September 2016 Issue by SPA Publications

THE

UBICON

the student newspaper of St. Paul Academy and Summit School 1712 Randolph Ave, Saint Paul, MN 55105 Volume 44. Issue 1. September 29, 2016.

THE ART OF CITY and COUNTRY LIFE JAVIER WHITAKER-CASTAÑEDA Editor-in-Chief

St. Paul Academy and Summit School is a school without districts. Students do not live within a five mile radius, nor do they occupy a specific blob of properties surrounding the school. In fact, there is no guarantee that students even live within an hour of each other. Geographic diversity is certainly not a bad thing, but sometimes it can be hard to understand the living environments of other students. It is difficult for one student to comprehend the complexities and details of another student’s life, especially if they are accustomed to only one environment. According to a poll sent to 200 students

with 49 responding, the majority of SPA students live in the Twin Cities. Still, 30.6% of respondents said they live outside of St. Paul and Minneapolis. Of these, most live in an area they consider to be a suburb. However, students from rural Minnesota attend SPA as well. Senior Colin O’Hern, a resident of Dennison, Minn., recognizes the difficulties of living in a rural environment. “Right now there’s not really any point to [moving into the city]. If you asked me that question five years ago I would’ve said ‘yes’. It just makes everything easier, sports games, tournaments, everything is in the cities. The com-

FALL SPORTS P. 14-15. Junior Emma Hills runs for the finish line in a recent Cross Country meet. Read about Homecoming soccer and check out current records and upcoming events for all the fall sports.

mute is less [and] there’s more people around.” One of the repeated themes of rural living is the challenge of distance. O’Hern is not too bothered by the daily commute. “Right now when I go to school I just listen to country music, don’t really think about much,” O’Hern said. One big factor in a rural student’s life that an urban student may not encounter is farm work.

PHOTO STORY continued on pages 10-11

IN THIS ISSUE:

1 COVER • 2-3 NEWS • 4-5 OPINION • 6-7 FEATURE • 8-9 IN DEPTH • 10-11 PHOTO STORY • 12-13 A&E • 14-16 SPORTS www.rubiconline.com • Facebook • Instagram • Twitter • Pinterest • Youtube • SoundCloud • @TheRubiconSPA

ABOUT THE COVER Senior Neeti Kulkarni is planted firmly city life, while senior Colin O’Hern sees bright stars from the open fields of his farm home.

Groups hosted Clubs Fair

UBICON

THE

the student newspaper of St. Paul Academy and Summit School 1712 Randolph Ave, Saint Paul, MN 55105 Volume 44. Issue 1. September 29, 2016.

THE ART OF CITY and COUNTRY LIFE JAVIER WHITAKER-CASTAÑEDA Editor-in-Chief

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PHOTO STORY continued on pages 10-11

IN THIS ISSUE:

GOING APE FOR TECH. Sophomore Gabriel Konar-Steenberg, junior Sabrina Rucker, and senior Noah Keogh dressed a stuffed harambe at the IT Club table. RUBICONLINE PHOTO: Lauren Boettcher

LAUREN BOETTCHER After welcomes from club leaders,

ninth graders and new students wandered Briggs Gymnasium on Sept. 15 looking at decorative table designs set up by the various student groups uniquely displaying their own set of values, goals, and candy bowls. “I had a lot of people calling me over to their booth so that was fun,” freshman Cesar Gallagher said. RubicOnline Editor

Read the story and view the photo gallery at

THE RUBICON • SEPTEMBER 2016

Schilling Center plans announced Alum donates $15M for math, science wing

RUBICONLINE PHOTO: Clare Tipler I CAN MAKE YOUR HANDS CLAP. Senior Spartan Noel Parker leads the Spartan Beat at the Sep. 19 Kickoff Assembly.

Homecoming week plans build spirit JONAH HARRISON The Rubicon Editor

RUBICONLINE PHOTO: Lauren Boettcher INVESTING IN INNOVATION. Head of School Bryn Roberts opened a special assembly on Sept. 13 to announce a new addition to the Upper School: the Schilling Center, a math and science wing that will open in 2018. Hugh K Schilling (‘43) spoke to students, faculty, and community members about his experience at St. Paul Academy and his hope that this gift to the school would provide 21st century innovation.

LAUREN BOETTCHER RubicOnline Editor

High ceilings, open laboratories, glass panels: all of this can be found in the new Hugh Schilling Math and Science Center, opening in 2018. Schilling (‘43) donated 15 million dollars to the project that is set to break ground this spring. This is the largest donation in not only school history, but it is the largest donation to a private high school in Minnesota state history. “I love architecture and I think [the building] looks really beautiful,” freshman Evan Barnes said, “the openness of the science classrooms that they showed with the study area and the project area...[is] amazing and it’s going to be a great place to work.” The Schilling center will stand in the place of the current Humanities wing, which is being knocked down this spring. The new building will stretch out along the north lawn. “I think it’ll be cool, it’s a lot of money though and I kind of liked the green space we already have out on the lawn. I do think that it will be really beneficial for future classes, but I also want to know what they’re going to do

with the current math and science classrooms that we have now,” junior Flannery Enneking-Norton said. The history and language classrooms will be placed in trailers after the old wing is torn down, though this is only a temporary solution. Head of School Bryn Roberts proudly announced the new plans in an assembly during x-period on Sep. 13th. He spoke about the state of the art facilities and the discoveries he hoped students who used it would one day make. Donor Hugh Schilling then spoke about how he hoped the center would benefit the students of SPA. After Roberts and Schilling, Upper School Council co-presidents Moira McCarty and Henry Ziemer briefly talked about what the school renovations during their time at SPA have meant for them and what this future space will mean for students. For some older students, this news was both exciting and saddening. “I’m really excited about the Schilling center, but we won’t be here to use it, which is really, really sad,” senior Sarah Murad said.

Virtual designs highlight the Schilling Center’s features

HGA Architects, the company that designed the Huss Center which opened fall of 2015, has been hired to contruct the Schilling Center. They have already created architectural renderings of the new math and science wings features.

One of the biggest and most celebrated events in the St. Paul Academy and Summit School community is Homecoming Week. Meley Apka and Weston Lombard, the co-presidents of the Student Activities Committee had been preparing for the big week since last spring. Much of the week’s festivities correlated with those of last year, but there were also a few things added this year to boost school spirit. This year, the Homecoming game was played by the Boys Varsity Soccer team. They played on the Historic Lang field against Wellstone International High School. Dress up days took place during the week leading up to the Homecoming game. A problem in the past has been that not all students feel like they have something to look forward to during homecoming week. But Akpa and Lombard aimed to change this. “This year we are really trying to find something that can attract every kind of person at this school so everyone has a reason to go.” Lombard said. “We also want to make sure that everyone is enthusiastic about the week, so everyone has something to look forward to,” Akpa said. View the Homecoming photo galleries and read about the week at

IMAGES: Architectural renderings done by HGA Architects and taken from spa.edu

CORRECTIONS POLICY

MAY 2016 CORRECTIONS

During the post-critique process, staff members will identify inaccuracies and report on feedback from readers. Corrections will be printed in the next edition of the newspaper in the News section.

News 2: Moira McCarthy was accidentally omitted from the caption of a debate story. She was an alternate for the World Schools Debate Invitational. Around Town 6: Grand Old Days festival was incorrectly titled as Grand Ole Days.

National Merit Semifinalists announced

Only 1% of high school seniors attain National Merit Semifinalist status, and seven of those students are SPA seniors: Heba Sandozi, Raffi Toghramadjian, Shefali Bijwadia, Bailey Troth, Diane Huang, Jack Indritz, and Mari Knudson.

PHOTO: SPA Communications

TEST MASTERS. Seven seniors qualified for National Merit Semifinalist status based on their PSAT scores from junior year.

Cum Laude breakfast celebrates top 10% of the senior class

The St. Paul Academy and Summit School chapter of Cum Laude Society will induct the top 10% of the senior class on Sept. 30: Shefali Bijwadia, Sara Bohjanen, Tony Dierssen-Morice, Diane Huang, Sophie Jaro, Mari Knudson, Justine Miller, Raffi Toghramadjian, Sarah Wheaton, Kyle Ziemer, and Henry Ziemer.

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THE RUBICON • SEPTEMBER 2016

Students present research from summer Tanzania travels KRISTA SCHLINGER The Rubicon Editor

Fourteen students traveled to Tanzania to conduct ecological research and explore various African ecosystems. The trip, led by Upper School Science Teachers Ned Heckman and Andrea Bailey lasted from June 14-29. “It was an educational, memorable and really emotional experience that I will never forget,” junior Greta Sirek said. Each research group put together a presentation reporting their discoveries in Tanzania, which they shared in the Lecture Room on Sept. 28. The event was free and open for everyone. On the trip, students worked in groups of 2-3 people and conducted experiments to answer ecological questions. Local Tanzanian students from Mwera worked with the students as they examined coral reefs, mangrove trees and tide pools. “It was really cool because they got to work together and the [Tanzanian] students spoke a little bit of English, but they mostly spoke Swahili,” Heckman said. In addition to the lessons gained through research, students learned about Tanzanian culture and lifestyle when they visited and met the families of the students.

