Nov 2016 issue

UBICON

THE

the student newspaper of St. Paul Academy and Summit School 1712 Randolph Ave, Saint Paul, MN 55105 Volume 44. Issue 3. November 22, 2016.

B O m ’ O I , K y r E r D o S CHECK IT OUT: Books and Brains: How they stack up, In Depth 8-9

IN THIS ISSUE:

Why you should read more, Opinions 7

INFOGRAPHIC: STUD ENTS EMOTIONAL OV ER PRESIDENTIAL ELEC TION RESULTS News 2-3 GETTING A LICENSE TO DRIVE Feature 12

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1 COVER • 2-4 NEWS • 5-7 OPINION • 8-9 IN DEPTH • 10-12 FEATURE• 13-14 SPORTS • 15-17 A&E • 18-19 AROUND TOWN • 20 PHOTO STORY

www.rubiconline.com • Facebook • Instagram • Twitter • Pinterest • Youtube • SoundCloud • @TheRubiconSPA

the student newspaper of St. Paul Academy and Summit School 1712 Randolph Ave, Saint Paul, MN 55105 Volume 44. Issue 3. November 22, 2016.

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ED CHECK IT OUT: Books and Brains: How they stack up, In Depth 8-9 Why you should read more, Opinions 7

IN THIS ISSUE:

DESIGN CREDIT: Sophie Jaro

ABOUT THE COVER

UBICON

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INFOGRAPHIC: STUDENTS EMOTIONAL OVER PRESIDENTIAL ELECTION RESULTS GETTING A LICENSE

News 2-3

TO DRIVE

Feature 12

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SORRY, I’M BOOKED. From why you should read, to books’ influence on the brain, to Book Fest, these pages are filled with novel stories.

1 COVER • T 2-4 NEWS • 5-7 OPINION • 8-9 IN DEPTH • 10-12 FEATURE• 13-14 SPORTS • 15-17 A&E • 18-19 AROUND TOWN • 20 PHOTO STORY

www.rubiconline.com • Facebook • Instagram • Twitter • Pinterest • Youtube • SoundCloud • @TheRubiconSPA

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Chinese Olympians help students understand culture RUBICONLINE PHOTO: Lauren Boettcher

Isabel Saavedra-Weis RubicOnline Editor

CULTURE CLUB. “[The Chinese Olympians] program is one year at the University of Minnesota... a cultural and academic exchange,” US Chinese teacher Tian Wang said.

For the third year, the Chinese students and teachers welcomed Chinese Olympians into their classrooms for a day. “[The Chinese Olympians} program is one year at the University of Minnesota, and its a cultural and academic exchange,” US Chinese teacher Tian Wang said.

Read the full story at:

THE RUBICON • November 2016

Trump edges out Clinton in surprising turn this election

Election concludes; Are you satisfied with the election results?

Overall response: No opinion 4%

Satisfied 8%

Not satisfied 88%

PHOTO: Donald Trump public Facebook page

VICTORY SPEECH. Presidential-elect Donald Trump addresses supporters in a hotel in New York City on Nov. 9, shortly after the results of the election were announced. Student reactions to Trump’s election varied widely in the school. “I was a strong Hillary supporter but I feel that it is a duty of mine to support Trump as he is now the elected president, even if it makes me unhappy,” sophomore Jazz Ward said.

Mari Knudson The Rubicon Editor

In a surprising upset, Republican candidate Donald Trump secured more than the 270 electoral votes needed to win the presidential election, beating out Hillary Clinton to become the president-elect on Nov. 8.

The results came as a shock to many citizens and media outlets alike, as the majority of polls leading up to the election showed Clinton with a slight but consistent lead over Trump.

“Throughout the day after the election, it made me incredibly sad to see how the results has impacted myself and my classmates,” senior Barbara Bathke said.

Trump was able to edge out Clinton in key swing states including Florida and flip traditionally blue states such as Wisconsin, Michigan, and Pennsylvania.

Almost immediately after Trump’s victory, protests erupted nationally and worldwide, as well as on the local level. In Minnesota, protesters closed down I-94, and students walked out of several universities and high schools during the week following the election results.

St. Paul Academy and Summit School has seen its own student reaction to the election results, with several election related debates continuing through the school and on the student Opinion Board.

“I was pleased hearing that Trump had won,” ninth grader Eric Bottern said. “My opinions

of the results] haven’t shifted [with time] but it has shown how much people hate him because of who he is as a person and not as a politician.”

“it made me incredibly sad to see how the results have impacted myself and my classmates.”

Response by gender: No opinion 7%

Not satisfied 82%

Not satisfied 94%

Satisfied 12%

— senior Barbara bathke Protester’s critiques of Trump center around allegations of sexual assault as well as some of his key election platforms, such as building a wall along the Mexican border and requiring Muslim citizens to register in a database.

Trump’s upset has sparked widespread criticism of the current polling system for underestimating his odds of winning the election, as well as critique of the Electoral College system.

Despite being unsure about the future of the nation, many are choosing to move on regardless.

“I was a strong Hillary supporter but I feel that it is a duty of mine to support Trump as he is now the elected president, even if it makes me unhappy,” sophomore Jazz Ward said.

No opinion 2%

Satisfied 4% Male

Female

Response by grade: 9 10 11 12

Most reported emotions in response to election results:

1. SCARED 2. DISAPPOINTED 3. HORRIFIED

Senior Art Seminar spreads love through notes to students

LOVE NOT HATE. Seniors Sammie Bluhm, Maya Edstrom, Mackenzie Kuller, Ella Matticks, and Maria Perkkio set out to spread positivity on a day when many members of the community were feeling hurt post election.

RUBICONLINE PHOTO: Emily Thissen

Emily Thissen RubicOnline Editor

Love unites us all. We will overcome. Love shall prevail.

These are just a few of the positive messages that were posted on the lockers of students at the end of the day on Wednesday Nov. 9.

The goal behind the notes was simple: to cheer up the SPA community. “We were sitting around discussing the hurt and pain we

saw [around the school] and how hopeless we all felt, and we just thought that posting those small notes would allow us to try to bring hope into our community regardless of people’s political affiliation,” Matticks said.

And it did just that.

Read the full story at:

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THE RUBICON • November 2016

reactions begin

If unsatisfied, will you still support the results? How has the 2016 election as a whole made students feel?

Overall responses: Not applicable 10% Yes 22 %

Undecided 31%

“When my Mom told me the news the next morning, I was very confused and surprised. I was thinking to myself, what kind of world do I live in, and what if my views on Donald Trump have been wrong all along?

- Lilly Ramalingam (9)

No 38% “The 2016 election has made me feel betrayed by the American people and terrified for the future. I feel that this election has violated basic American ideals such as respect.”

- Lucy Sandeen (10)

Response by gender: Not applicable 9%

Not applicable 12%

Undecided 29%

Undecided 32%

No 25% No 47% Yes 31%

“It has made me feel for the first time like I am the subject of generalizations being a Republican which causes people to disrespect my political views.”

- Jack Herrmann (11)

Yes 15% Male

Female “Shocked, scared, angry, horrified, but I am still hopeful & motivated to fight for what I believe is right and for the future thanks to my friends and support from the community & teachers,” - Maya Edstrom (12)

Response by grade: 9 10 11 12

4. CONFUSED 5. ANGRY 6. FRUSTRATED STUDENTS REACT TO ELECTION. All Infographics on News 2-3 were compiled from a poll sent out the students in grades 9-12, with roughly 30% responding.

“After the election results were announced, I felt truly exhausted. But, I will choose to accept Trump as president so long as he doesn't do something too radical. We can all hope for the best.”

- Elliott Tong (12)

PAGE DESIGN AND INFOGRAPHIC: Mari Knudson

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THE RUBICON • November 2016

BOOK FEST 2016

About Keynote speaker Jack Gantos

Gantos wanted to do something difficult, so he became a writer

RUBICON PHOTO: Javier Whitaker-Castañeda

Jack Benson Rubicon Editor

RUBICONLINE PHOTO: Emily Thissen

WRITE IT DOWN. Author Jack Gantos spoke at the Upper School Book Festival kickoff assembly on Nov. 15. “I didn’t get started by thinking that the good stuff happens to someone else. I got started writing good books because I thought ‘You know what? The world I live in, every moment of it, something interesting is happening to me,” Gantos said.

Annual event celebrates the literary lifestyle Iya Abdulkarim The Rubicon Editor

The annual Book Festival, nestled in the third week of November, brought events and books along with the tall blue and gold banners which stood outside the entrances to the school.

This year’s festival was loosely themed “Memoir” and this year’s keynote speaker, Jack Gantos, is a published author and memoirist with 50 titles to his name.

Gantos spoke to Upper School students on Nov. 15. He talked about his experience with

reading, writing, and books and shared his own colorful stories of growing up.

Other events during the week included a Poetry Out Loud recitation on Monday, the showing of a Chaplin film, Monseiur Verdoux, by Film Club on Wednesday, as well as marathon reading of Douglas Adams’ Hitchhiker’s Guide to the Galaxy sponsored by the Students Activity Council on Thursday.

Former Book Festival Chair Peg Hansen said “The committee works with a local independent bookseller, Common Good

Books, to choose a compelling collection of books to view and sell at the annual Book Fest.”

Jamie McConnell, an SPA parent, was a member of the Book Fest Committee this year.

“The...sale of new books [was] in the library [and] Summit Center area, and of used books in the entrance area on the first floor,” McConnell said.

“The students themselves make many of book recommendations, as well as both teachers and parents,” Hansen added.

“Book Fest strives to maintain the tangible experience of brows-

ing a variety of books among classmates, teachers, parents, and staff,” she said. “We have tables filled with books covering many genres, including fiction, nonfiction, poetry, graphic novels, cookbooks, and other how-to books,” she added.

“Book Fest has been able to adapt to changing...schedules as well as space availability at SPA to accommodate the week-long event,” Hansen said. “It is my hope that Book Fest continues on as a valued SPA tradition.”

Students, faculty start new Latinos Unidos affinity group Noor Qureishy Managing Editor

Latino studentscomprise a small but important portion of the student body. St. Paul Academy and Summit School had never had an affinity group specifically for Latino students until seniors Hana Martinez and Maggie Gallagher decided to form Latinos Unidos this October.

“I hope that [Latino students] feel welcome in the club...at SPA Latino culture is something that a lot of people share [amongst themselves] but don’t share with the rest of the community — we hope that [Latinos Unidos is] a place where people feel safe to share their culture,” junior Peter Kilborn said.

Latinos Unidos’ advisers are Upper School English teacher Molly Olguin and Dean of Students Max Delgado. Although the club’s first meeting was just held on Oct. 28, the members already have an idea of the direction they

CORRECTIONS POLICY

want to take. Latinos Unidos hopes to bring attention to holidays that are culturally significant for Latinos, such as the Day of the Dead, Cinco de Mayo, and Three King’s Day. Although the group is comprised of Latinos with a variety of backgrounds, the Day of the Dead is part of a culture most of the members can relate to. Martinez plans on bringing Mexican candy and food for next year’s celebration.

“It’s a student group I can relate to and that I feel like I’m a part of,” Kilborn said. “You can meet other people that share your culture and that’s pretty cool.”

The fact that there are only sixteen Latino students in the Upper School makes it even more important for their culture and identities within SPA to be represented, according to Martinez.

