. Paul Academy and Summit School seniors during these busy last weeks of school, but for many students, athletics are an important part of the college process.

Whether it’s playing a division one, two, or three sport, athletics are a great way to stay active and make immediate friends. Athletics may go into the college decision process or they could just be an added bonus at a dream school, but whatever the case, senior athletes can’t help but think about pursuing sports at the collegiate level.

Senior Athena Award Winner Sonya Das plans to attend MIT as a member of the women’s ten-

nis team, looking forward to “an enjoyable and competitive team environment,” Das said. With the high standard of academics at MIT, Das hopes to not only manage playing a college sport along with staying on top of school, but to use tennis as a stress relieving outlet.

Senior Alex Miller’s collegiate sports decision has yet to be made.

As a hopeful walk-on to Bowdoin College’s women’s softball team, Miller is anxious to finally be in college. “At Bowdoin they take academics way more seriously than sports,” Miller said.

Bowdoin, located in Maine, is a member of the New England Small College Athletic Conference, also known as the “Little Ivies.”

“I talked to some current players at Bowdoin and they said it was difficult but definitely man-

ageable [with the school workload],” Miller said. Miller has been playing softball for 11 years and hopes to continue playing competitively at Bowdoin.

Senior Harrisen Egly plans to play division one baseball at Columbia University. “I am looking forward to the team atmosphere,” Egly said.

Egly feels prepared to take on the challenge of both a rigorous academic program and a competitive baseball program at Columbia. “I feel like SPA has really prepared me to make sure I get everything done in the classroom while excelling on the field,” Egly said.

Senior Alev Baysoy made her college athletic decision more than a year ago. “I decided to go to Princeton halfway through my junior year because their [hockey] team and coaching staff is in-

credible,” Baysoy said. Princeton is renowned for its division one women’s ice hockey program.

“My goal for the next year is to excel on the ice by always giving 100%,” Baysoy said. Princeton offers some of the best academics in the country, meaning a heavy student workload. “In terms of managing school and hockey, that was a factor that was integral to my college decision. I wanted to made sure I could play the sport I love and also have the opportunity to excel academically,” Baysoy said.

Even though collegiate sports can be demanding at times, they can also help relieve stress, make a close group of friends, and heighten the enjoyment of the college experience.

Photo Credit: Clare Tipler Senior Alev Baysoy plans to attend Princeton University in the fall where she will play hockey. “ My goal for next year is to excel on the ice by always giving 100%,” Baysoy said.

Seniors Drew Blackmun and Noah Parker will forgo college in the fall to play professional hockey. Read more on The RubicOnline.

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