“It was really cool to learn about their culture and lifestyle that was so different from ours,” junior Dina Moradian said. “Shabiri [the student her group worked with] was so excited to show us his village and his family. All of his siblings kept following us around and looking at us funny.”

“We became a weird little family. That was the essence of the trip.” — UPPER SCHOOL SCIENCE TEACHER NED HECKMAN Along with their research activities, the group took part in recreational activities like snorkeling and safari and were lucky enough to catch a glimpse of African giraffes, elephants, baboons, zebras, and a leopard. They could hear lions from the tents where they camped: “We could hear them roaring all night. It was spooky but cool,” Heckman said. “We became a weird little family; that was the essence of the trip,” Heckman said.

PHOTO: Justine Miller OFF ROAD. Senior Ian Scott and friends ride the plains on a biology trip to Tanzania. “It was really cool to learn about their culture and lifestyle that was so different than ours,” junior Dina Moradian said. PARADISE FOUND. Juniors Dina Moradian (left), Erin McNamer (middle) and Robin Bartlett pose for a photo with coconuts during the 15-day trip in Tanzania. SUBMITTED PHOTO: Ned Heckman

Read more summer travel @RubicOnline SCIENCE STUDENTS TRAVEL TO COSTA RICA FOR PHASE 2 OF RESEARCH THAT BEGAN DURING SUMMER 2015 ROLANDO CASTELLANOS TEACHES STUDENTS ABOUT FAMILY IN HOMELAND CUBA

Vigils to promote justice for Philando Castile continue at Governor’s Mansion in Saint Paul

FLICKR CC PHOTO: Fibonacci Blue STANDING UP, SPEAKING OUT. Black Lives Matter supporters gathered around the Govenor’s mansion on July 17 2016 as a demonstration in response to Philando Castille’s death by a police officer.

IYA ABDULKARIM The Rubicon Editor

The shooting of 32-year-old Philando Castile by St. Anthony police officer Jeronimo Yanez on July 6 prompted family, friends and entire communities to gather outside Governor Mark Dayton’s residence on Summit Avenue. “The first few nights, it was community leaders talking [and] people running [the vigils],” junior Ava Sigg said. “There were

other times when songs were playing…during the day, a few days into it, people would dance a lot—it was kind of light-hearted. Towards the night-time, it [got] more intense,” she said. St. Paul Public Schools, where Castille was employed as a cafeteria supervisor, issued a statement on July 7 sharing the condolences of colleagues, as reported by NPR. “They were right outside my house,” junior Ava Sigg said. “I

live really close to the Governor’s mansion so my streets were blocked...for a few weeks. I also attended [the vigils] often.” On July 14 the family held a procession, funeral and reception to honor Castile. Congressman Keith Ellison, Governor Mark Dayton, and Lt. Governor Tina Smith attended the event, according to the StarTribune. Castile supporters remained for 12 days before being asked by the St. Paul Police to disperse and clear the area surrounding the Governor’s residence. Summit Avenue was cleared and opened but the vigil didn’t end on July 18. Instead, people took residence on the sidewalks. “There was something similar outside the Minneapolis Precinct [for] Jamar Clark, but…this one was a lot more central, so I feel like more people came, [and] it got the attention of more people,” Sigg said. “People just drove past it; even though [some] complained about there being an inconvenience...

“There was something outside the minneapolis precinct for jamar clark, but... this one was a lot more central.” — JUNIOR AVA SIGG it still got the attention of those people,” she said. “It’s also a very white community by the governor’s mansion, that just [gives it] a different vibe,” she said. “One time when I went, [juniors] Amina [Smaller], Sophia [Rose] and I brought sandwiches we made. We brought chips and water and stuff a few times because they had a lot of food there to help,” Sigg said.

“A lot of people were staying, so they set up port-a-potties…so the people didn’t have to leave, [they also] had tents,” she said. Between the evening of July 26 and the early morning of the 27th, nearly 70 individuals were arrested with charges including public nuisance, disorderly conduct, and unlawful assembly when protesters returned to the streets, and gained volume at nearly 2:30 a.m. as reported by the StarTribune. Nearly a month later, on Aug. 29, the StarTribune reported that a vigil in honor of Philando Castile near the state fair had disrupted traffic temporarily. Also according to the StarTribune, the day of Castile’s burial in his hometown St. Louis, Missouri, brought together a protest where Castile was shot, resulting in the closing of the main State Fair gates on Sept. 3. Vigils around the Twin Cities continue to be held in Castile’s name.

O pinions 4

THE RUBICON • September 2016

MINI EDITORIALS

STAFF EDITORIAL

Service hours should move to junior year

PHOTO ILLUSTRATION: Iya Abdulkarim TALK IT OUT. A time for small group conversation should be created after senior speeches to show respect for speakers through meaningful discussion, and to give students and faculty who are emotionally impacted by senior speeches a break before returning to class.

Create time to discuss senior speeches A schedule shift on speech day is all that’s needed The Rubicon Staff Editorial

Five minutes. Each senior only has five minutes to stand in front of the school and express themselves, and after their five minutes are up, the assembly moves to the next introduction, the next senior speech and when the 45 minute assembly has finished, students are rushed to class with no time to discuss the importance of what was said. It is time to make time in the schedule for after speech discussion on Fridays. Senior Speeches are a unique part of the St. Paul Academy and Summit School community, and they deserve a certain amount of respect. Seniors put a lot of time into creating their speeches and to show appreciation for what they say, the speech day schedule should be adapted for students and faculty to meaningfully discuss speeches. A few options: Consider shortening advisory to five minutes before the first period and cut afternoon tutorial by ten minutes on speech days, creating a twenty minute period directly after senior speeches for conversation.

Or, move Tutorial right after speeches on speech day so students can discuss speeches, have a break after speeches, or still use the time for homework and meetings. Or, keep Tutorial where it is, but have designated rooms where students can go during that time to have a discussion with a group of students and a teacher or two on a specific speech.

Instead of being quickly forgotten, senior speeches would make a lasting impact on the community through student discussion. Regardless of the schedule change chosen, the discussion should utilize the relaxed comfortability of advisory spaces to create as natural a conversation

as possible. Not only would this schedule give students and faculty time to get control of their emotions in a comfortable setting, but it would give them a significant amount of time to process and explore what seniors said. Another suggestion might be for a smaller group discussion at the opening made up of three or four students. Inside these groups, students would have the freedom to decide what speeches or speaker they wish to talk about, and for how long they want to talk about them. After ten minutes or so, the groups would be called back by their advisors to a larger discussion where the whole advisory would participate. Through the use of small advisory groups, students would be able to discuss the speeches in a less pressured environment which would in turn this would encourage more people to share their opinions under guidance from advisors. Even with a new structure in place, students should not be pressured into participating in speech discussions if they do not feel comfortable talking about a particularly emotional speech, or

if they simply did not want to talk about the speeches that day. They could opt out and have that twenty minutes free. Students and faculty would have the freedom to organize this time in a way that works for their week and for the complexity of the speeches presented. By adding this extra time to discuss senior speeches, administration would be combating the quick, often superficial commentary that students engage in after speeches. These short exchanges polarize the conversation around speeches, putting them in “good” or “bad” boxes instead of productively discussing the speaker’s opinions and intentions. Instead of being quickly forgotten, senior speeches would make a longer lasting impact on the community, as they are intended to do, through student discussion. Senior speeches are a distinct part of the Upper School experience, and changing the schedule to honor this would be an important way to respect our speakers and make their words more memorable.

Service is an important part of the school’s mission, and including it as part of a grade level focus helps emphasize that. However, its current placement in the sophomore year makes hours challenging to attain. Many sophomores cannot drive, and several service organizations in the Twin Cities don’t accept volunteer applicants under age 16. If service moved to the junior year, these hurdles to completing service would disappear; additionally, juniors may find a place to volunteer which could become a connection for the senior project volunteer hours the following spring. Moving required service from sophomore to junior year would only benefit the community and make this part of the mission easier to attain.

+1 is not an opinion:

Opinion Board should feature only signed opinion writing The Opinion Board should be a place where students are proud to share their opinions. One current flaw of the Opinions Board is that the “plus 1” and “minus 1” commentary remains anonymous. This commentary is very significant because it shows the mentality of the student body who chooses to add their pluses or minuses. Students should show courage when they write down their pluses and minuses, and they should include a signature. This would help the Opinion Board become (even more so) a place where ideas and thoughts are shared openly. By making it a requirement for pluses and minuses to come with a name, it would eliminate students from hiding in the crowd and make them accountable for their opinions, allowing different people to come and talk to them. The Opinions Board policy states that opinions must be signed, and this should be true for plus and minus 1 comments as well.