“There’s very few of us at the school, and we’re not represented in any other way normally, so it would be cool to bring us all

During the post-critique process, staff members will identify innacuracies and report on feedback from readers.

Corrections will be printed in the next edition of the newspaper in the News section.

THE RUBICON PHOTO: Noor Qurieshy

LATINOS UNIDOS. Members of the new affinity group for Latino students hold first meeting on Oct. 28. From left to right Adviser Dean Delgado, Peter Kilborn, Hana Martinez, Eva Garcia, Adviser Molly Olguin, Isabel Saavedra-Weis, Gabby Harmoning together and be in that environment,” she said. “We feel like we need to represent all Latinos because there’s so few of us.”

The group is still in its preliminary planning stage, but the members and advisers are excited to

see how the group will progress from here on out.

“I’m really excited to see where the specific people in the group take it,” Olguin said.

Jack Gantos writes books for every age, children to adult. He’s published over 50 titles, including Rotten Ralph and Dead End in Norvelt.

According to his website, Gantos first thought about writing when he read his sister’s writing and thought he could do better.

He decided to be a writer based on the meaning it would give him.

“It was the hardest task I could think of which would be a challenge every day for my entire writing life,” Gantos said.

Before the Book Fest, he said, “I will be speaking on creative writing and literature, and how students can go about achieving meaningful, professional work.”

The experience of being author is one hard to imagine, but Gantos sheds some light onto what the values of an author are: “Being a reader that can fully imagine a text, be captured by it, and artistically influenced by the full range of it—this is a great and necessary indulgence,” Gantos said.

All jobs have ups and downs, but for authors, writing a book can be especially emotional. Authors take a small part of themselves and put in on paper for it to be judged by the whole world.

At first writing can seem tough.

“Capturing the first draft—the bones of the work—can be nerve-wracking,” Gantos said.

As the draft cycle goes on the process can become less and less taxing on the author. “The best part is discovering the full depth and range and beauty of the piece through about fifty to a hundred rewrites,” Gantos said, noting that revisions are his favorite part of writing.

What’s Gantos’ final advice on writing?

“Start small. Get a journal.

Discipline yourself to write for ten minutes per day. Write about what you know about. Keep in mind that a good story has about 50% interior/emotional/thinking life within the characters, and fifty percent exterior/action life,” he said.

LAST MONTH’S CORRECTIONS COVER 1: Leo Bukovsan’s name was misspelled. FEATURE 7: Concordia Language Villages were mistitled as “Concordia Language Camps.” Leo Bukovsan was misgendered once in the story. GSA stands for Gender and Sexuality Acceptance, not “Gay Straight Alliance.” AROUND TOWN 11: Pia Schultz’s name was misspelled. A & E 13: “Netflix” was misspelled. Nik Elsaesser’s first name was misspelled. SPORTS 14: Matthew Jaeger’s name was misspelled.

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THE RUBICON • NOVEMBER 2016

The Rubicon EDITORIAL

G

Make friends with failure

Accomplishment comes from growth, not A’s ETTING A PERFECT SCORE on a math test, high marks on a science lab, or an A grade for an English paper are commonly shared goals among students. These are the objectives that high schoolers strive to achieve and parents and teachers celebrate. So, the challenge for students is not whether to strive for these academic goals, but how to go about reaching them. Perfection should not be the normative pathway to success; rather the communal student mindset needs to shift to leave room for mistakes and growth.

Students today are not striving for high scores and good grades just for the sake of seeing a favorable number or letter. Generally, it is the more abstract idea of success that students reach for, with good grades being just a stepping stone on the larger path.

This is where the problem lies; the widespread perception is that students are meant to aim high can be suffocating. The parameters for these “universal” goals are becoming increasingly more narrow. According to KQED, as the target of success becomes smaller, students become more risk averse. The fear of failing to reach specific objectives deters them from using available learning opportunities.

Taking risks is an essential part of human growth. True self-confidence is built upon being good at things that the person worked hard for, not things that come naturally according to PBS. Choosing the road less traveled or thinking outside of the box won’t always leave satisfying results, but it will always challenge the student and create new connections in their mind. The process of positive development should not be undervalued.

On the surface directing students towards success seems like the ideal path. If St. Paul Academy and Summit School graduates understand success and can live comfortably with it, then they should be well off. However, it is rare for a person in the American work force to maintain continued, lifelong success. Most SPA students don’t even meet their own expectations of success during all four years of high school, let alone a multi-decade long career in a hopefully even longer life. According to New York Times Magazine, students who receive feedback that everything they do is great are unlikely to know how

to react in the face of failure. For this reason, learning how to thrive in failure is just as important as knowing how to succeed.

Creating a failure-friendly environment is especially challenging at SPA. Figures like SPA student’s college admission rates as well as impressive GPAs and standardized test scores reinforce academic achievement as a community value.

Students tend to overlook that there is still room for making mistakes in this environment.

Not only is there room for student development at SPA, it is encouraged.

Harkness table discussions are opportunities to vocalize ideas, regardless of how strong they are. Consider posing a question to your peers or seeking alternative viewpoints instead of searching for “the right thing to say.” Tutorial periods give opportunities to commit errors in homework assignments and mend them later. Instead of feeling an obligation to perfect every homework assignment, understand that it is reasonable to need assistance now and then.

It is time to discard the mindset that high scores and success are synonymous and replace it with the idea that true accomplishment comes from growth.

Taking risks is an essential part of human growth.

FAMOUS FAILURES

DR. SEUSS had his first book rejected by 27 different publishing companies.

Now his books have sold over 600 million copies.

VINCENT VAN GOGH only sold a single painting during his lifetime. It was sold within a year of his death. Regardless, he continued to paint without affirmation for most of his lifetime.

SIR JAMES DYSON, inventor of the Dyson vacuum, went through 5,126 prototypes before reaching the one that made his brand famous.

STEVEN SPIELBERG applied to and was rejected from University of Southern California School of Cinematic Arts more than once. Today his movies have grossed more than 9 billion dollars.

After HARRISON FORD’s first movie an executive told him that he would never succeed in the movie industry.

Ford’s career has spanned decades.

SOURCE: Business Insider

THE RUBICON

St. Paul Academy and Summit School • 1712 Randolph Ave St. Paul, MN 55105 • rubicon.spa@gmail.com • www.RubicOnline.com • @TheRubiconSPA EDITOR-IN-CHIEF CHIEF VISUAL EDITOR MANAGING EDITOR GRAPHICS MANAGER NEWS EDITORS OPINIONS EDITORS FEATURE EDITORS IN DEPTH EDITOR ARTS & ENTERTAINMENT EDITOR SPORTS EDITOR AROUND TOWN EDITOR PHOTO STORY EDITOR

Javier Whitaker-Castañeda Sophie Jaro Noor Qureishy Mari Knudson Andrew Johnson, Ellie Nowakowski Jasper Green, Krista Schlinger Jack Benson, Claire Hallaway Iya Abdulkarim Jonah Harrison Jenny Sogin Marlee Baron Stephanie Li

DIRECTOR OF RUBICONLINE CREATIVE DESIGN MANAGER PRODUCTION MANAGER STORY/ SOCIAL MEDIA EDITOR NEWS EDITORS OPINIONS EDITOR FEATURE EDITOR ARTS & ENTERTAINMENT EDITOR SPORTS EDITORS PHOTOJOURNALIST ILLUSTRATOR/VIDEOGRAPHER COLUMNISTS

Diane Huang Amodhya Samarakoon Clare Tipler Lauren Boettcher Ellie Findell, Peter Blanchfield Emily Thissen Isabel Saavedra-Weis Mimi Geller Breandan Gibbons, Michael Forsgren Kelby Wittenberg Web Lehmann Spencer Allen, Ewan Lang, Peter Schavee

STAFF WRITERS Annie Bottern, Quinn Christensen, Flann EnnekingNorton, Abby Hedberg, Tristan Hitchens-Brookins, Austin Leiby, Chloe Morse, Noah Raaum, Noah Rice, Sharee Roman , Emma Sampson, Max Soll , Noah Solomon, Nitya Thakkar ADVISER Kathryn Campbell

POLICIES, MEMBERSHIPS, AND AWARDS

We strive to capture the spirit of the community through its stories while inspiring deeper conversations. Above all, we stand for integrity in our pursuit to inform and engage our readers.

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is published eight times a year. We distribute 750 copies of each issue to the Upper School which are available for free.

are welcomed as Letters to the Editor or Submitted Opinions and may be published in the print or online edition. Letters to the Editor should not exceed 400 words and Submitted Opinions should not exceed 650 words and may be edited for style. All pieces must be submitted with a full name.

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O pinions 6

THE RUBICON • November 2016

“Thanks”giving: not just for holidays

Regular expressions of gratitude benefit all How to express thanks

Benefits of gratitude

Best ways to say thank you:

Studies published at Huffington Post have shown a correlation between expressing gratitude and overall well-being.

An experiment conducted at the University of California reported that a group of people who wrote expressions of gratitude in a journal for things that had happened to them each week over the duration of 10-weeks came out of the experiment 25% happier than a group that expressed things they were ungrateful for throughout the 10 weeks.

An article posted at the U.S. National Library of Medicine reports on a study involving 221 adolescents divided into three groups that either participated in activities related to gratitude, hassle, or a control activity showed gratitude is related to life satisfaction.

According to Forbes, there have been many studies that have proven that gratitude improves many aspects of life including physical health, psychological health, empathy, sleep habits and self esteem.

According to Forbes, studies have shown that workers with managers SOURCES: that Forbes ex-

The Huffington Post U.S. National Library of Medicine

The most sincere ways to express gratitude towards others by writing a letter or telling them in person.

Returning the deed with a favor or giving a small gift like flowers or chocolate is another good idea.

THE RUBICON PHOTO: Krista Schlinger

Ellie Nowakowski The Rubicon Editor

Studies have shown that those who recognize their gratitude are benefited from doing so. Robert A. Emmons, Ph.D., at the University of California at Davis and Mike McCullough at the University of Miami, conducted a study where some groups of people were asked to express their gratitude, and others their grievances.

The study showed that those expressing gratitude reported being 25% happier, had less health complaints, and exercised around one and a half more hours per week.

Most people can agree that it feels good to be thanked or appreciated. It feels good to be shown appreciation, recognition and gratitude. Expressing gratitude for others is not just beneficial to them, but it can also improve one’s own well-being. In an article posted by the Huffington Post they explain that “recent studies have concluded that the expression of gratitude can have profound and positive effects on our health [and] our moods.”

Students should express their gratitude for others throughout the year. Grade-wide retreats are one of many great opportunities for students to show their appreciation for one another. Those who attend these retreats often feel overwhelmingly happy and supported during the days and weeks following the event. The reason behind these feelings is most likely because they’re in an environment in which gratitude is encouraged, as explained in an

It isn’t always easy to take the time to write a note, but there are other ways to show appreciation. article posted by the US National Library of Medicine In a study conducted by Froh et al, 221 adolescents were told to do an exercise. Some did exercises regarding the things in life that they were thankful for. Others did exercises were they focused on things in their lives that they found to be an inconvenience or bother. A third group was assigned no exercises.

“As predicted, the gratitude condition was associated with greater life satisfaction. The authors concluded from their experience that counting blessings seems to be an effective intervention for enhancing wellbeing in adolescents.”

The groups who plan these events and events like these do a very good job of creating an environment where students can express gratitude and reap the benefits of doing so.

However, students should be able to feel this way year round.

It feels good to be thanked or to be shown gratitude. Students shouldn’t wait for paper and a pen to be handed to them to say thank you; instead, they should take the initiative in their everyday lives

to make those around them feel appreciated. Often, people do not express their appreciation for others, but when they do it can benefit their own mood. Students have the power to carry the uplifting atmosphere that a retreat provides them with throughout the year. If they take the initiative to vocalize their appreciation for others, the general atmosphere within a grade will improve.

It isn’t always easy to take the time to write a note to a classmate, teacher or community member, but there are other ways to show appreciation. Students can give out compliments when they see something that they appreciate like someone doing well on a presentation is class or organizing something within their club. The person being acknowledged will feel appreciated, but also happy that someone recognized their hard work. Students can record their own gratitude as well. Many websites like The Huffington Post recommend keeping a “gratitude journal” where someone writes three or four things that they are grateful for at the end or beginning of each day. This helps people to recognize what they appreciate in their life, and focus on positive things from the day.

There are many ways for students to benefit others and themselves by recognizing the things that they appreciate in their lives.

Students should make an effort to recognize their gratitude, for the general welfare of those around them and themselves.

What to say: Whether it’s a written or verbal exchange, being specific to the situation is the key to sincerity. Explicitly telling an individual or group what you are thankful for goes a long way.

Phrases like, “I really appreciate…” or “Thank you so much for….” are good examples of ways to start.

Asking “What can I do to repay you?” shows that you are willing to do something in return for them.

How to say it: Make sure you sound and appear sincere. In person, look them in the eye when you’re talking and be specific so that they know you are truly grateful.

If you are writing a letter, try to use a card that has some kind of meaning to the person you are writing to or what you are thankful for to show you actually put some thought into it. Or make the card yourself to show that you were willing to put work into showing gratitude.

Read more about Thanksgiving

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Feature 11

LETTERS: letters must be approximately 400 words (or less) and include a full name. They can be submitted to The Rubicon print edition by e-mailing rubicon.spa@gmail.com or to RubicOnline through the “Submit an Opinion” form under the Opinions tab.

SUBMITTED OPINIONS: submitted opinions are limited to 650 words and must show evidence of research. They, too, can be submitted to The Rubicon print edition by e-mailing rubicon.spa@gmail.com or to RubicOnline through the “Submit an Opinion” form under the Opinions tab at www.rubiconline.com.

Submitting a letter or opinion piece does not guarantee publication. Please see our policy in the policy box or contact the Editor in Chief, Javier Whitaker-Castañeda, Director of RubicOnline Diane Huang, or adviser Kathryn Campbell with questions.

O pinions 7

THE RUBICON • November 2016

Editorial CARTOON

Make time to read Andrew Johnson The Rubicon Editor

For some people, books are a way to escape. For some, they are simply for pleasure, and for others, a form of relaxation. Unfortunately, for many high school students across America, books have little impact on their lives.

According to Statistic Brain, 33% of high school graduates never read a book after graduating, and only 58% of high schoolers claim to read more than 2-10 books per year. That’s right, per year. With high school students transitioning into adulthood, the fact that the majority of them are only completing 10 books at the most every 12 months is extremely alarming. That includes required reading in school, which is frightening for our collective future as a community. When faced with statistics like that, it looks imperative for students to find time to read.

Although the average high school students often complains about not having enough time

Safe spaces don’t build safety

READING RAINBOWS Peter schavee Columnist

to read, the answer to this problem might be at our fingertips.

Not only are books fun to read, they are also stress reducers. According to Telegraph U.K., independent reading for six minutes during times of stress can reduce stress levels up to 68%. Because students complain about constantly being under stress due to upcoming assessments or assignments, taking a break to fall into a book could help drastically.

This strategy is particularly useful during times of large tests or assessments, such as midterms and final exams, and reading is a better, and more relaxing option for a break than watching a quick episode on Netflix or surfing the internet and social media.

As many students drive to school every day, they can use this time to listen to an audio-book. Listening to an audiobook is still an opportunity to engage with a story outside school requirements. According to Forbes, listening to audiobooks is just as rewarding as reading the same story, on an intellectual lev-

el. Furthermore, audiobooks are convenient for students who have a hard time reading, or for student who have a hard time finding time to read in general. Students have access to free time throughout the school day, such as free periods, x- periods, and time after lunch. If you have your book with you, the answer to your free time problems is easily solvable.

According to Psych Central, having a consistent reading schedule can help reduce anxiety, increase the quality of sleep, and develop a reliable outlet to express any stress before unwinding during the night. Clearly, if you make reading a habit, it can help you in more facets of life than expected.

Sometimes students forget that it is okay to lose yourself and truly enjoy what is on the page.

Books are a gift to education, and without them, society would not be the same, because of the lessons that they teach us about how to improve your intelligence.

Making time to read is not only encouraged, but it is necessary.

Our classrooms have undergone radical change in the past few years. Within our schools youthful perspectives invade, pushing out the social constructs of the previous generation. Each classroom contains a different metaphorical border. The limit on speech emerges depending on the social opinion of the class. Major events in the outside world, such as elections and wars, reshape and define these boundaries within our classrooms, creating imaginary lines that challenge those who try to step over them.

By limiting speech, a theoretical “safe” environment emerges in which students refrain from certain discussions and comments, but this culture only supports the majority student.

Fearing certain dialogues in the classroom shapes the boundaries for how students interact.

Recently, there has been an out-lash against safe spaces by institutions of higher learning including the University of Chicago and the Disruptive Dialogue Project in the University of California Los Angeles. These schools claim that safe spaces discourage discussion and learning through repression of controversial topics.

EDITORIAL CARTOON: Claire Hallaway

INFOGRAPHIC DESIGN: Krista Schlinger DESIGNED USING: Picktochart SOURCE: Life Hack.org

THE BENEFITS OF READING should encourage people, especially teenagers, to set aside time every day to open a book.

Read more about reading In Depth, 8-9 So, consider who benefits the most from safe spaces. In a study published by the University of California Berkeley, researchers detail how safe spaces protect the majority students by allowing the minimization of certain ideas and experiences through procedural rule of speech. Essentially, the researchers from Berkeley developed a theory that within these safe spaces a repressive form of violence emerges through reducing the power of others’ opinions by limiting speech in the classroom. Safe spaces possess the surface intent of protection for all, but in implementation they hurt many students who have differing lives from the majority.

Safe spaces and trigger warnings should not be confused; a

trigger warning maintains an environment in which someone will not be taken by surprise from potential reminders of hurtful memories within a classroom where these ideas will most likely emerge. But, a safe space creates an exclusive atmosphere. Fearing certain dialogues in the classroom shapes the boundaries for how students interact. Individuals who bring different stories, whether it is related to race, gender, or sexual orientation, should feel free to share with their class, benefiting the larger understanding of every pupil. That should be our goal for learning: to create the strongest dialogues that encompass the broadest ideas for the leaders of tomorrow to carry with them into their futures.

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THE RUBICON • NOVEMBER 2016

Literary Influences: characters connect to students at a spiritual level KRISTA SCHLINGER The Rubicon Editor Whether they’re from a favorite novel or a meaningful poem, words hold a powerful influence over people. Authors and literary figures can forge a very personal and sentimental place in the hearts of students. “[A work of literature that influenced me is the] Harry Potter [series], especially Hermione because she inspired me to be okay with being a dorky person,” senior Mary Grant said.

Grant’s love of learning caused her to feel out of place at her old school, and author J.K. Rowling’s character Hermione helped her learn to embrace her passion.

Hermione’s courage and brains continued to impress her throughout the series.

“I just really liked learning which is something that not a lot of kids did... especially at my old school,” Grant said.

“She is just really brave and really smart and she uses her wits to figure out how to achieve her dreams and I just think that’s really cool and inspiring,” Grant said.

Rowling is also someone that Grant looks up to as more than just an author, regardless of her many books.

“Rowling is a really cool person. She started a lot of cool organizations and I’m pretty sure she was a single working mother when she was writing these books,” Grant said.

“She [Rowling] writes all of these books and gets all of

THE RUBICON PHOTO: Iya Abdulkarim

this fame and uses that fame for good.”

Similarly, author of the Percy Jackson & the Olympians series, Rick Riordan has impacted sophomore Ben Putaski’s lifestyle.

“I’m a really big reader now,” Putaski said. ”I didn’t really start getting into reading until I read [Riordan’s] books, which is what triggered my love for [reading],” he added.

“I didn’t really start getting into reading until I read [Riordan’s] books.”

— SOPHOMORE BEN PUTASKI “I found the mythology aspect really interesting; it was the first kind of adventure books I had started reading that really had a set plot,” Putaski said.

Putaski found Greek Mythology interesting because of the differences it had to the cultures and religions he has been surrounded by. Subsequently, he researched and learned more about mythology.

“Christianity is what I had been mainly exposed to because it’s pretty common—I was interested because the ideas of [Greek mythology] were a lot different than [Christian] ideas, [for exam-

ple] different gods [who] control different things,” Putaski said.

“After I read [the Percy Jackson & the Olympians series] I started getting really into Greek Mythology; I know a lot about it now and I’m still pretty interested,” Putaski said.

“Now I mainly read fantasy books kind of like that one but ones [that are] a little bit more mature [including series] like The Lord of the Rings,” he said.

However, it could be a single book that leaves a mark on students of our community. Sophomore Anna Perleberg was moved

by John Boyne’s The Boy in Striped Pajamas. “[The Boy in Striped Pajamas] really hit me hard because I’m Jewish myself and knowing that people went through things like that is just really heartbreaking,” Perleberg said.

The novel’s plot revolves around the Holocaust. “[The book] opened my eyes to the struggles that many Jewish people have faced throughout history and makes me feel really fortunate to be living now and not when these horrible things were happening,” she added.

Being influenced by a piece of literature doesn’t always mean running a fan page or donning a shirt with a popular line. It is at the very least an emotion or a feeling of some intensity that has come to exist after reading a specific piece. Although every person is affected by literature in a differently, no one escapes the influence of books.

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THE RUBICON • November 2016

Books and brains:

how they stack up

Jonah Harrison The Rubicon Editor

A

s you fell asleep as a child, you may have listened to the soothing words of Goodnight Moon, the children’s book by Margaret Wise Brown. It was just a calming way to help you go to sleep as a child.

But now, listening to stories and reading books has impacted the way that you learn and comprehend. The concept of reading and writing is taught right as you walk into kindergarten and see the alphabet hanging on the wall.

From then on, reading becomes a crucial part of education, those letters soon forming words, sentences, paragraphs, and essays.

In fact, The Educational Testing Services finds that students who do more reading at home are better readers and have higher math scores.

For junior Naya Tadavarthy, reading has been a staple in life since she was very young.

“I taught myself how to read during the summer between kindergarten and first grade, and then I guess I could just read from then on,” Tadavarthy said. According to the National Center for Educational Statistics (NCES), starting to

read at a young age has proven to benefit children as they grow into more difficult tasks that use their reading abilities. A study found that at a young age, a new part of the brain begins to develop which focuses on understanding meanings and concepts of words and also memory. The hippocampus becomes much stronger for children who live in reading-friendly homes, according the study done at Cincinnati Children’s Hospital.

As children get older, their knowledge of concepts and words are put to work on tests such as the Scholastic Aptitude Test (SAT).