THE RUBICON St. Paul Academy and Summit School • 1712 Randolph Ave St. Paul, MN 55105 • rubicon.spa@gmail.com Editor-in-Chief Chief Visual Editor Managing Editor Graphics Manager News Editors Opinions Editor Feature Editors InDepth Editor Arts & Entertainment Editors Sports Editor Around Town Editor Photo Story

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

ADVISER Kathryn Campbell PUBLICATION INFO The Rubicon is published eight times a school year, We distribute 750 copies of each issue to the Upper School which are available for free, and to subscribers for $20 yearly. EDITORIALS articulate the collective opinion of The Rubicon staff, while mini-editorials, opinions pieces, arts reviews, and columns belong to the author of works published in the Opinions section.

SUBMISSION GUIDELINES Opinions 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.

POLICIES For detailed information about The Rubicon’s policies, see www.RubicOnline.com.

MEMBERSHIPS Columbia Scholastic Press Association, National Scholastic Press Association, Minnesota High School Press Association, Quill and Scroll Society 2015-2016 PUBLICATION AWARDS NSPA First Class w/Distinction (Online), All-American (Print), NSPA Pacemaker (Online) and Finalist (Print), CSPA Gold Medalist (Hybrid), CSPA Silver Crown Award (Hybrid), SNO Distinguished Site, JEM All State Gold, MHSPA Best of Show – Online (1st), Print (3rd)

O pinions

THE RUBICON • September 2016

SPA THINKS What is a key issue for you that needs to be addressed in the current election?

“I think both candidates have taken very different sides with the Syrian refugee crisis and I’m interested to see how they’re going to handle that.”

“I think [the most important global issue right now is] global warming just because if we wreck the world, we’re not going to have a place to live and fight about economy.”

Junior Rahul Dev

“I’m very interested in foreign policy, and I think something that’s going to be a big issue in terms of the U.S. on the global stage is how the U.S. honors its global alliances.”

Senior Henry Ziemer

Freshman Pia Schultz

Candidates need to focus on long-term issues in campaigns Stephanie Li

Photography Manager The tension and excitement surrounding the current election can be compared to the high school clique drama portrayed in many chick flicks. Everyone will do anything to get to the top and win the ultimate title: President of the United States. The problem is that campaigns and political reporting focus too much on personal scandal and fighting which distorts the information voters need to make an informed decision in elections. This problem is not new. Since the nation’s earliest days, candidate scandals have threatened the images of campaigns and distorted the final results of elections. But, in present day politics, even credible news outlets strive to uncover candidates’ personal scandals. This has led to a transforma-

Ideology and practice often contradict on the issue of gay marriage PETER SCHAVEE Columnist

Debates, once a platform for political leaders to voice their opinions for national issues, have now turned into a blame game to see who ends up on top.

tion of how the country conducts campaigns and debates. Presidential nominees use these scandals against their competitors. Debates, once a platform for political leaders to voice their opinions on national issues, have now turned into a blame game to see who ends up on top. Recently, the focus of presidential elections has strayed from relevant issues and instead, centered around criticizing opposing candidates to gain more supporters. Donald Trump accuses Hillary Clinton for looking “non-presidential” and Hillary claims Trump is a “bumbling businessman” who is ill-equipped to run the country. When people turn on the television or browse a news website, most of what is broadcast features drama between candidates rather than the candidate’s stance on relevant issues. Voters want to know each can-

didate’s agenda and what they hope to do to address domestic and global issues. The more recent chaotic and unmonitored debates where candidates constantly throw fire at each other aren’t helpful in convincing citizens to

People do not need to choose a certain way of thinking like conservative or liberal, but when aligned individuals claim to be hardcore conservatives with a desire for less government influence, they contradict themselves by asking for government regulation to limit someone’s lifestyle. Take, for example, the issue of gay marriage. For years, same sex couples and allies had been fighting for marriage equality, until a year ago last June when they won this basic human right. Some may ask why it took so long for gay marriage to become legal; the reasons can be seen in the number of conservative lawmakers and religious groups who sought exemptions after the Supreme Court ruling. In a June 26,

2015 article, The New York Times reported that governors in Texas and Louisiana, demanded that the government not uphold the First Amendment rights of gay individuals and instead allow state governments to continue to limit those rights and for government to allow business owners whose religious beliefs might contradict gay rights to continue to operate based on their belief systems instead of the new law. From the Standford Encyclopedia of Philosophy, conservatism is defined as asking for limited government, individualism and economic progress. Clearly outlined in the definition, the conservative mentality itself does not believe in the removal of rights by the U.S. government, but rath-

vote for a certain nominee. The scandals blur the truth and it’s hard for voters to decide who to believe when everything that comes out of nominees’ mouths is biased and intended to put the other person in an unfavorable light. It’s inevitable that the media is going to report on scandals and publicize it so people know the truth about a candidate. Living in a generation where news spreads like wildfire via social media only encourages more personal scandals. However, there needs to be more emphasis on critical issues and solutions and less talk about the personal lives of politicians. Usually when candidates are mentioned, the first few things that come to mind are about something bad they did and what other candidates had to say about it. When people who don’t fol-

low politics as closely as others are questioned about candidates’ political agendas, not much is known because most of the news being spread is about events that provoke drama. While it’s important for future voters to know the kind of person each candidate is by reading up on their personal life and the morals that they hold, it’s of more importance to give attention to the real matters at hand like poverty, global health, the economy, immigration, just to give a few examples. Read the news outlets that provide essential facts and not just the click bait that attracts attention and causes a scene. When discussing politics, focus on the issues and not the drama. Neither candidate should win because they’ve amassed the biggest social clique.

Conservative mentality itself does not believe in the removal of rights by the U.S. government.

caused a fundamental shift concerning government regulation between these two political orientations. Originally, conservatives wanted a lack of government interference; now, they ask the government to deny people their rights while liberals ask for a removal of the government from their lives. Although people reserve the right to change their ideas, when someone turns their back on their opinion because of a minor inconvenience to their life, now that’s what causes these hypocritical ideological shifts in the American political system. It’s important for ideology and practice to align.

er it believes that people should have their full rights guaranteed to them. The issue of gay marriage has captured the fundamental ideological shift that certain political orientations preach, including an ever increasing divide between conservative or liberal. More specifically, conservative opposition in response to the liberal call for deregulation of marriage, has

RUBICONLINE www.RubicOnline.com • Facebook • Twitter • Soundcloud • Pinterest • YouTube • @TheRubiconSPA • rubiconline.spa@gmail.com

Opinions Editor Feature Editor Arts & Entertainment Editor Sports Editors Photojournalist Illustrator/Videographer

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

Read more about Free Speech and Politics in Aureus What is each presidential candidate’s stance on First Amendment issues? How does the University of Chicago’s letter about trigger warnings and safe spaces influence higher education? When have students experienced censorship or self-censored?

FLICKR CC PHOTO: OZinOH

Director of Rubiconline Creative Design Manager Production Manager Story/ Social Media Editor News Editors

YOUR VOICE COUNTS. Find the fall quarter edition of Aureus, the long form feature magazine of St. Paul Academy and Summit School, on stands just before the Nov. 4 Presidential election.

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.

F eature 6

THE RUBICON • SEPTEMBER 2016

We are the 20%

BAKER BJORK BUSSEY DANIELS LOCKWOOD MOTTA OLGUIN SCHWICHTENBERG WAHMANHOLM WARD BAKER BJORK BUSSEY DANIELS LOCKWOOD

2 4

BAKER BJORK BUSSEY DANIELS LOCKWOOD MOTTA OLGUIN SCHWICHTENBERG WAHMANHOLM WARD BAKER BJORK BUSSEY DANIELS LOCKWOOD New faculty join every department... even creating a new one, Computer Science. 1. UPPER SCHOOL ENGLISH TEACHER ADRIENNE BAKER sits at her desk located in the English Department. “I taught at the Ormes school on a ranch in rural Arizona for two years. Before that I taught at an outdoor educator in California.” Baker said. THE RUBICON PHOTO: Krista Schlinger 2. UPPER SCHOOL MATHEMATICS TEACHER LAUREN BUSSEY works at her new desk in the Math department. “I’m most excited to be working with students again.” Bussey said. THE RUBICON PHOTO: Krista Schlinger 3. UPPER SCHOOL ART TEACHER STEPHANIE MOTTA teaches a beginning photography class. “I see a lot of collaboration happening, I see a lot of ideas bubbling up and people working on stuff that they’re excited about,” Motta said. THE RUBICON PHOTO: Jenny Sogin 4. UPPER SCHOOL SPANISH TEACHER PETER DANIELS finishes teaching his Spanish class. “My favorite part about the beginning of the year, is helping students feel comfortable and confident speaking Spanish.” Daniels said. THE RUBICON PHOTO: Jenny Sogin 5. DIRECTOR OF COMPUTER SCIENCE AND ENGINEERING KATE LOCKWOOD works on one of her engineering projects. “Students are really enthusiastic about learning, they participate fully and are excited to learn,” Lockwood said. THE RUBICON PHOTO: Jenny Sogin

Q: A:

What are you most excited for in your new job?

have to go outside in the building to get anywhere. I love how open the building still feels. The amazing food and lunches is also very unique. I forget how to feed myself on weekends because the food here is so good. Really supportive and welcoming teaching family.