“When you take an SAT test on grammar you can read through it, and if you read more it is easier to just tell what sounds wrong and what sounds right even if you don’t know the actual grammar rules,” Tadavarthy said.

Many children who are taught to read at a young age are able to develop a strong vocabulary.

This was the case for senior Coleman Thompson. “[I started reading] probably at around two or three years old,” Thompson said.

“When I was a young child I went to a Montessori school which meant we could choose what we wanted to do, so usually during the second half of the day I would go sit in the corner and read for about three hours. That was basically my childhood. I read books about space and dinosaurs,” he said.

According to research done at

Edinburgh and King’s College, children who have a higher than average reading level from age seven also have higher than average verbal reasoning in adolescence.

“I picked up a really large vocabulary by the time I was ten years old.”

—senior Coleman Thompson

“The fact that I started reading early and I started really appreciating reading early was beneficial for my linguistic and verbal development,” Thompson said, “I picked up a really large vocabulary by the time I was ten years old.”

The vocabulary that students are able to grow and retain throughout school is not just helpful when writing their English essays. According to the Child Development Journal, reading teaches young children how to use their imagination, which also then helps with thinking abstractly and rationally in topics of mathematics, science, and logic.

For Thompson, this showed most in debate.

“I have really benefited in debate. In debate, it is really important that your word choice and clarity and language because you need to express your ideas clearly and eloquently. Having a rich vocabulary really helped me with that,” Thompson said.

Even if a student didn’t begin reading at a very young age, there is no reason to be discouraged.

Reading, regardless of age, has both emotional and mental benefits, including one of the most important for high-school students: writing skills. The importance of writing is greater with every passing day as written applications, stories, and blog posts gain attention. These skills are strongly positively impacted by to the writing of others through reading.

JUNIOR NAYA TADAVARTHY balances an array of books on her head. “I taught myself how to read during the summer between kindergarten and first grade, and then I guess I could just read from then on,” Tadavarthy said.

PHOTO ILLUSTRATION: Iya Abdulkarim

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THE RUBICON • NOVEMBER 2016

Students’ Thanksgiving plans focus on family

70.4% 70.4%

81.5%

25.9%

74.1%

Keep historical past in mind.

37%

3.7%

Don’t keep historical past in mind.

3.7%

With immediate family

With friends

With extended family I don’t celebrate

Don’t celebrate.

INFOGRAPHIC: Noor Qureishy

TURKEY DAY. Although most students don’t keep Thanksgiving’s historical past in mind while celebrating, family, food, and thankfulness are still considered to be a huge part of the holiday. “People know of the historical significance..[but] most people celebrate it [because] it has become a part of American culture,” sophomore Ethan Asis said.

NITYA THAKKAR Staff Writer

The smell of turkey, stuffing, cranberries, and pumpkin pie wafting through the house is what most people think of when they hear the word ‘Thanksgiving.’

The first Thanksgiving was celebrated as a day when Pilgrims and Native Americans came together to share their harvest — or at least that is what is taught to most kids in school. Today, to the majority of people, Thanksgiving is less about its historical significance and more about spending time with family and friends and being thankful.

“Thanksgiving is one of my favorite holidays because I get to catch up with my family and friends while also eating really great food,” sophomore Ethan Asis said.

Of the Upper School students who celebrate Thanksgiving, only 25% actually celebrate any component of its historic past.

“[Thanksgiving] is the one time of year when we set aside all other plans and our differences and just get together.”

— SENIOR MARY GRANT “I think people know of the historical significance...[but] most people celebrate it [because]it has become a part of American culture,” Asis said.

Most students surround themselves with immediate family for the holidays; 80% said they celebrated with parents and siblings, and almost 75% percent said they also celebrated with extended family. “[Thanksgiving] is the one time of year when we set aside

all other plans and our differences and just get together and have some family time,” senior Mary Grant said.

Grant said that she also celebrated Thanksgiving by going to church to show her gratitude along with her family. “[Thanksgiving] is about being grateful and thankful for the people and world around you... [that’s] what Thanksgiving means to me and my family,” Grant said.

Junior Peter Kilborn doesn’t celebrate Thanksgiving due to his cultural background.

“My family is from Spain so we don’t celebrate Thanksgiving.

It is just not something we feel the need to do,” Kilborn said.

“I think people celebrate it because it has become a huge part of American culture, so it’s almost like a thing they have to do,” he added.

But Grant doesn’t see it as just a thing to do.

“Thanksgiving has definitely become associated with Ameri-

can culture, and it’s kind of cool to have a day like this where we can express our gratitude that’s unique to our nation,” she said.

However, not all students celebrate Thanksgiving traditionally.

9th grader Libby Cohen said her family keeps it simple.

“For my family, we go around and say what we’re thankful for, but that’s about it. We make our own different traditions in some ways,” she said.

While mashed potatoes, turkey, and family are what most people who celebrate Thanksgiving think of, the most common word associated with Thanksgiving is thankfulness. “[Thanksgiving] is a day to be with family, eat food, and be thankful - all great things!” Grant said.

Hunter discusses what Thanksgiving means to Native Americans NITYA THAKKAR Staff Writer

SUBMITTED PHOTO: Lonna Hunter

MEMORIES MATTER. Hunter’s community doesn’t celebrate Thanksgiving; instead she looks at it as an opportunity to spend time with her family. “For us, [Thanksgiving] is a memorialization of what [Thanksgiving] has represented,” Hunter said.

As a member of the Sisseton, Wahpeton, and Dakota Nations, Lower School parent Lonna Hunter has a complex relationship with Thanksgiving.

“Thanksgiving was based on the values of the Native Americans on the East Coast, and all our traditions in Native culture are all celebrated with food, so for us, it is another time to come together a share a meal. To us, that is a very powerful thing as you feed another’s spirit by sharing a meal with them,” Hunter said.

Hunter is a very active member in her communities, where Thanksgiving isn’t celebrated traditionally, if at all.

“We don’t celebrate Thanksgiving in the traditional way and say ‘Oh, it’s Thanksgiving and we have a lot to be grateful for.’

For us it’s almost about the memorialization of what that has

represented. When we see the pilgrims and Indians come together, it represents one of our core values - generosity,” Hunter said.

Thanksgiving doesn’t only represent generosity to Hunter, though.

“What people forget to tell are the [stories of] cultural genocide that occurred and the broken treaties. Treaties are considered in the Constitution to be the supreme law of the land which means that they are first laws of the land. So, to us, Thanksgiving represents probably more historical trauma then I would say a celebration,” Hunter said.

The one tradition Hunter and her family has is visiting their ancestors.

“If we do anything on those days [off from school], and not just Thanksgiving, we visit the graves of our ancestors,” Hunter said.

Hunter further explained the significance of visiting her ances-

“[It is important] to be able to come together and acknowledge those who came before us.”

— LOWER SCHOOL PARENT LONNA HUNTER

tor’s graves, and its meaning to her community. “[It’s important] to be able to come together and acknowledge those who came before us.

We live for every day - we don’t just say me or I, we say we. And when we say we, we mean who is here now, those ancestors who have gone before us, and those future generations who have yet to come,” Hunter said.

SUBMITTED PHOTO: Betsy Romans

SIBLING(S) ROCK. Sophomore Betsy Romans snaps a hiking photo with her two older siblings, Sarah (’15)and Jack Romans (’16) and younger brother Richard. “Now when they’re [Sarah and Jack] at college, I still call and ask them questions,” Romans said.

Romans’ siblings laughter, advice shape her Upper School experience NOAH RICE Staff Writer

First there was Sarah. Then came her older brother Jack. Finally sophomore Betsy Romans navigates the Upper School without her older siblings, who she described as her “mentors” as she entered 9th grade last year.

Romans has an older sister who graduated in 2015, and an older brother who graduated in 2016, both from St. Paul Academy. When Romans came to the Upper School, she had a pretty good sense of what to expect.

“I have had a sibling in high school ever since fifth grade so I heard all about classes and how the structure compared to middle school,” Romans said.

She felt prepared for the academic aspects of high school, but as she said, “every grade differs, so social experiences were different.”

When Romans runs into trouble, even though both of her siblings are away, she can still keep in contact with them and can seek advice from them when she needs it.

“Now when they’re at college, I still call and ask them questions,” Romans said.

For Romans, teachers know her as the “little sister.”

“Sometimes [it is annoying], but it’s more funny now that it’s been happening for so long,” Romans said.

Although she may want to forge her own relationships with her teachers, she acknowledges that many of her extracurriculars have been influenced by her older siblings.

“My decision to play the cello was highly influenced by my sister. I also just started playing basketball this year and my teammates have told me that I play like my sister,” Romans said.

Romans has loved having her siblings with her throughout her SPA experience.

“Almost anything that I struggled with, they had already experienced or witnessed, and always had the best advice,” Romans said.

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THE RUBICON • NOVEMBER 2016

Vegans choose an earth-friendly plate QUINN CHRISTENSEN Staff Writer At 11:25 a.m. every day, the dining hall is flooded with students, laughing and shoving each other to get to the front of the line. The smell of chicken, maybe burgers, or perhaps pizza hangs thick in the air. But a few students hang off to the side, gravitating towards the soup and salad bar instead of the main line. Once the din of hungry students has quieted a bit, 9th grader Naomi Wilson and senior Maya Edstrom step up to the counter to get their lunches, free of meat, cheese, or any other animal byproducts.

“The animal agriculture industry is extremely environmentally unsustainable.”

— SENIOR MAYA EDSTROM “I first decided to go vegan April of this year,” Wilson said.

“The biggest [reasons] for me would probably be health and ethics.”

According to Wilson, many of her peers are curious about her lifestyle, although some can be critical.

“If I was seeing a perspective from a meat eater because I used to be one, I could kind of see my diet as being restrictive,” Wilson said, “[but] once I was more educated about [veganism], it was very easy to make that change.”

With that being said, St. Paul Academy and Summit School

students who choose to follow a vegan diet often face challenges around lunchtime. “[At SPA], it’s a little more difficult because you have to ask the cooks, ‘Is this vegan? Is this vegan? Is this vegan?’ Sometimes I’m late to class because of that,” Wilson said.

Wilson said that protein isn’t as big of a concern as many omnivores make it out to be. Foods such as spinach, broccoli and almonds all have more protein per calorie than beef.

But for Wilson and Edstrom, the dietary shift had nothing to do with protein or calories. Instead, it was their environmental concerns that pushed them to give up animal byproducts.

“Before going vegan, I did some more research about the dairy and egg industry, and I found that it was equally as bad [as the meat industry],” Wilson said. “Just knowing that I’m [no longer] contributing to animal cruelty is a really good feeling.”

There isn’t any doubt about whether choosing to go vegan is beneficial for the environment or not. According to National Geographic, vegans consume 600 fewer gallons of water per day than omnivores. Each vegan also prevents the death of around 200 animals per year, according to a statement released by PETA. “The animal agriculture industry is extremely environmentally unsustainable,” Edstrom said. “I feel a huge sense of relief and peace knowing that I [will] not be supporting these industries anymore.”

Edstrom took her passion for veganism to the next level when she made her senior speech on the subject on Oct. 21.

“From the start, I knew I would be talking about vegan-

Vegetarian diets come in many forms

Vegan diets consists of four main food groups; legumes, grains, vegetables and fruits. Different people need various amounts of nutrients or energy. Vegans are especially mindful of incorporating these nutrients into their diet so they still obtain the same amount of energy.

VEGETARIAN – one who

does not eat or does not believe in eating meat, fish, or fowl.

LACTO-VEGETARIAN –

someone who does not eat meat, fish, poultry, eggs, dairy products or any food that contain these.

THE RUBICON PHOTO: Quinn Christensen

ENVIRONMENTALLY FRIENDLY. Ninth grader Naomi Wilson chooses to eat a fresh salad for her lunch. “Just knowing that I’m [no longer] contributing to animal cruelty is a really good feeling,” Wilson said. ism, just because it’s so important to me,” Edstrom said. “I hope it made people consider and reflect on their privilege and the impact they have on the world, animals, and environment with their food choices.”

Edstrom focused on veganism being a privileged lifestyle in her speech.

“If you have the choice, why not choose to buy food that wastes less water and causes less suffering and environmental damage?”

Edstrom asked the large audience.

While Wilson mentioned that SPA is definitely environmentally conscious, Edstrom wishes that there were a few more vegan options besides salad and some soups at lunch and that more students would consider the lifestyle for themselves.

“Even if people had a vegan meal a day or even one more a week than they would normally have had, that would be great,” Edstrom said.

Wilson added that she would like to see more discussions prompted about veganism at school. “[It’s important that we] have more discussions about the meat and dairy and egg industry because I’ve noticed with some of my friends who have converted to veganism or vegetarianism that those [discussions have] really been an eye opener for them and [they’re why] they’ve been able to make that change,” she said.

“I know I will be vegan my whole life, I [have] never wanted to go back,” Edstrom said.

OVO-VEGETARIAN –

someone who does not eat meat, poultry, seafood and dairy products, but can eat eggs.

LACTO-OVO VEGETARIAN – diet ex-

cludes meat, fish and poultry but not dairy products or eggs.

PESCETARIAN – a person

whose diet is mostly vegetarian but includes fish and seafood.

VEGAN – a vegetarian who

omits all animal products from their diet.

Different diets also depend on each individual’s health and necessity of certain food products.

It’s important to be aware of what an individual’s body needs to function well before cutting certain food groups from a diet.

SOURCES: Dictionary.com, International Vegan, Mayo Clinic website

From Egypt to Minnesota, Mokbel makes the best of the transition

SUBMITTED PHOTO: Abdelrahman Mokbel

THE RUBICON PHOTO: Noah Raaum

TWO HOMES. Ninth grader Abdelrahman Mokbel spends time over the summer in Egypt and the school year in Minnesota. “It’s really cold [in Minnesota]. Last year, I wore a sweater every day because of how cold it was,” Mokbel said.

NOAH RAAUM Staff Writer

Over the summer, some of us may bike two miles to a local cafe, walk three miles around a lake, or even drive 115 miles to a cabin, but ninth grader Abdel-

rahman Mokbel starts his summer by packing his bags, and soaring 20,000 miles on a 36 hour flight to Alexandria, Egypt. This isn’t some elaborate vacation. For Mokbel, Egypt is his second home.

“All of my family lives in Egypt. Everyone,” Mokbel said.

Although Mokbel was born in the United States, he is completely immersed in the culture of Egypt.

“I wouldn’t be speaking any English at all [in Egypt]” Mokbel said. “I’d only speak Arabic.”

Mokbel goes back and forth between Egypt and Minnesota every year, and he spends the whole summer there with his family.

“Coming back to America, it takes some time to transition,” he adds. “I don’t transition fully until school starts.”

Going in between has gotten much easier for him, and he has been doing it for 14 years. But Mokbel says that it’s still difficult to get used to speaking English again before school. He has been going to SPA since the third grade, and his family made the decision to live in Minnesota during the school year so Abdel could receive an education here.

“The educational system here [in the United States] is more modern, and it’s kind of oldschool in Egypt. My parents wanted better,” Mokbel said.

“The reason my father moved here in the first place was to get a good job. The economy in Egypt is collapsing right now.”

“Coming back to America, it takes some time to transition. I don’t transition fully until school starts.”

— NINTH GRADER ABDELRAHMAN MOKBEL Abdel has become very familiar with both cultures. “[In the United States] the streets are cleaner, everything here is cleaner, and the food here is better. But in Egypt, I have my family and friends, so it’s kind of hard to compare the two. They are completely different,” he said.

Although he’s spent so much time in Minnesota, there’s one thing that he’s never gotten used to.

“It’s really cold [in Minnesota]. Last year, I wore a sweater every day because of how cold it was,” Mokbel said.

The climate of Egypt and Minnesota couldn’t be more different.

Abdel finds it much easier to live in Egypt, with its deadly rays of heat, than in Minnesota and its harsh winters.

“The regular temperature over there [in Egypt] would be around 100 degrees. The air conditioner has to be on all the time,” he said.

He lives in Alexandria, which is one of the most crowded cities in all of Egypt.

“It’s like New York – all apartments,” Mokbel said. “I live really close to the beach, which makes it a really popular tourist location…the beach makes up for all of the hot weather.”

Abdelrahman Mokbel loves spending summers in Egypt, and hopes to keep up the tradition. It’s not easy to go back and forth between two entirely different cultures, but he does it to stay close to his family and friends.

Humans of SPA: Sawyer Johnson “[My grandparents] they’re really quirky and I like that but they’re also sort of crazy and that’s awesome,” sophomore Sawyer Johnson said.

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Check out more Humans of SPA @therubiconspa on Instagram

F eature

Moen uses geography, architecture to pop his personal bubble

Read more about Sophomore Max Moen’s interests including his hand drawn maps of various cities in RubicOnline Editor Mimi Geller’s feature at

RUBICONLINE PHOTO: Mimi Geller

THE RUBICON • november 2016

Students drivers accelerate towards Minnesota drivers test Sharee Roman Staff Writer

“You failed.”

Those words echoed in junior Tess Hick’s head over and over like a broken record player.

How? Did I cross the line? Did I turn to close the curb? Did I answer a question wrong?

“I took my driver’s test May 10, [2016], my birthday,” Hick said, “at Cambridge [a DMV in Minnesota]. I left after English, and had to drive almost two hours to get to Cambridge and failed...

[I remember sitting] anxiously in class, looking at the clock. I was just waiting for first block to end.” Hick was a sophomore at the time.

Statistics show that approximately 50% of people pass their road driving test on the first attempt according to Driving Peace.

Junior Naya Tadavarthy has already finished the required 30 hours of the classroom portion of Driver’s Ed and is enrolled in behind-the-wheel instruction.

“I think it’s mostly nerves although sometimes I do believe they truly aren’t good enough drivers. [Also, confidence in their abilities] is a huge part,” ninth grader Anjali Tadavarthy said.

Hick agrees.

“You can practice as much as you want parking and all the stuff

you know that’s going to be on it, but you won’t pass until you really feel ready to be on the open street by yourself,” she said.

Still, Tadavarthy said, “I’m excited. I mean it’s a long time away for me -- it’s like 10 months away — so I have a lot of time to practice for it. [I am most excited about] having the freedom to go wherever I want. [I am worried about] other stupid drivers like people who text or who aren’t paying attention. If I don’t pass the first time, I’ll just take it again.”

“I took the whole summer to drive more, new situations, new places, [and] get out of your comfort zone.”

—Junior Tess Hick According to Online DMV, “Most DMV agencies will let you retake the driver’s license test three times before you have to apply again for your permit and retake the driver’s education course.”

Junior Sylvie Schifsky will be taking her test this year: “I am nervous. I’ve only had two behind the wheel experiences and they had to use the emergency brake both times. Still, I am most worried about having to repeat it.

At a certain point, you have to repeat the learning course. Crashing or dying is [not] really a concern of mine.”

DMV.org states that parallel parking is the ninth most common reason for failing the driver’s test.

Senior Andrew Michel took his test just a few days before school start: “Taking the test was a last minute thing. I needed to pass the first time or else it would screw up a lot of stuff because I needed to be able to drive my brother within a couple days to school. If didn’t it would have been a problem. However, [I was most worried about] parallel parking because it screwed me up in the past.”

Junior JJ Werkin agrees. “[My biggest worry] is parallel parking. I am still working on that, but that would be the main concern,” Werkin said.

Hick said that “The weeks leading up to it [her driving exam], I would go out and practice with my mom all the time.

She had me [practice] parking.

Drive on the city street like she was the instructor and stuff like

SUBMITTED PHOTO: Tess Hick

NEWLY LICENSED. Junior Tess Hick finally earns her license after practicing her driving and waiting patiently “The weeks leading up to it [her driving exam], I would go out and practice with my mom all the time,” Hick said. that. On the way to the test I listened to a bunch of really happy songs, so I would distract myself about how terrified I was,” she said.

Tess Hick passed the second time.

“I waited until three weeks ago so that’s about four and a half months, maybe five. I took the whole summer to drive more, new situations, new places, [and] get out of your comfort zone,” Hick said.

Although many students worry about the driver’s test, they also described freedom to go wherever you want.

“I really like [the idea of the freedom to drive]. I think it will be super nice because there is always a trouble when I really want to go somewhere. I still can’t do it yet because I still have to drive with one of my parents. So I think it will be really nice to just drive around and go to places I want to be in. Yeah so it will go me a bunch of freedom,” Werkin said.

Zelle uses music as a way to practice discipline and creativity ABBY HEDBERG Staff Writer

9th grader Max Zelle has had his fingers on the keys of a piano his whole life.

“When I was five, my dad bought a piano and I used to mess around on it. It wasn’t till third grade that I started taking piano lessons,” Zelle said. “Then Ms. Beth, the lower school music teacher, suggested that I study composition. I started studying with [a teacher] and writing down music I was composing. I didn’t really get into it until like 4th or 5th grade when I figured out it was something that I liked and I was good at.”

Throughout his lifetime, Zelle has carved out numerous hours to dedicate to his love for music.

“In school, I participate in the orchestra in the honors symphonia. Out of school, I’ve done numerous summer programs. I study with a private piano and composition teacher, and I try to spend about 12 hours a week [on music],” Zelle said.

For Zelle, practice and playing encompass two different mentalities.

“When I’m just messing around, I tend to be more emotionally involved with [the music]. That is really when I use it to relax and get out any feelings I have at the moment.”

In addition to having a passion for creating music, Zelle has other composers whose work serves as an influential source in his life.

“When I listen to classical music that is written by a great composer, I feel a sense of awe. It’s so crazy how they’ve written this stuff that is so expressive of the human experience,” Zelle said.

“Sometimes, it can be a little discouraging or depressing because you think you’ll never be able to write something like that. Music makes you feel a lot of different things.”

Throughout his years, music has taught Zelle numerous life lessons.

“Music has taught me a lot about perseverance. Practice

“Music has taught me a lot about perseverance — Ninth Grader Max Zelle

PHOTO CREDIT: Abby Hedberg THE KEYS TO LIFE ninth grader Max Zelle pursues his passion through the keys of a piano. “Eventually, I want to make [music] my career,” Zelle said. He currently plays piano for SPA’s honors symphonia. sucks sometimes, but if you do it you get better. [It has taught me] intentionality. If I practice or try to write music aimlessly, it’s never as good if I try to do it intentionally,” Zelle said. “[It has taught me] how to not set the stakes too high. For me, when I’m

writing a piece and try to make it the best piece I’ve ever written, it shuts off the creative part of my brain.”

As well, music has provided Zelle with social connections that unite him and his friends through a common interest.

“I’ve met some really amazing people through music. I’ve gone to this summer camp for the past four years, and all the people there have this love for music,” Zelle said.