OLGUIN: Oh my gosh, I am excited for so many things, but I’m mostly excited to work with [the students], I’ve already had some amazing conversations in my classes, and I’m really excited to get more of that discussion stuff going on.

LOCKWOOD: I’ve noticed that the students are really enthusiastic about learning, they come to class bringing varied interests and backgrounds, but regardless of where the students are coming from, they participate fully and are excited to learn.

BJORK: One thing that has been really fun so far has been setting up the new robotics program with Dr. Lockwood. We started that from scratch so it’s been kind of fun to build a program like that. DANIELS: I went here as a kid… so for me, it’s been really exciting to see how this institution has grown. For me, it’s amazing to see the high quality teaching that’s happening, and the outstanding opportunities for students to learn outside the classroom. BUSSEY: I’m most excited to be working with students again, I had previously been working with teachers and now I’m excited to be working with students again. MOTTA: I’m excited about so many different things. This is a different environment for me to be working in, so I am really looking forward to being able to work with students over time, helping them develop projects...Being a part of these incredible, amazing projects that I’ve seen all over this building. It’s pretty inspiring BAKER: I’m excited to get to know the students and my colleagues.

Q: A:

What have you noticed that is unique about SPA? OLGUIN: I think SPA cleary has a really close knit community, which is amazing, everyone knows everyone, there’s a lot of interconnectedness between different groups and different organizations which is fantastic.

WARD: There seem to be many unique thinkers and personalities here and the school celebrates this uniqueness. BAKER: Really curious student body that is excited to learn. A really kind and inquisitive group, thoughtful. I’ve also noticed that you don’t

SCHWICHTENBERG: The schedule, I really like the flexibility of the schedule.

Q: A:

What is something that most people don’t know about you?

WAHMANHOLM: That’s a hard question, since I’m an over-sharer. I guess I played a lot of Magic: The Gathering this summer. I worked as a research assistant in a pretty fancy neuroscience lab during undergrad. I’ve had Journey’s “Faithfully” stuck in my head for the last two weeks. BJORK: I’m an artist. I actually do that a lot in my freetime and sell a lot of my work, so I’m a painter. I like to travel so I’ll take pictures of whatever I think is cool, and it’s mostly just landscapes. BAKER: I punctured a lung playing ultimate frisbee in college (UCLA) and I have been skydiving twice. I have a scar from a marshmallow because the marshmallow was on fire and it gooped on me, so I have this perfect circle scar. The first thing I think of from this question is all the battle wounds that I have. MOTTA: I am also a yoga teacher, and I’m really interested in astrology, so I study the planets and their alignments in the sky. I do yoga and meditate everyday. OLGUIN: My middle name, Dulcenea, is if you ask my mother my middle name comes from a character from Don Quixote a book that maybe some of you know, but if you ask my father, my middle name comes from a cowboy show that was on when I was born. BUSSEY: I was part of a boxing club in Ireland when I was in college.

F eature

THE RUBICON • SEPTEMBER 2016

New faculty faces in every department infuse classrooms with change

OLGUIN SCHWITCHTENBERG WAHMANHOLM WARD BAKER BJORK BUSSEY DANIELS LOCKWOOD MOTTA OLGUIN SCHWICHTENBERG WAHMANHOLM WARD

7 9

OLGUIN SCHWICHTENBERG WAHMANHOLM WARD BAKER BJORK BUSSEY DANIELS LOCKWOOD MOTTA OLGUIN SCHWICHTENBERG WAHMANHOLM WARD

Q: A:

If you could go anywhere in the world, where would you go and why?

DANIELS: There’s a lot of world I haven’t seen. I love to travel, and I’ve been fortunate to have had the opportunity to travel growing up… I would go back to Ecuador. I lived there for two and a half, three years, and I trained teachers and taught English, and worked for a program called World Teach. It’s a very interesting, diverse country. There’s a lot to see and I miss the friends I have down there. BAKER: I really want to go to Iceland, I want to go hike the Swiss Alps, I want to go to New Zealand and I want to go to Chile. Mostly because those spaces have many beautiful and natural parts and I would like to go hiking there. SCHWICHTENBERG: The Galapagos Islands, because that’s where [Charles] Darwin made a lot of his observations about his theory of natural selection, and I could use a lot of that information in my class, pictures experiences. And it just seems like a really cool unique place. WAHMANHOLM: I’d like to go to Antarctica; there’s actually something called the Antarctic Artists & Writers Program that grants funding for writers to travel down there and produce art related to the region. But it’s obviously pretty inaccessible and I’m almost 100% that a zombie apocalypse will happen and I’ll be trapped down there. Actually, Antarctica is probably one of the best places to ride out a zombie apocalypse. Let’s go with Antarctica.

Q: A:

What made you decide you wanted to become a teacher?

BJORK: When I was in college, I did a work study, and I was a tutor as part of that. I was a physics major, but a lot of kids take physics if they’re a pre-med or something like that, so it’s a different kind of physics, so it might not be their favorite thing, so they would often come to these tutoring sessions and I was the person that was there helping them. Then I figured out that I really liked that, so I always thought I was going to be a research scientist or something like that. I just found out that I really liked that a lot and then it kind of made sense. If this is the part that I love doing, I should probably be teaching. WARD: I had a real affinity for math and I enjoyed helping my friends with their homework. It felt great to help people to understand ideas.

SCHWICHTENBERG: I have a Biology and Environmental Degree from St Olaf, so I thought I was going to go and get a job in that. Through high school and through college people would say ‘Oh, you’re going to be a teacher,’ and I was always like ‘no, no no’. Then after I graduated from college I had a desk job and hated it. I had never hated working before, so I kind of did some soul searching. I realized that every other job that I’d had before then had been coaching or teaching environmental education or working with students. So I guess all of those people growing up where right. LOCKWOOD: I just really love computer science, and I really love the opportunity to share that with people, and it’s something that I think a lot of people feel is inaccessible to them, so I really like the challenge of making people feel like it’s something they can do, and showing them how it fits into their life BAKER: I like being around young people’s energy and being a part of the inquiry process of how they interpret the world around them, and also the process of how they create their own story about how they are situated in the world. For example, being a part of that conversation of like who do I want to be, how do I respond to something that’s challenging and just being a part of that coaching.

Q: A:

Why did you decide to specialize in this subject? Have you taught any other subjects?

DANIELS: I’ve only taught English as a foreign language and Spanish. For me, Spanish is an opportunity for play, because grammar can get dry. And, in my experience, what motivated me, were those opportunities to play and do different activities. For me, the only class that I knew I wanted to take when I went to college was Spanish because I had so much fun here taking it. LOCKWOOD: When I was in college I was a computer major, and I was actually trying to get out of my computer science class, but I took it and it turned out I just loved it. I would sometimes catch myself procrastinating doing my other homework so I could spend extra time on my computer science projects. And, I just realized I should probably switch majors because I just clearly loved it so much more than my other classes. So I kind of fell into computer science accidentally. The only other thing I’ve taught is a college seminar for incoming freshmen about the transition to college and how to write college level papers. It’s sort of like an advisory. WARD: I have taught just about every high school math class there is in my career as well as many computer, and computer science classes. I love teaching statistics and computer science.

6. UPPER SCHOOL ENGLISH TEACHER MOLLY OLGUIN looks over one of the assigned reading books for sophomores. “I am a big reader outside of work, I also write creatively, so I spend a lot of time outside of work writing Science Fiction,” Olguin said. SUBMITTED PHOTO: Molly Olguin 7. UPPER SCHOOL MATHEMATICS TEACHER JOE WARD settles into the math department. “I’m most excited to learn about and become a part of the culture of the school,” Ward said. RUBICONLINE PHOTO: Ellie Findell 8. UPPER SCHOOL ENGLISH TEACHER CLAIRE WAHMANHOLM teaches an english class. “I did a lot of subbing at SPA last year, so it’s exciting to have my own class and my own (permanent) students,” Wahmanholm said. THE RUBICON PHOTO: Claire Hallaway 9. UPPER SCHOOL SCIENCE TEACHER CHRISTINE SCHWICHTENBERG teaches a sophomore biology class. “I am most excited for working with all the fun students in SPA, I feel like they have creative ideas and are excited about being at school, so I’m excited to take that and go,” Schwichtenberg said. THE RUBICON PHOTO: Claire Hallaway 10. UPPER SCHOOL SCIENCE TEACHER MEGHAN BJORK helps students in the new robotics classroom. “One thing that has been really fun so far has been setting up the new robotics program with Dr. Lockwood,” Bjork said. THE RUBICON PHOTO: Krista Schlinger

I n -D e

THE RUBICON • S

Their motivations,

NOOR QUREISHY Managing Editor

Brightly patterned washi tape, doodles from vibrantly colored pens, and crisp white pages adorned with to-do lists fill her planner. Her goals include learning Danish, spending more time with her cat, and keeping up with schoolwork. A warm glow of accomplishment spreads through her fingertips with every click of a pen. Senior Elena Macomber uses her bullet journal to stay motivated and on-track with her many goals. Although not all students at St. Paul Academy and Summit School share her love for the bullet journal, they have other ways to track and achieve their goals while staying intrinsically and extrinsically motivated Extrinsic motivation occurs when students work to gain an external reward, such as a high grade on an upcoming math test, or to avoid an external punishment. Motivators including

parental expectations, money, praise, and fame spur on students who primarily rely on extrinsic motivation, according to Edutopia and Vanderbilt University. However, extrinsic motivation has a low rate of long-term success, as students often lose their motivation once they receive the award or grade that they were aiming for.