Zelle looks into his future and contemplates the role music will play in his life.

“I want to go to college for music, [and] I want to be a composition major. I want to continue studying piano as well. I want to support myself writing music,” Zelle said. “For the rest of high school, [I want to] keep writing music and getting commissions.

Eventually, I want to make [music] my career.”

United Hockey ties 5-5 against Northfield in Nov. 12 home opener

Undefeated Wolfpack end season with playoff loss

Check out the complete photo gallery from Aureus Editor in Chief Amodhya Samarakoon at

See more live game coverage on Twitter

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THE RUBICON • NOVEMBER 2016

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O’Hern runs to win in first Cross Country season Senior finishes in top 10 and goes on to take 112th at state JACK BENSON

The Rubicon Editor At the cross-country running sections, senior Drew O’Hern is in the final 400 meters of the race. Ahead of most of the pack, O’Hern is bound to have a good time, maybe even a personal record. But in the last 200 meters O’Hern slows down, arms getting floppy, head sagging.

The finish line is in sight.

To the large audience watching the race, the distance seems short, but for O’Hern the final dash is still a long struggle.

O’Hern slows even more.

The finish line now just 10 meters in front. His body droops toward the ground. Behind the finish line, friends and family watch with worried expressions as O’Hern gets closer.

At last, exhausted mentally and physically, O’Hern collapses face first across the finish line.

It is not too unusual to see a runner collapse over the finish line. However, this was a new experience for O’Hern. He spoke about what went wrong at the end: “I didn’t feel good going into the race. I was dehydrated,” O’Hern said.

Helped up by his parents, the near unconscious runner will soon learn how he did. O’Hern hit a time of 17:21, putting him as

the ninth finisher in a race of 110 runners.

This is no small feat, especially considering that this is O’Hern’s first year on the Cross Country running team. As a top ten finisher, O’Hern qualified for the State meet.

O’Hern started the season not knowing what the future held.

“I knew i had to stay ahead of the pack, at the front of the race.”

— SENIOR DREW O’HERN “[Going to state] was a goal I had from the beginning, but I didn’t know [it] was going to happen,” O’Hern said.

At every meet O’Hern goes through the same pre-race process. He warms up with the team like everyone else, but he has some traditions that differ from the norm.

Before each race he writes “eat my dust” on both of his forearms.

Why? “Well it’s really funny, but it really helps [me] relax, and reminds me that I’m just here to have fun,” O’Hern said.

THE RUBICON PHOTO: Sophie Jaro

EAT DUST. Senior Drew O’Hern writes the message “eat dust” on his arm before every cross country race.

O’Hern finished in ninth place at his section race, moving on to the state meet. “[Going to state] was a goal I had from the beginning, but I didn’t know [it] was going to happen,” O’Hern said.

In running, it is extremely important to keep a strong mindset; coaches instill this value in their runners early on. Persistence, competitiveness, and ambition are the ideas that make up a successful runner. For O’Hern, it’s no different.

“I knew I had to stay ahead of the pack, at the front of the race,” O’Hern said.

Alone, this is a strong mindset, but O’Hern goes even further to keep himself in the running.

“I pick a man and stay with him,” O’Hern said.

O’Hern competed in State Cross Country Meet on Nov. 5.

Overall, he finished in 112th place of 176 with a time of 17:52.2.

Tadavarthy shows strength and grace through Irish dance CHLOE MORSE Staff Writer

SUBMITTED PHOTO: Anjali Tadavarthy

POWER AND POSTURE. Ninth grader Anjali Tadavarthy puts time and effort into her passion of Irish dancing, which takes “...8-10 [hours weekly] depending on the week,” Tadavarthy said. She competes and performs with O’Shea Irish Dance in St. Paul.

Sharp noises ring through the air, rhythmic and powerful, intertwining with lively Gaelic music.

The noise builds and builds until, with a final crash, there’s silence.

This is Irish dance.

As an Irish dancer, 9th grader Anjali Tadavarthy faces a two-sided criteria for what marks success: “[Dancing] requires a lot of... self discipline and strength, but you’re also making art so you have to look pretty while doing it. ... it’s like a combination of... sheer power and making it look appealing to an audience,” Tadavarthy said.

Tadavarthy dances at O’Shea Irish Dance, based in St. Paul.

Excelling excelling at Irish Dance requires her to dedicate many hours per week in the dance studio and at home.

“I dance 8-10 [hours] depending on the week,” Tadavarthy said.

“It’s a combination of sheer power and making it look appealing.”

— NINTH GRADER ANJALI TADAVARTHY Tadavarthy competes in Irish dance as well as performs. Competitions come in different levels, ranging from Nationals to Worlds.

However, the intense competition comes with high levels of stress, partly caused by the pressure to perform well.

“Right before competitions is really stressful because we have to do our best and there’s a lot of pressure,” Tadavarthy said.

Tadavarthy’s coaches set high expectations, but a lot of pressure to improve comes from herself.

Even with the critique and pressure coaches provide, Tadavarthy

loves learning from them. “[The coaches] push you to be better… I can’t imagine having a coach who… wasn’t pushing me to get better,” Tadavarthy said.

Regardless of the time of year and the shows coming up, there are always things to improve as a dancer. For Tadavarthy, excelling in competitions by advancing to higher levels is her main short term goal.

“I like to do regionals and I’d like to recall,” Tadavarthy said.

Recalling is when a dancer qualifies for the second round within a competitive level.

Looking towards the future is always part of the dancer’s experience; deciding how much time should be devoted to dance, finding ways to balance dance with school and other aspects of life.

“I’d love to go to Nationals, and Worlds, and just keep dancing,” Tadavarthy said. “I’d like to continue [Irish dancing] through high school.”

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THE RUBICON • November 2016

Time out for a book: Marlee baron The Rubicon Editor

Athletic Department recommends their favorite titles

Director of Athletics Dawn Wickstrum

“I’m the Director of Athletics so I oversee the 5-12 program here, and then we have our Upper School [Athletic Director] Andrea Schmidt and our Middle School Athletic Director is Jay Schutte. I’m in charge of all of them including [Administrative Assistant] Julie Friend and our full time Athletic Trainer. We all work together but we all have very different specific responsibilities.”

What is your favorite book? Is it sports related?

“I do collect sports books but those aren’t my favorite books; I collect cookbooks I have almost as many cookbooks as I do sports books.

I think The Old School Joy of Cooking is my favorite because it’s been around for so long. It’s one of the oldest cookbooks; there is a lot of history and tradition surrounding it. I grew up cooking because of my Sicilian family so I have a lot fun memories surrounding that book.”

US Athletic Director Andrea Schmidt THE RUBICON PHOTOS: Marlee Baron

“I’m the Upper School Athletic Director so I work in close contact with the coaches: with schedules and basically all the details and minutiae of the US Athletics Department.”

THE JOY OF COOKING. Athletics director Dawn Wickstrum holds up her favorite book: The Joy of Cooking. “I grew up cooking... so I have a lot of fun memories surrounding that book,” she said.

Administrative Assistant Julie Friend

What is your favorite book? Is it sports related?

“I’m the athletics Administrative Assistant and I do a lot of logistic things like help schedule transportation, work on game and practice schedules for fall, winter and spring teams and make sure that all the head and assistant coaches have what they need.”

What is your favorite book?

Is it sports related?

“I don’t know if I necessarily have a favorite book but I really like reading about sports stories whether that’s exciting sports stories like the 1980 Miracle on Ice, and authors that capture those things.”

EXCITING SPORTS STORIES. Athletics Administrative Assistant Julie Friend holds up one of her favorite books. “I really like reading about sports stories,” she said.

THEIR EYES WERE WATCHING GOD. Upper School Athletics Director Andrea Schmidt holds up her favorite book. “I love anything about women and single women,” she said.

“I don’t have a favorite sports related book, [but] my absolute all time favorite book is Their Eyes Were Watching God. I can’t think of anything sports related except staff books which is so nerdy to say. I love anything about women and single women.

Tales of a Female Nomad is another absolute favorite of mine.

I love reading about women who are conquering life.”

5 Questions for mountain biker, junior Michael Hooley

SUBMITTED PHOTO: Michael Hooley

Junior Michael Hooley has been mountain biking ever since he learned how to ride a bike. Hooley’s father encouraged him to pursue the sport when he was young and ever since then, his interest has never waned. Hooley is currently a member of the Highland Park team for the Minnesota High School Cycling League.

1 2 3 4 5

Stephanie li

The Rubicon Editor

Q: How long is a race?

A: Our longest one was 18.9 miles - they’re four mile laps. I do four laps this year and five laps next year. There’s varsity and junior varsity. [The number of laps increases as you gain experience.]

Q: What is one of the hardest things about mountain biking?

A: [The hardest thing is] handling your bike through the course, tight turns, going over rocks, and picking the best line. If you’re in a race car, you want to go wide in a turn and then go short on it so you can carry the most speed into it. [Handling a bike is] basically the same.

Q: Where do you train?

A: There are several courses for mountain biking around the Twin Cities but there are also races for the league I’m in. [I’ve been in the league] since ninth grade; that was the earliest I was able to join.

Q: What’s your biggest accomplishment?

A: There are 80 people in my race. My biggest accomplishment was getting [into the] top 10 a couple of times.

Q: What kind of bike do you use?

A: Right now I’m riding a Trek 730 [Scott Contessa] Scale. Basically, it’s a really light bike and it’s a really nice bike, in my opinion. It’s probably going to have to last me through college. [I’ve owned], like, six [mountain bikes], but I broke a lot of them. I wasn’t too nice to my bikes. In the actual league I’ve gone through two [bikes]. I’m on my second [one right now].

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THE RUBICON • NOVEMBER 2016

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AS YOU LIKE IT

UPSTAGED. Junior Lillian Pettigrew, 9th grader Quinn Christensen, and sophomore Chloe Morse lead a dance number during tech week of the US Fall Play, As You Like It.

Student actors’ creative choices shine in this show STEPHANIE LI

The Rubicon Editor William Shakespeare is known for his dramatic and tragic plays, such as A Midsummer Night’s Dream and Macbeth. But one of his most well-received plays, As You Like It, is a comedy that’s unfamiliar to some.

Originally set in France, As You Like It follows Rosalind, Duke Senior’s daughter, after she is banished from the court. Fleeing to the Forest of Arden with her cousin, Celia, Rosalind disguises herself as a man and comes across Orlando, a man who she then falls in love with.

Senior Soph Lundberg played Rosalind and junior Dorienne Hoven played Celia. “[Rosalind and Celia] pretend to be different people because they’re afraid of having harm done to them. So I pretend to be a [man] and for a lot of the show, [no one knows who I am]. The genders get confused for a little bit. I basically fall in love with Orlando and it’s all about manipulating him,” Lundberg said.

The play’s complex plot and underlying themes shouldn’t be surprising for students who have read Shakespeare before. But, everyone should have expected

some confusing scenes with a distinct twist on acting style and language.

“The challenging thing is the language; that’s the hardest part.

Also the confusing plot; it’s like a plot that comes out of nowhere,” Lundberg said.

The cast took a modern approach to the play by setting it in 1920s America. Even though the play strays from its original setup, students directly recited Shakespeare and the plot and narrative were just as complex.

Every four years, the Upper School performs a classic which is different from other plays the school arranges. Adapting a classic play is a good learning experience for many students because they are exposed to a new performance style within the theatrical world filled with prose and verse.

“It’s very convoluted and [there] a lot of dense language with outdated jokes. The challenge was trying to convey the meaning to the audience even when they don’t understand what’s being said but [the audience has] to understand the emotion behind it,” Lundberg said.

Hoven admits that some of the time, she didn’t understand how she should be feeling or what she was saying.

WHAT DOES IT MEAN. The cast (including sophomore Ben Atmore) spent a lot of time working on understanding what everything meant. “The challenging thing is the language, that’s the hardest part. Also the confusing plot, it’s like a plot that comes out of nowhere,” Lundberg said.

“[When we didn’t know the emotion behind a word], we had to stop and pick apart certain words that we didn’t understand.

In some lines we didn’t really know exactly how [the words] fit in. I used the word ‘hooping,’ so I just had to put some sort of energetic emotion behind it to get the feeling [behind the word] and not actually the meaning of the word,” Hoven said.

The play revolves around multiple character relationships, but one of the first relationships seen is the sisterly bond between Rosalind and Celia. Lundberg and Hoven’s experience on stage makes them perfect for the two protagonist female roles.

“I like all the scenes I got to with do with Soph, like the oneon-one scenes, because we got to be dorky and energetic and I got to be very sassy and she got to be super sassy so we just had fun together,” Hoven said.

All of Shakespeare’s plays have some deeper meaning behind the bloody, satirical, and comedic plots.

“A lot of [the play] is Rosalind struggling to find her identity because she starts as a woman and then she dresses up as a man. As the play progresses, she becomes more comfortable as a man and

near the end she’s found an equilibrium. A lot of it is about challenging these gender roles. [The play] is talking about how identity isn’t set in stone,” Hoven said.

“The challenge was trying to convey the meaning [of the words] to the audience when they don’t understand what is being said.”

— SENIOR SOPH LUNDBERG One of the most drastic differences between As You Like It and other plays is the blocking.

Blocking is when the director determines where actors should move so that the lighting, visibility, and proper dramatic effect reflects what’s happening in the script. In this play, the lines are more loosely interpreted so it’s up to the students to decide how to

OBEDIANT SERVANT. (Left to right) Sophomore Chloe Morse, junior Maya Shrestha, sophomore Gemma Yoo, and ninth grader Annika Findlay are servants in the Duke’s court and stand at service for their orders.

portray their characters in a way that will connect with the audience.

“A lot of the shows I’ve done in the past, the blocking has been very set in stone…but with the new director, Hannah [Steblay], it was very ‘Go with the emotion of the scene.’ So she didn’t block us. She would tell us if something didn’t work and she would [suggest] something better, but it was really our emotions in the scene that guided where we moved which I think is really cool,” Hoven said.

With all its complexity, As You Like It still has its laughs: “It’s a comedy so there are a few fun little characters, like the court wit [who] has this very strange relationship with a country girl and they’re super dorky. But I feel like the comedic parts of it are really what makes this show fun,” Hoven said.

With themes of love, injustice, forgiveness, and inequality, students who went to see the play were sure to enjoy the songs, character development, and inspiring tale of a woman taking control of her destiny. As You Like It was performed on Nov. 18-19 at 7 p.m. in the Huss Center.

THE RUBICON PHOTOS: Stephanie Li

THREE MUSKETEERS. Junior Dorienne Hoven expressed her love of working on scenes with senior Soph Lundberg and sophomore Max Moen. “I feel like the comedic parts of it are really what’s gonna make the show fun,” Hoven said.

Vine outlived its 6-seconds of usefulness

BREANDAN GIBBONS RubicOnline Editor

RUBICONLINE ILLUSTRATION: Mimi Geller

Twitter announced that they were shutting down Vine on Oct. 27.

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Vine was a great invention in social media and it made a lot of people a lot of money, but it was time for it to go. 60 Minutes produced a story about Vine Millionaires just three days before Twitter announced that they were shutting down their 30 million dollar investment in 2012.

Vine reached the end of the road. Twitter is struggling to make money and keeping the social media that limits users to six seconds to tell their story was using too much paper for it to make cents to keep operating. Vine served its purpose, but no one actually used the app itself by the end, and anything that was popular in the app invariably made it to Twitter or YouTube. However, it is easy

to forget where Vine started and how valuable it was.

Vine gave a platform for what was coming out of Ferguson during the protests after the 2014 shooting of Michael Brown.

It came out before Snapchat became what it is today and Twitter was not good for video, so Vine became the platform for all of the important videos coming out.

Read more at

A rts & E ntertainment THE RUBICON • NOVEMBER 2016

Schoonover composes new music for As You Like It Fall play featured new and adapted music from diverse genres JENNY SOGIN

The Rubicon Editor Shakespearean plays are not often associated with music. This fall, the Upper School presented As You Like It, which has more songs written in than any other Shakespearean play.

However, the cast didn’t like Shakespeare’s song style, so director Hannah Steblay enlisted senior Emily Schoonover to find and write original songs, adapt them to fit into the context and plot of the play, and then perform them with a group of other student musicians while also playing a character in the production.

“Every day I would bake cookies for [the musicians], and I arranged the pieces and I wrote out sheet music for everyone. I’d say I worked about five hours a day on it [the music],” Schoonover said.

Most of the songs Schoonover worked with tied into the plot of the play, and others served to smooth over scene changes or were used as background music.

Schoonover compiled a list of 20 songs. Some she wrote herself and the rest were songs that had already been written that she has arranged.

She worked after school with a music ensemble made up of juniors Dorienne Hoven, Maya Shrestha, Jonah Harrison, Sylvie Schifsky, JJ Gisselquist, and seniors Leo Bukovsan and Henry Ziemer.

“I directed the scene change music and all the music in the play… what I did was organize rehearsals outside of play rehearsals with these seven people, and we met in the winds room and

practiced these songs and worked on them separately,” Schoonover said.

Schoonover didn’t have a specific process for finding songs and getting them ready for the play.

Instead, she took every song she found or was given by the director and tried it with her musicians to figure out if it worked or not.

“I arranged the pieces and I wrote out sheet music for everyone. I’d say I worked about five hours a day on it.”

— SENIOR EMILY SCHOONOVER “The process for every song was very different, but mainly, I saw how people learned best, and I would go based on that...

I just kind of took things, tried what worked, and when something didn’t work, I was willing to scrap it,” Schoonover said.

Having worked as a music teacher at St. Paul School of Rock for three years, Schoonover has had a lot of practice in discovering each musician’s way of learning music, and then teaching it to them in a personalized way to maximize their success.

“Different people are trained musically in different ways. Some people are classically trained and others are trained to learn by ear, and other people learn by chord

THE RUBICON PHOTO: Jenny Sogin

PRACTICE MAKES PERFECT. Senior Emily Schoonover held daily practices in the wind’s room with other members of the band to rehearse the songs that would be added. “I arranged the pieces and I wrote out sheet music for everyone. I’d say I worked about five hours a day on it,” Schoonover said. charts, and I have to adjust to those different learning types.

[For example], I wrote out chords for Sylvie to play on the violin, instead of writing sheet music because I found that that worked better, whereas for Henry, I wrote out sheet music,” Schoonover said.

Schoonover had many ideas on how to incorporate the music into the play that would not only enhance the mood, but also clarify certain relationships and events.

“I arranged some of them to be motifs that came up between scenes of the show and came up multiple times, like one of them

was a song that was originally a three minute song that I cut up into five 20-second songs that came up every time a love theme was introduced... [For example], there were two characters who got married after they had met like once [and] we added a musical interlude so that we could establish the romantic connection in a musical way that the script didn’t show. So there were a lot of points where we had music cueing people in, in ways that the lines didn’t,” Schoonover said.

Some of the songs Schoonover wrote specifically for Henry Ziemer and her to play. Other songs she worked to arrange are

“Boogie-Woogie Bugle Boy” by The Andrews Sisters, “Shake”

by Otis Redding, and “Pretty” by Girlpool.

“For ‘Pretty,’ there were four versions of it throughout the show,” Schoonover said.

Every song Schoonover either found or wrote had to be altered in order to fit as part of the story of the play.

“I arranged [songs] so that they could be flexible in length.

Most of the pieces were shorter than two minutes, because it is a play.”

As You Like It was performed Nov. 18-19 in the Huss Center.

Dr. Strange ventures farther into the universe with “the greater good” ISABEL SAAVEDRA-WEIS RubicOnline Editor

Dr. Strange is a world-class neurosurgeon who is known for his steady hands that seem to fix anything. When he gets into a car crash, his hands are severely damaged, causing the nerves in his hands to develop a shake. He is no longer able to perform surgery and he is convinced that his life is over. After countless surgeries that don’t help, he does the only thing left he can think of. He travels to Kathmandu to be spir-

itually healed. But his search for self-healing turns into a fight for something bigger than himself.

It’s well known to Marvel fans that plenty superheroes have roamed the big screens, protecting Earth from villains. Dr. Strange switches up this war between good and evil, expanding the battle to different universes. The effects that were used to make the other universes were incredible, and even more so if the movie is watched in 3D (if you are easily affected by motion sickness, this is not the 3D movie for you).

However, the plot is confusing. If a couple of lines are missed, the whole movie doesn’t make sense. The ending seemed a little unresolved, even if there will be more Dr. Strange movies.

This movie could be watched by most people, although it could be too confusing or violent for younger children.

Rating:

Fair use image from official Marvel website

HELPING HAND. Dr. Strange, played by Benedict Cumberbatch, searches for a cure to his recent hand injury. But his quest for self-healing turns into a fight for something bigger than himself.

Alicia Keys creates an “Illusion of Bliss” with Here @aliciakeys on Twitter

EMILY THISSEN RubicOnline Editor

Alicia Keys released an album on Nov. 4 entitled Here, her first since Girl on Fire in 2012.

With 16 tracks that blend Keys’ signature vocals with a laid back R&B vibe, this album is sure to give the listener a nice way to unwind with great music.

The first single released, “Blended Family (What You Do For Love),” was an instant hit.

Featuring A$AP Rocky, the song starts off with guitar and picks up with the addition of piano and a catchy drum beat. Keys’ vocals shine through during the chorus as she belts about

a family’s love for each other. A$AP Rocky comes in towards the end, adding an unexpected element to the song. A$AP Rocky comes in towards the end, adding an unexpected element to the song.

5 of the tracks on the album are powerful interludes, including: “The Beginning (Interlude),” “Elaine Brown (Interlude),” “Elevate (Interlude),” “Cocoa Butter (Cross & Pic Interlude),” and “You Glow (Interlude).”

Read more at

A rts & E ntertainment

THE RUBICON • NOVEMBER 2016

Which books do you have on your bookshelf?

I mostly have a lot of books that I had when I was younger that I had in middle school, like the Harry Potter series or The Last Dragon chronicles. I mostly just read online stuff, so I don’t have that many new books.

RACHAEL JOHNSON Sophomore

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What do the books mean to you?

I have The Book Thief and my mom got it signed by the author in Texas. That one means a lot to me because it was the first book that I read that was about something serious.

Why do you have the books that you have?

I like to read them because they remind me of when I was younger. I like the stories because they are like Fantasy and Sci-Fi things, and they just make me happy because they remind me of when I was younger, and they are great reads.

STUDENT PLAYLIST THE RUBICON PHOTO: Jasper Green

MUSICAL MOMENT. Sophomore Joia Graham listens to music in the Lower Library: “I love The Neighbourhood because their songs are really deep and intriguing,” she said.