“it’s a lot harder to give yourself intrinsic motivation.” — JUNIOR LARRY CHEN Natural curiosity and a sincere desire to learn drives intrinsic motivation, leading a student to seek out answers because of their genuine interest in answering the questions their teachers present to

them. According to a 2010 survey published by the John W. Gardner Center at Stanford University, working on a task because of one’s intrinsic motivation, rather than because of extrinsic influences, helps students’ learning processes and is more enjoyable. Intrinsic motivation also facilitates learning; — mastering a new skill allows students to observe their own growth, increasing their intrinsic desire to learn. For personal goals, intrinsic motivation can be a powerful force for prolonged inspiration and achievement. Macomber’s goals to learn Danish and to spend more time with her cat are both intrinsically motivated. “[Having goals] makes me happier and definitely more organized because they [involve things] that are important to me... It’s also important to feel passionate about the goals otherwise they’re not going to happen,” Macomber said. Sophomore Nitya Thakkar also sees intrinsic motivation as a driving force in her life. “I definitely have a passion for doing the best I can. If I really like something, I’ll have the motivation to do it,” she said. Thakkar uses a mix of intrinsic and extrinsic motivation for her academic goals. “[I usually feel] that motivation when you see other people doing things, and you think ‘I should work harder’ not to be the best but because [you want to] grow more,” she said.

PHOTO ILLUSTRATION: Noor Qureishy KEEPING TRACK. Senior Elena Macomber creates and uses bullet journals to keep track of both her intrinsic and extrinsic goals daily, weekly, and monthly. “[Having goals] makes me happier and definitely more organized because they [involve things] that are important to me,” Macomber said.

EXTRINSIC OR INTRINSIC. Information for this infographic was co Summit School students grades 9-12, of which 18% responded. T setting styles, frequency, and motivations. “I definitely have a pa At SPA, Thakkar sees extrinsic motivation as a larger presence in the community. “I feel like SPA has a pretty grade conscious culture, you have to be getting good grades and doing well…[and] classes are really hard,” she said. “Not to say that that’s everybody —there’s definitely a lot of people that are internally motivated too.” Although Macomber believes that extrinsic motivation is a stronger force for success in her life, she’s also had a high success rate — about 75%, according to her — with sticking to her personal goals. “[It’s easier to stay motivated due to extrinsic influences because] things are being put upon you rather than you deciding for yourself...Intrinsic goals are important but not as regulated,” she said. Junior Larry Chen also finds generating intrinsic motivation difficult, but the alternative, extrinsic motivation, is sometimes a negative presence in his life.

“I think it’s a lot harder to give yourself intrinsic motivation — there’s always that voice in the back of your head saying ‘that’s enough,’” he said.

“If I really like so the motivat

— SOPHOMORE “[However], extrinsic motivation can be very unhealthy, because [sometimes] you’re not meeting your goals, you’re meeting someone else’s,” he said. Most of Chen’s extrinsic motivation comes from parental and cultural expectations. “There’s a lot of extrinsic motivation on me, coming from a Chinese family...[With] most of my Chinese friends, there’s this unspoken expectation that you have to do well in almost everything that you do,” he said. “If I didn’t do as well as someone else,

epth

SEPTEMBER 2016

development, and acheivement View our Pinterest board “Goal”den Rules for tips and visuals on goal setting, tracking, and achievement advice. Find us on Pinterest as The Rubicon.

include doing flashcards, working on listening comprehension, practicing with Duolingo, and reading children’s books in Danish. Macomber’s bullet journal— with her habit tracker and level 8 spread—often helps her track her goals, and she believes that it’s a valuable tool worth trying for those who likes to combine productivity and fun. “It’s a DIY planner; you can make it whatever you want it to be, you can take aspects of other people’s bullet journals and combine it with your own...It’s personalized for you, so it’s going to be perfect, practically,” she said.

INFOGRAPHIC: MARI KNUDSON

ollected from a poll sent out to 200 St. Paul Academy and The sticky notes and arrows represent information about goal assion for doing the best I can,” sophomore Nitya Thakkar said. I would feel bad because I didn’t meet a goal that someone else set for me...I might have met my own goal, but it wouldn’t be good enough for some unspoken rule.”

omething, I’ll have tion to do it.”

E NITYA THAKKAR Yet, Chen also finds that extrinsic motivation has pushed him to work harder and get better results. “Meeting [my parents’] goals pushes me to work a lot harder than if I were to just intrinsically push myself…[extrinsic motivation for me] was unhealthy and it didn’t really make me happy, but I think I’m in a better place in terms of scores and such,” he said. Chen believes that extrinsic motivation can be a power for good, depending on the person

and how they handle outside pressure. “Some people handle extrinsic motivation really well, there’s a different mix of both for every individual person,” he said. “For me, there’s way too much extrinsic motivation coming from my Chinese family. It’s not that extrinsic motivation is inherently bad, it’s that too much is problematic.” Macomber finds that setting a manageable amount of goals, broken up into smaller tasks with a somewhat rigid timeline helps her best. She also likes to plan for more time than necessary for each of her tasks, to decrease the chances that she’ll fail and feel guilty. “For each goal I have subcomponents that help me achieve it... You have to have different ways to tackle it, like ‘I’m not just going to do x, I’m going to do x, y, and z [to achieve my goal],” she said. For instance, Macomber has divided her goal of learning Danish into subcomponents that

to burn out because I would get worse at the other things [I was doing],” he said. Chen keeps himself motivated by focusing on the positives that could come out of achieving his goals. “Sometimes I feel [like achieving my goal is] going to be really hard but good for me in the end,” Chen said. “I basically just tell myself that ‘you’re going to be better if you go through this,’ [and] I focus on what’s going to happen after and why this is better for me.”

“I know that some of my friends don’t set goals at all and they try to do the best they can while others set really systematic, periodic goals,” he said. “There’s no one set method that works for everyone.”

“it’s also important to feel passionate about the goals otherwise they’re not going to happen.” — SENIOR ELENA MACOMBER Thakkar also writes down her goals to help her focus on the tasks at hand. She usually writes down more general goals at the beginning of the school year and for her New Year’s resolutions, but her goals before finals, or any other busy periods of her life, are usually more specific. “Writing my goal down somewhere where I’ll for sure see it— on my computer or in my planner really helps me to keep track of them,” she said. Unlike Macomber and Thakkar, Chen doesn’t find writing down his goals particularly helpful. “I don’t really write them down, they’re usually just in the back of my mind...Sometimes I think [about my goals] when I get a test back or at the end of the year or when some [other] event happens in my life,” he said. Chen also cautions against setting extremely high goals and becoming too invested in them. “I used to set super tough goals for myself, and then I would start to obsess over them...I started

SETTING GOALS . Senior Elena Macomber, junior Larry Chen, and sophomore Nitya Thakkar each have a diff erent experience with setting and achieving goals. “There’s no one set method that works for everyo ne,” Chen said.

P hoto S tory THE RUBICON • September 2016

O’Hern’s farm life includes long drives, farm animals, fresh air// Javier Whitaker-Castañeda Editor-in-Chief

continued from page 1 One big factor in a rural student’s life that an urban student may not encounter is farm work. O’Hern began to help out on his family’s farm around the age of five and now has year-round responsibilities taking care of the animals. The O’Hern farm has chickens, sheep, two donkeys, three horses, and at least one goat. Feeding and caring for these animals is a unique challenge but one that O’Hern has been doing for a long time. “Every year, three times a year, you have to shear [the sheep]. But first you have to put them inside the barn and they do not go willingly. So you just kinda have to trick them by giving them food. But that’s usually not the hard part,” O’Hern said. “Once you get in there you have to give them all shots and since we have about 20 sheep or so, and we don’t label them or print them or anything, so you give them a shot and then you have to tag them and put them outside without letting the other ones out. But you open the door knob and they ate all the food so they want to go out. When I was 8 the big ram, the one with the horns, just came and chucked me. I was just riding him backward around the barn.” Though farm work is a constant, it becomes easier in some seasons, particularly spring.

GOAT’S GOATEE. Senior Colin O’Hern pets a goat on his farm in Dennison, Minnesota. “Every year, three times a year, you have to shear [the sheep]. But first you have to put them inside the barn and they do not go willingly. So you just have to trick them by giving them food, but the ones that don’t, you have to run around and capture them,” O’Hern said. “You just got off of winter so the ground’s a little soft but not too bad. It’s just cold enough so you don’t have to do much outside yet because everything is still thawing out,” O’Hern said. Rural students like O’Hern have more of a presence at SPA than at other metro area schools,

however they are not the majority. 44.9% of poll respondents live in St. Paul and 24.5% live in Minneapolis. Senior Neeti Kulkarni lives in an apartment building in downtown Minneapolis and experiences a much different environment compared to O’Hern.

MOUNDS OF WORK. Senior Colin O’Hern works year round on his farm. “Spring [is probably the easiest in terms of farm responsibilities], you just got off of winter so the ground’s a little soft but not too bad. It’s just cold enough so you don’t have to do much outside yet because everything is still thawing out,” O’Hern said.

“the biggest [obstacle] is timing which comes with driving and sports.” — senior colin o’hern

THERE’S NO PLACE LIKE HOME. Senior Colin O’Hern lives year round in Dennison, Minnesota, southeast of the Twin Cities. “The biggest [obstacle] is timing which comes with driving and sports,” O’Hern said.

“Right now when I go to school I just listen to country music, don’t really think about much.” — senior colin o’hern

HERDING THE ANIMALS. Senior Colin O’Hern watches over the donkeys and rams. “When I was eight, the big ram, the one with the horns, just came and chucked me, I was just riding him backward around the barn,” O’Hern said.

P hoto S tory

THE RUBICON • September 2016

//Kulkarni enjoys the view and other benefits from the 32nd floor “There’s so much more character to Minneapolis... In Minneapolis you can always find a new thing to do.” — SENIOR NEETI KULKARNI

NEW VIEWS. Senior Neeti Kulkarni looks down from her balcony in Minneapolis. “I was actually kinda angry at my parents because while I was at ski camp over winter break they had gone and bought this. I found out we were moving when I got back from ski camp. But then you walk in and you see the complete downtown skyline, and so I was like ‘ok, I’m living here, I’m ok with that now,’” Kulkarni said. Kulkarni lived in the eastern suburb of Woodbury until she moved to the 34th floor of a Minneapolis apartment building midway through her ninth grade year. “Sometimes you do have to shut the blinds because the city lights can get kinda bright at night. But it has gotten a lot easier, when I first moved here I used to wake up at 3 a.m. every night because I heard police sirens blaring. Then I got used to it and

now it’s really easy to sleep, and it’s kinda nice to look at the lights when I go to sleep now,” Kulkarni said. Kulkarni enjoys the transition from Woodbury to Minneapolis, a city she finds more exciting. “In Woodbury when you drive at 8 p.m. at night everything is dark and it looks like it’s completely dead. When you’re [in Minneapolis] at 8 p.m. everything is just starting to open up. People

are milling around, the Guthrie is playing shows, it’s like people are alive,” Kulkarni said. Additionally Kulkarni loves spending time on her balcony which looks directly toward the Minneapolis skyline. “There’s not a feeling like it. You go out and you feel … I wouldn’t say you feel powerful because it is really freaky to look down on how many people are there … but it kinda gives

EVERYDAY LIFE. Senior Neeti Kulkarni does her homework in an apartment overlooking downtown Minneapolis. “There’s not a feeling like [looking over the balcony],” Kulkarni said. you perspective on what’s out there and it’s just a really surreal feeling to be able to see the entire downtown laid out straight in front of you,” Kulkarni said. While generally SPA students live within a drivable distance to the school, students are spread widely across Minneapolis, St. Paul and surrounding suburbs. A student’s environment greatly impacts their day to day life but not necessarily their future.

“I don’t think where I live impacts where I want my college to be. I live on a farm, I would be fine going to the city, it really just depends on the college, not where it is located. I know a bunch of city people who are going to places in the middle of nowhere. But I’m not sure if that’s because they hate the noise or the taxes or what not,” O’Hern said.

SMALLER SPACES. Senior Neeti Kulkarni lives in an apartment. “It’s a little bit smaller than I would like sometimes,” Kulkarni said.

“[the balcony] gives you perspective on what’s out there and it’s just a really surreal feeling to be able to see the entire downtown laid out straight in front of you.”

CITY AT NIGHT. Senior Neeti Kulkarni has been living in an apartment in downtown Minneapolis since last winter break. “Sometimes you do have to shut the blinds because the city lights can get bright at night... I used to wake up at 3 a.m. every night because I heard police sirens blaring. Then I got used to it and now it’s really easy to sleep, and it’s nice to look at the lights when I go to sleep now,” Kulkarni said. THE RUBICON PHOTOS: Javier Whitaker-Castañeda

—senior neeti kulkarni

Where do students live? This infographic shows the percentage of poll responders who live in each environment. The poll was sent out to 200 students with 49 respnding.

38.8%

59.2%

FLICKR CC for headline: Mike Heneghan and Neil Howard

View the photo gallery at

2% Suburbs

Rural

Urban

ubicOnline St. Paul Academy & Summit School - 1712 Randolph Avenue - St. Paul, Minnesota, 55105

Alumni art show exhibits artsitic growth

ISABEL SAAVEDRA-WEIS Rubiconline Editor

RUBICONLINE PHOTO: Isabel Saavedra-Weis

Milling around with drinks and little plates of food in hand, people fill the Davern lobby and Lilly Courtyard. A band plays, the scent of well prepared food catches on the breeze and everyone gathers to admire art. Alumni art,

A rts & E ntertainment

to be exact. In the opening show of the school year, four graduates of St. Paul Academy and Summit School exhibit work in the Harry M. Drake gallery for their past art teachers and friends to see. The artwork filling the gallery ranges from TV screens playing looping video clips to a painting on plaid fabric canvas. Two of

the featured alumni artists attending the opening reception of the show. Conor Dowdle and Alex Smith (’11) came back to see their work hung on familiar walls. Read the full story at

THE RUBICON • SEPTEMBER 2016

Shakespearean gender bender

Steblay uses play As You Like It to discuss identity performance JACK BENSON

The Rubicon Editor Although the fall play will not be on a new stage, it will have a new director. US Drama Teacher Hannah Steblay will be taking over while Theater Director Eric Severson is on sabbatical. This year’s play is the comedy As You Like It by William Shakespeare. The play revolves around a woman who flees her uncle and goes to a forest where she uses her adopted male identity to find love. The play makes its way into modern culture with memorable references, such as the “All the world’s a stage” monologue. Steblay and Severson thought that this year was an appropriate time for a Shakespearean play. “When Eric Severson and I talked about shows to do for the fall, he mentioned that ‘it was time’ to do a Shakespeare [play] and a comedy would be lovely. As You Like It came to the forefront,” Steblay said.

A comedy this year contrasts heavily to last year’s very serious fall play, The Laramie Project. Steblay thinks that aspects of the play can be relevant to life as an adolescent. “As You Like It is a piece about personal transformation — becoming the truest or best version of yourself, which I think is very topical for a high school student body,” Steblay said. “The themes are relatable, transformative, and personally enriching for most young performers coming into their own, finding their own voice,” Steblay said. This play brings a lot of exciting things to the table. For Steblay, working with a new group of students is exciting. “I am most excited to meet all the students and to put a brand new story together with them,” Steblay said. The setting for the play will be America in the 1920’s, similar to The Great Gatsby. Steblay has a

ILLUSTRATION: JONAH HARRISON SHAKESPEARE SWITCHES. As You Like It brings up topics like gender identity which are relevant in today’s society. The illustration shows a transformation of a shakespearean character from woman to man. clear-cut vision for the play, and expects the setting to affect the performance is. The play’s atmosphere will reflect the bold and fast atmosphere of the 20s. “It was a time where anything goes and life was in the fast lane. This play is fast. The characters are fast thinkers, the time jumps are lightning, and the energy is racing,” Steblay said. Beyond the setting this play

will reach into deeper theme such as gender identity. Steblay hopes her vision for the play will fit these themes. “Gender identity is starting to be discussed. In nightlife settings, there is much dabbling with transgender culture. Rosalind’s personal journey with gender takes a front seat for Shakespeare, so I had to choose a time period that I thought would lend itself nice-

ly into conversations about what it means to be male, female, and one’s true self,” Steblay said. As You Like It performance dates are Nov. 18 at 7:00 p.m., and Nov. 19 at 7:00 p.m.

Parham’s musical experience helps in students’ search for college JASPER GREEN The Rubicon Editor

“I like to think that I’m always able to reach someone in the audience whenever I sing. Something that I sing may be good for them. It may bring out emotions that they have inside, or it could be a healing moment,” College Counseling assistant Aja Parham said. Parham, the newest college counseling assistant, grew up in Cottage Grove, MN, and has been singing ever since she was a little girl. Her father and mother both musically influenced her as a child, with her father playing the bass around the house while singing along, and her mother singing in their church’s choir. “I’m the youngest of five, so I guess I wanted to find something that would make me stand out as myself. I always loved anything in entertainment, so I just took to music. My sisters did various things like sports, and they did some music but they didn’t stick with it, it wasn’t a passion of theirs like it was for me,” Parham said. Parham is a well rounded singer. She enjoys singing jazz and classical music, as well as R&B and funk. “Singing is like poetry. It’s a way of getting your own emo-

tions out, because singing is very emotionally driven...when you sing, it’s a different feeling that’s special, especially when you’re on stage,” Parham said. Parham enjoys singing for conferences and conventions, and worked as a wedding singer for a couple of years. She has sung at bigger venues like the Metrodome, the Target Center, and the University of Minnesota campus. While singing is a passion of Parham’s, she has decided to become a college counseling assistant at St. Paul Academy and Summit School. She chose SPA because she wanted to be more influential with the students she worked with.