What’s on your bookshelf?

Which books do you have on your bookshelf?

I used to read The Hunger Games series and utopian books like The Maze Runner and Divergent. I never read the Harry Potter books, and I kind of regret that. I liked The Giver when I was younger. The thing that I love about The Giver is its ideas of what society could look like in the future.

JASPER GREEN

ETHAN LESS Sophomore

Why do you have the books that you have?

What do the books mean to you?

It [reading] was never a requirement for me as a kid, so I was never really into books, but I have them to find the history in stories.

ANDREW JOHNSON The Rubicon Editor

Why do you have the books that you have?

I have the entire Harry Potter series. My shelf is actually color coded. One of my favorites is Code Name Verity which is about two female spies in World War II. I used to read a lot of Junie B. Jones that I used to love. I have 5 LGBT books, which is a lot because there are not many of them in general. One of my favorites is Everything Leads to You.

TESS HICK Junior

Graham uses music to process emotions

What do the books mean to you?

Why do you have the books that you have?

Through 5th and 6th grade, the Harry Potter books were a very typical form of escape for me. I have read the series in order 17 times. For LGBT books, it’s kind of the opposite. I found books that I find myself in, instead of having to look for books to show me a world that is unlike my own.

The Rubicon Editor

Sophomore Joia Graham enjoys listening to music because it helps her to unwind and de-stress. “[Music] is something that helps me relax -- it gives me a sense of relief,” Graham said. Graham’s favorite type of music is alternative, and some of her favorite artists include The Neighbourhood and Arctic Monkeys.

“I love The Neighbourhood because their songs are really deep and intriguing. They always write songs that are emotional, but they aren’t over depressing, and I really like the way they sound,” Graham said.

Graham likes to have a variety of atmospheres provoking different emotions in the songs that she listens to. “[Songs] can either be sad or happy; whatever I’m feeling, there’s always a song I can listen to,” Graham said.

She uses music to process her emotions.

“If I’m feeling lonely, I like it most when there are specific lyrics that I can relate to because it makes me feel [like I’m]... not alone,” Graham said.

“At home I have a speaker that I blast really loudly, because if you need to get your anger out, listening to really loud and aggressive music is the way to go,” Graham said.

“I listen to music anytime I can. If I’m doing homework, or trying to fall asleep, or just really bored, I’ll just sit there and distract myself by listening to some music. No matter what you’re doing, there’s always time for [music] to make your life better,” Graham said.

Joia’s Playlist

THE RUBICON ILLUSTRATION: Jonah Harrison

n -Happy Litt le Pill : Troye Siva d hoo -Af raid: The Nei ghb our d -St ayi ng Up: The Nei ghb our hoo ys nke Mo tic Arc ks: Soc -Kn ee en You ’re Hig h: -W hy’d You Only Cal l Me Wh Arctic Mo nkeys ez -Pitty Par ty: Me lan ie Ma rtin -Bi g Jet Pla ne: Gro uplo ve -So ap: Me lan ie Ma rtin ez ve -We lcom e to You r Life: Gro uplo ers Kill The ide: hts Brig r.

-M

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THE RUBICON • NOVEMBER 2016

Caution: Hot Cheese Where you should go to get a “Juicy Lucy” burger in the Twin Cities, and why JAVIER WHITAKER-CASTAÑEDA Editor-in-Chief

At the intersection of dangerous and delicious, the Twin Cities’ own specialty burger, (the Juicy Lucy,) is truly one of Minnesota’s most noteworthy culinary accomplishments. The dispute for which burger joint started this trend is between Matt’s Bar and the 5-8 Club. Either way, the origins of

the burger definitely trace back to the 1950s on Cedar Avenue in Minneapolis. Matt’s Bar claims that the burger was invented by one of their customers. Here, the “Jucy Lucy” (misspelled on purpose to commemorate the omission of the latter “i” in an original sign) tops the menu. The 5-8 Club, all the way at the end of Cedar Avenue, was originally a speakeasy (restaurant that served

illegal alcohol during prohibition era) before it brought its version of the Juicy Lucy (spelled correctly) into the world. Since then the burger has spread, prompting the creation of the Nook’s Nookie burger and the Blue Door’s Blucy. Though each restaurant follows its own traditions with the burger, consumers should follow the same pattern every time; wait before biting into the hot cheese.

I break the rules

Do you follow the rules or are you a rule-breaker?

Do you want to try Minnesota’s culinary masterpiece the “Juicy Lucy”?

No, I’m Vegetarian.

Let’s stay within the lines

Yes, it sounds delicious.

Do you prefer going back to the basics or do you want to try something new?

Sorry, none of the restaurants featured on this page have salad options. Please turn to one of the other 18 pages in this issue.

I keep it simple A real Minnesotan loves their Tater Tots

Let’s try something new

What side goes best with burgers?

I can’t eat a burger without my fries

Location

Food Location Food

History

Food

History

Food

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THE RUBICON • NOVEMBER 2016

Matt’s Bar offers

the smallest Jucy Lucys, but possibly the richest. The famous burger tops a very simple menu that the one-chef kitchen makes to order.

Every burger is made on the same

grilltop that is visible from the bar seating. Though the burgers are not massive, don’t worry about going home hungry if you order a large basket of fries.

Matt’s is one of the restaurants that claims to have originated the Minnesota classic. Founded in 1954 as a neighborhood burger joint, Matt’s and its fans believe that a customer invented the cheese stuffed delicacy.

As a stark contrast to their competitor (the 5-8 Club) Matt’s insists on spelling the name “Jucy Lucy” with no letter “i”.

The 5-8 Club

offers a large and diverse menu but the “World Famous Juicy Luicys” are the stars. The restaurant offers diners four cheese options in a classic Juicy Luicy or alternatives with

more ingredients. These are also the largest Juicy Luicys available in the Twin Cities. Larger than the bun, and larger than any of their competitors, 5-8 Juicy Luicys really are impressive.

Originally a speakeasy during prohibition era, the 5-8 Club is now more a cross between a diner and a sports bar. The 5-8 Club is relatively hidden, nestled next to a highway entrance. The 5-8 Club also claims

to have created the burger and remains the grammatically correct half of the fierce Juicy Lucy rivalry.

The Blue Door

a burger with crunchy peanut butter sit on the menu alongside a classic Juicy Luicys. All of the appetizers at the Blue Door are also fantastic but for first-timers the tater tots are a must.

If you think the Blue Door sounds tempting, consider it accessible as well. One option rests on Selby Avenue in St. Paul and the other is in the Longfellow neighborhood in Minneapolis. The Blue Door is also

primed to open a Como Park restaurant soon. Both restaurants are relatively small but waiting in line is worth it.

The Nook also

fan favorite the Nook’s menu is filled with options from sandwiches to ribs.

Also try the honey-glazed cheese curds.

The Nook is the closest Juicy Lucy option to St. Paul Academy and Summit School. It inhabits a great neighborhood location across the street from Cretin-Durham Hall.

Possibly the biggest perk of eating at the Nook is the option of going

bowling after you eat. Just down a flight of stairs from the restaurant are a couple lanes of fun.

An added perk; next door there’s an ice cream parlor.

fits it’s burgers to match the decor; everything is blue. Their signature burger, named the Blucy, is filled with blue cheese. Outside the box ideas like the Breakfast Blucy and

adds its name into its burgers (“Nookies”). If you’re looking for a twist with more of a kick, The Nook has multiple burgers with pepper jack cheese. Though Nookies are a

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ALL PHOTOS: JAVIER WHITAKER-CASTAÑEDA

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P hoto S tory

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THE RUBICON • NOVEMBER 2016

Ziemer, Jaeger tour us through their SOPHIE JARO

Chief Visual Editor

MARVELOUS MODIFICATIONS. Senior Kyle Ziemer owns a used Volkswagen 2012 Golf R. “It has a cold air intake, an upgraded high pressure fuel pump, and a completely new exhaust system. It also has a large sub-woofer added to the trunk,” ZIemer said.

A SLICK SUBWOOFER. Senior Kyle Ziemer’s Volkswagen has a nice interior and multiple modifications. “When I was buying the car, I did more research and I decided I’d like to strike a balance between the performance and luxury of the car,” Ziemer said.

PERFORMANCE AND LUXURY. Senior Kyle Ziemer bought his Volkswagen with multiple modifications for a low, reasonable price.

“I’m not sure yet how the mods will affect the life of any mechanical components or how long the new parts themselves will last, so I guess I’ll find out,” Ziemer said.

“When I was buying the car, I did more research and I decided I’d like to strike a balance between the performance and luxury of the car.”

— SENIOR KYLE ZIEMER

CARS EXP

Driving to school everyday can be a drag. However, some seniors have found sleek and sensible sports cars to improve the dull daily drive.

Senior Kyle Ziemer drives a used Volkswagen Golf GTi, a turbo hatchback bought with upgrades.

“This type of car is popular for car people who like to enhance the performance of their vehicles,” Ziemer said.

The modifications that came with Ziemer’s VW include cold air intake, an upgraded high pressure fuel pump, and a completely new exhaust system. In addition to driving efficiency, the mods also enhance sound with a large sub-woofer in the trunk.

Senior Matthew Jaeger drives a used Audi A4, a luxury sedan bought in a stylish Monsoon grey color.

“I didn’t get to pick the color because it is a used car, but that would probably have been my first choice,” Jaeger said. The S-line trim package in the car adds further style.

While there is much to be appreciated in the appearance of the vehicle, the Audi A4 also has a high safety rating.

Beyond researching information for their own cars, these seniors have also broadened their overall knowledge about automobiles. Ziemer researched his car before buying, and as the car ages he continues to learn how to maintain its very special modifications. Jaeger isn’t only interested in his own cool car, but also those driven by his classmates, featured in his favorite magazine Car and Driver, and displayed during summer “Car and Coffee” shows.

“I go to car shows because it’s the best way to see a lot of cool cars all at once in Minnesota,” Jaeger said. “A new car show that [started] on Nov. 18 is called “The Grand Tour”; it’s hosted by the same people that were on my previous favorite car show.”

Achieving the balance between performance and luxury, these sports cars modify the daily routine to add a little interest to the everyday drive.

Volkswagen Golf R 2012

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DRIVING SAFE. Senior Matthew Jaeger got his Audi A4 second-hand car last year. “I would have chosen a different car, personally, but it was mostly down to my mom because it has a great safety rating.

At the time it was tested, there was never a fatal crash in that car.

It has all wheel drive, which is a nice thing to have in Minnesota,”

GLORIOUS GRILL. Senior Matthew Jaeger inspects the headlights on his Audi A4. “[My favorite part of the car is] the front grill, just like the front of it, I think [Audi] does a really great job of styling their headlights. They really stand out I guess ... Instead of having like an oval blob on the front, it is more like a thin line and then it doesn’t all mold together,” Jaeger said.

AUDACIOUS AUDI. Senior Matthew Jaeger drives a second-hand Audi A4. “My favorite car is an Audi R8, I would want one of like the first generation ones. I like Audi as a brand. One of the 2010 Audi R8 manual transmission would be my dream car,” Jaeger said.

“It is a newer model of the car my sister took to college. I hated the color on the old car. This one I really like, so that is a big plus for me. It is called Monsoon Grey.”

— SENIOR MATTHEW JAEGER

Audi A4 2014