“Singing is like poetry. It’s a way of getting your own emotions out.” — COLLEGE COUNSELING ASSISTANT AJA PARHAM “I feel like I can make more of a difference here than I used to when I worked at a law school. The students there already had their careers set. Once they ap-

plied to law school, they had already decided their life choice. It was kind of out of my hands, and I could no longer shape them,” Parham said. Parham admires the education at SPA and how it has classes that vary from college preparation alone. This was one of the reasons why she wanted to come to SPA. “I am happy to give what wisdom I have to help anyone out in terms of college choices,” Parham said. Like many students, as a senior, Parham was not sure on what she wanted to go into in college in terms of an adult career she could count on. “I wish I would have known what I wanted to do. It was a hard decision when it was my time to make a decision as a senior because I didn’t have the slightest clue about what I wanted to do. I knew I wanted to sing, because music has always been a part of my life, but I feel like studying something in school, maybe something more lucrative, in addition to music, would have benefited me more in the long run,” Parham said. Now, Parham is going back to the University of Minnesota to get a masters in graphic design because she enjoys it, and she can more realistically find a job in the

SUBMITTED PHOTO: Aja Parham WONDERFUL OPPORTUNITY. College counseling assistant Aja Parham poses for a picture next to world famous singer Stevie Wonder. field. “Always think of something that you really, really, want to do, and then think of a second thing that you also really, really, want to do. That way when you get into college you can decide what your options are, and then decide on something,” Parham said. “You don’t necessarily have to have a concrete idea of what you want to do, but know who you are and what your passions are, and to see if you can find a major in that, or something that will lead to a career later. When you make

a decision, if you already know who you are yourself, then you also know how to make the right decision for your own future. “Try to be the best at what you decide to do, because if you are going to invest yourself in something, you want to make it worthwhile. If your passion happens to be basket weaving, then you better be a good basketweaver. And don’t let anybody tell you who you are, or try to shape you into who they think you need to be,” Parham said.

Student fashion highlighted in weekly Street Style gallery

FALL FLANNEL. Senior Lutalo Jones stays cozy in a mock turtleneck and oversize flannel.

See the photo gallery every Saturday morning written by Mari Knudson at RubicOnline.com

CONTRASTING COLORS. Senior Eva Malloy coordinates her bright J crew blazer with a crisp oxford shirt.

A rts & E ntertainment

THE RUBICON PHOTOS: Mari Knudson

THE RUBICON • SEPTEMBER 2016

FALLING INTO STYLE. “These are my sister’s pants. They’re from Francesca’s,” junior Naya Tadavarthy said.

Zelle feeds her love of art at Studio Seven JENNY SOGIN

The Rubicon Editor Through art classes after school, to creating her own studio at home, junior Mira Zelle goes the extra mile in order to pursue her passion for art. For Zelle, art plays a big role in her life. “I don’t see it as a hobby. It’s more just like a thing I do, like breathing or eating,” she said.

"It’s more just like a thing i do, like breathing or eating." — JUNIOR MIRA ZELLE

Zelle is currently creating a broad range of art at Studio Seven Fine Arts. The class is year-long

Studio7Art

and features units ranging from still life drawing and painting, to clay, mask making, and printmaking. The class also provides an end-of-year gallery showcasing each of the students’ best pieces of art. Zelle’s first time in the gallery was when she was in ninth grade. “The first time is really exciting because it’s really cool to see something you made up on a wall,” she said. Although Zelle enjoys creating many different types of art, she especially enjoys printmaking. “I only get to do it at the studio... printmaking is just a special thing that I only get to do in January,” she said. However, Zelle also really enjoys painting, focusing especially on people. “For some reason, whenever I paint, I always paint people... I don’t really know why I always

• Classes begin in Sept. •

paint them, but I think it’s because they always look interesting,” she said. For inspiration, Zelle looks to the internet. “There are a lot of pictures online that I’ll see, and I’ll be like ‘that’s really pretty! I want to paint that.’,” she said. In the future, Zelle will have to change a bit of her normal routine when it comes to her art. “I won’t be able to do so much. Right now, with my brother away at college, I have so much room in the house. I can paint here, and drawing there, and [use] watercolors. I guess when I go away to college I’ll have to pick one thing to bring with me.” Despite these changes in the near-future, Zelle will continue to incorporate art into her daily life. Zelle’s art will be showcased in the annual gallery this June at Studio Seven Fine Arts.

ADMIRING ART. Junior Mira Zelle shows off some of her art that hangs in the Art Wing at school. She loves being able to see her art hanging. “The first time is really exciting because it’s really cool to see something you made up on a wall,” she said.

THE RUBICON PHOTO: Jenny Sogin

Classes meet once a week for two 708 North 1st St #CR30 • Registration begins in Feb. • and a half hours Minneapolis, MN 55401

he Month t l i s t of y a l dent P tu

ELLIE NOWAKOWSKI The Rubicon Editor

There are many different ways for students to enjoy music. Often times students will make a playlist with all of their favorite songs. Senior Sammie Bluhm enjoys her music playlist as an escape from the stress of senior year. She listens to her playlist on the way to school every morning. “[My playlist] helps me not think about the day, and relax and kind of get away from any worries I have, these are the songs I’m always in the mood for,” Bluhm said. Bluhm’s playlist consists of lots of catchy pop songs that one might hear on the radio. She enjoys these songs, because they are fun to dance to and sing along with. “ I usually listen to pop music, because it is more enjoyable for me,” Bluhm said. Aside from enjoying music as a way to relieve stress Bluhm enjoys listening to the music with her friends to have a good time. “My friends and I went out to lunch and Justin Timberlake’s “Can’t Stop The Feeling” came on and everyone started

m h u l mie B m a S singing along. It was hilari-

ous,” she said. Bluhm has many other interests in her life. Bluhm plays tennis, where she listens to music if they bring speakers to pratice. She also plays in the school orchestra where she is able to take her love of music to a new level. “I have friends in [orchestra] and I feel a part of a community,” Bluhm said. “I do enjoy the types of music we play in orchestra. My brother likes classical music, so I hear it a lot. I listen to a lot of pop music so pops is fun because I get to play the music that I listen to. And, because I know a lot of classical music, classics in the spring is fun too.” Bluhm said. Bluhm also is interested in marine biology. She spent part of her summer in Costa Rica, and listening to her music now brings back fond memories of her time there. “On the way to the beach we listened to music. We always listened to the same songs so now whenever I listen to those songs I think of that trip.” she said. You can find a link to Bluhm’s playlist on The Rubicon YouTube channel.

CROSS COUNTRY

WOLFPACK

GIRLS SOCCER

UPCOMING MEETS: Oct. 1 Swain Invitational, Duluth WI Oct. 6 at Majestic Oaks Golf Club 3:15 p.m. Oct. 13 at Battle Creek Regional Park 4:30 p.m.

UPCOMING GAMES: Oct. 8 at Griffin Stadium 2:00 p.m. Oct. 14 at Blake School 7:00 p.m. Oct. 19 at Blake School 7:00 p.m.

UPCOMING GAMES: Oct. 1 at SPA 3:30 p.m. Oct. 4 at New Life Academy 4:15 p.m. Oct. 6 at SPA 4:30 p.m.

Current Record: 4-0-0

Current Record: 8-2-1

S ports THE RUBICON • SEPTEMBER 2016

Spartan / IMAC Fall Sports

BRING IT HOME ANDREW JOHNSON The Rubcion Editor

In the midst of the fall sports season, the Spartan Boys Varsity Soccer strive to reach their endof-season goals. Captain Eli Goldman said that some of the team’s goals are to “win state and play at U.S. Bank Stadium, and also win the conference.” Off the field the team “loves to joke around a lot,” Goldman said. “One of the things that makes us unique is our pre-game chant. It gets us ready to play.” BVS came ready to play for the Homecoming game on Sept.

DRIBBLING TO THE BANK. Senior Captain Ethan Maione dribbles the ball away from the opposing team. “[We want to] win state and play at the U.S. Bank Stadium,” junior captain Eli Goldman said. PHOTO: Jane Lagos

Cross Country

PHOTO: Mimi Geller Cross Country teams have trained The Rubicon Editor since summer, with a solid set of returners for girls team and a young boys team. The girls cross country team is currently working hard to improve each other as runners, but also enjoy chatting and bonding as they run around campus. “The girls’ team is not only determined but enthusiastic about the season. We work hard during workouts [to reduce] our times, and on our overall teamwork,” senior captain Katie Burnell said. The boys’ team has similar goals. “We’re trying to improve the team as a whole and keep our runners clumped together in groups during races. It will help us pace ourselves and keep each other motivated,” senior captian Kyle Ziemer said.

JASPER GREEN

Pictured above: ON YOUR MARK, GET SET, GO. Juniors Emma Hills, Greta Sirek, Val Hart, and Dianne Caravela line up just before taking off for a race.

Wolfpack

Girls Soccer

PHOTO: Breandan Gibbons Coming off an undefeated regular The Rubicon Editor season, one would think expectations would be high, but in the second full season for the SMB Wolfpack, junior Jesper Salverda said that the year is dedicated to “building relationships with the coaching staff.” After losing most of the starting lineup to graduation, Salverda said that the team aims to “rebuid,” and that there are expectations of team chemistry by the season’s end. Some players to watch for on the field include freshman quarterback Jalen Suggs of Minnehaha Academy, wide receiver Johnny Erickson of Hope Academy, and Salverda at tight end.

ANDREW JOHNSON

Pictured above: CATCHING THE BALL. Senior Weston Lombard runs to catch a pass during a game against St. Agnes on Sept. 2. Wolfpack won 55-0.

PHOTO: Jane Lagos

ANDREW JOHNSON The Rubion Editor

Spartan Girls Varsity soccer believes that this is their year to make a run

to the state tournament. “We are very loud and we get along really well but we can also focus when we need to, and our main goal is to make it to state,” senior captain Maria Perkkio said. The girls soccer team also has a lot of fun off the field. Their pre-game traditions include “eating Airheads Extreme and singing the Spongebob theme song before home games and eating Laffy Taffy’s on the road,” senior captain Emily Thissen said. The girls have already taken down section rival Visitation, and will still undefeated at press time. Pictured above: KICK IT. Senior Maggie Gallagher sprints to the ball to clear it up the field.

SWIM & DIVE

GIRLS TENNIS

VOLLEYBALL

UPCOMING MEETS: Oct. 1 at Minnetonka East MS 10:00 a.m. Oct. 6 at St. Paul Humbolt HS 5:00 p.m. Oct. 8 at South View MS 1:00 p.m.

UPCOMING MATCHES: Sept. 29 at SPA 3:45 p.m. Oct. 17 at Mounds Park Academy 6:00 p.m.

UPCOMING GAMES: Oct. 6 at Minnehaha Academy 7:00 p.m. Oct. 8 at Park Cottage Grove 9:00 a.m. Oct. 13 at SPA 6:00 p.m.

Current record: 4-7-0

Current record: 2-8-0

S ports

THE RUBICON • SEPTEMBER 2016

Homecoming soccer team looks to dominate sections 23, beating the Wellstone International Lions 3-0.

“We know that we are expected to win, but we just gotta take it game by game.” — SOPHOMORE ERIC LAGOS

“Since this was the first time any boys soccer team played in the Friday Homecoming game we didn’t really know what to ex-

pect. We knew there was going to be a big crowd so we were all excited to show the school what we are capable of.,” senior Captain Sam Petronio said. The game was played entirely in the rain in muddy conditions. Midway through the second half the game was cancelled due to lightning. However, the score remains on the team’s record because the first half was completed in it’s entirety. “I think we were disappointed that the game was cut short due to lightning. But the fact is we were there to do a job and that was to get the W,” Petronio said. The Spartans, as focused as they are, are already looking for-

Swim & Dive

PHOTO: Jane Lagos DRIBBLE AND PASS. Colin O’Hern (#9) Eric Lagos (#17) and Robin Bartlett (# 3) in a muddy scramble in front of the net during the Homecoming game on Sept. 23 against Wellstone International. The game was called for lightning, but the Spartans won 3-0.

Girls Tennis

PHOTO: Javier Whitaker-Castaneda

Although their Homecoming game was rained out, the Girls Varsity Tennis competes on an intense schedule of up to four meets a week. Junior Numi Katz has been on GVT for four years. This year, the team is comprised of more seniors than usual. “We have six seniors this year and it’s really nice to have people with a lot of experience on the team,” Katz said. “Because we are a really close team, we are all aware of how much work people put in, especially seniors.” Katz said. “I think that really drives us to do our best in every match and be successful as a team.”

Pictured above: TURN UP THE HEAT. Freshman Lauren Dieprink swims laps at practice on Sept. 21.

Pictured above: LANGUAGE OF LOVE. Junior Isabel Brandtjen runs across the tennis court during a home singles match.

The Rubicon Editor

Volleyball

PHOTO: Jonah Harrison

With few SPA members, the Girls Swim and Dive team pairs with Highland Park Senior High again this year. Sophomores Abby Lanz and Michaela Polly represent the SPA side of the team. “We are all really young. Abby and I are the oldest in tenth grade, we have three seventh graders, two eighth graders, a ninth grader, and then one other tenth grader,” Polly said. “We are all super silly,” Lanz said about the team dynamic, “it’s so fun. Like the bus on the way to the meets are just ridiculously funny, and the way back is even better because we just sing songs that no one knows the words to.”

JONAH HARRISON

ward to next season. Another one of their goals is to “win the conference next season,” Goldman said. “As a team and after a couple losses, we know that we are expected to win, but we just gotta take it game by game. We hope for the best, but we expect nothing,” sophomore Eric Lagos said. The Spartans are nearing the end of regular season. “We have a few tough section games coming up. Holy Angels should be a tough one, and DeLaSalle is pretty good this year. Those should be some tough games” Lagos said. Upcoming game: Oct. 6 at DeLaSalle at 7:00 p.m.

JONAH HARRISON The Rubicon Editor

PHOTO: Clare Tipler

JASPER GREEN

Spartan Varsity Volleyball does their part to support breast cancer awareness and research this season with their annual Dig Pink Rally. “Everybody needs to come to the game and help us spread awareness for breast cancer. It’s on Oct. 17 at 6:00 p.m., we’re competing against Holy Angels, and everyone wears pink,” junior Ashley Jallen said. Before every game, the team thinks about a metaphorical pie to represent victory, then they do whatever it takes to be able to eat the pie at the end of the game and take home the win. “We’re going to put one hundred percent into each and every game; we’re getting that pie,” sophomore Lucie Hoeschen said. The Rubicon Editor

Pictured above: HIT, SET, AND SPIKE. The Varsity Volleyball team faces off against St. Croix on Aug. 26.

S ports THE RUBICON • SEPTEMBER 2016

Pointing toes, scoring points

10 questions for sophomore gymnast Jane Brunell CLAIRE HALLAWAY The Rubicon Editor

Sophomore Jane Brunell started gymnastics when she was about four years old and has continued to vault, tumble and flip for the last 11 years. She and her team from Gleason’s Gymnastics competed at regionals in the spring, and meet season will start again this winter, but practice lasts all year: five days a week, four hours a day in the fall.

What is your biggest goal for the upcoming competition season?

I want to make a bigger effort to straighten my legs and point my feet. Those are easy [points] to get a higher score. Each [point] counts!

What is the hardest event?

For me, the hardest event is probably bars because the skills [required] are really hard to do compared to other events.

What is the most important life lesson you’ve learned from gymnastics?

Probably time management. [I’ve learned] how to manage my time with homework and my schedule, like with going to bed and all of that.

What does your after school schedule look like?

I go to gymnastics for four hours after school and I come home around 8:00 p.m. and [then] I do like an hour of homework and go to bed. I finish most of my homework at school.

When I was little, my mom said that I was always walking around the house and walking on my hands and just running around and she wanted me to do something else.

What is your favorite event?

ABOVE THE BEAM. Sophomore Jane Brunell flips during a beam routine in competition. She said that her biggest goal for the upcoming season is to “straighten my legs and point my feet. Those are easy [points] to get a higher score.” According to My Meet Scores, her personal best on beam is a 9.350. BACK FLIPS: Brunell started gymnastics when she was four years old: “When I was little, my mom said that I was always walking around the house and walking on my hands and just running around and she wanted me to do something else.”

Why did you start gymnastics?

My favorite event is probably the beam because I feel so comfortable and confident on it and it just comes more naturally to me.

SUBMITTED PHOTOS: Jane Brunell

Have you needed to push through injury to continue with gymnastics?

Two years ago I pulled my hamstring at gymnastics and it’s still a little torn since it never really completely healed, it’s better than it was two years ago but I still have to ice it every once in awhile.

What keeps you positive on a hard day at practice?

It helps me to stay positive if I vent to my friends about how hard practice is going or how bad I’m doing. We all have bad days, so just telling each other what’s going wrong, and we’re there to support each other and tell each other that everything will be okay because we’ll get through it It’s only 4 hours so we can go home and get a good night’s rest [afterwards].

What makes your team successful?

We all give each other corrections and there’s always room for improvement. At competitions, we treat it like we’re at practice and just breathe normally and stay calm.

What is your best gymnastic moment so far?

Probably hanging out with my friends and bonding and just getting closer to them and getting to know each other’s strengths and weaknesses, so talking to them and hanging out at practice.