The Rubicon May 2017

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the student newspaper of St. Paul Academy and Summit School 1712 Randolph Ave, Saint Paul, MN 55105 Volume 44. Issue 8. May 30, 2017.

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The graduation keynote speaker for 2017 is...

News, 3

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Use this flowchart to design your summer Feature, 10 Seniors leave legacies for younger students on teams Sports, 14

In Depth pp. 8-9

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

COVER DESIGN:Jonah Harrison

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Advanced Science Research students present projects

ABOUT THE COVER

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TIMES, THEY ARE A’CHANGING. As the year ends, the community reflects on learning, farewells, and future plans.

From left to right, juniors Erin McNamer and Belle Smith, 9th grader Thomas Bagnoli, and senior Emily Schoonover.

The Advanced Science Research (ASR) presentations on May 24 exemplified the intellectual capacity and determination of ten Upper School students who showed the results of their semester (or year) long research projects. Students presented posters

outlining their independent experimental processes.

Read more at

RUBICONLINE PHOTO on Instagram: Flannery Enneking-Norton

THE RUBICON • MAY 2017

Change comes to math, English, history departments Shimkus anticipates “summer vacation for the rest of my life” JASPER GREEN The Rubicon Editor

THE RUBICON PHOTO: Jack Benson

ADDING IT UP. Shimkus retires after 33 years of teaching at SPA. “I don’t have any solid plans other than traveling in the fall. I’m going to be driving out to the East Coast and probably visiting with family... maybe a bike trip next winter to someplace warm,” she said.

Baker pursues law Upper School English teacher Adrienne Baker enjoyed her time here and will miss and all of the people she met. Next year she will stay in Minnesota and plans on going into law.

“There are still a lot of unknowns for me right now and what I’ll do next. I’m interested in working in social justice and

law, and I’ll be taking the LSAT in the fall,” Baker said.

Baker commends the learning environment and how caring everyone is to each other: “There are so many dedicated teachers and students, and it’s just a really caring environment to be in.

There’s always curiosity in the classroom,” Baker said.

Dreher leaves for London Upper School history teacher Nan Dreher has enjoyed getting to know all of the people in the community over her seven years of teaching here: “I like living in Minnesota, which I had never visited before I moved here. I’m going to miss ...hanging out in the former history office with my colleagues and the old paneling and fireplace,” Dreher said.

Dreher believes in the power of interactivity in the classroom and uses the Harkness tables to create discussion. ”We’re all familiar with the ​ Harkness tables in the history classrooms, which really help to make discussion possible, and I like to teach class in an interactive way. We all learn from each other,” Dreher said.

Ward returns to Illinois Upper School math teacher Joe Ward appreciated SPA’s accepting culture and caring community during his year of teaching.

“My time here was very good; there is a very strong culture of acceptance here, and a strong de-

sire for students to love learning.

There is a great support from my colleagues to be the best teacher I can be,” Ward said.

Ward will move back to Illinois with his family to continue teaching at Lake Forest Academy.

Upper School Math teacher Anne Marie Shimkus will retire after over three decades of teaching at St. Paul Academy and Summit School: “I’m winding down and this is after 33 years and my retirement feels like heading towards a summer vacation that will last for the rest of my life,” Shimkus said.

Shimkus decided to become a teacher when she was in college.

“I was a good math and science student in high school; it seemed like a realistic option,” Shimkus said.

She said that SPA helped her stay interested in learning new things, it kept her on her toes.

“One of the reasons why I like SPA is because it keeps me busy and keeps me interested in things I like doing. I might be teaching the same thing sometimes for a couple of years in a row but it’s an interesting job and it’s always changing,” Shimkus said.

The math department is a space full of students working during free periods. “I try to be as available as I can to students both inside and outside of class.

I’ve taught in several other places before here and in other places the only time I could speak to students was after school, and after school they always had something else that they wanted to do. It took me awhile to get a handle on students always coming to see me throughout the day; it felt strange at first, but it’s a much better way to do it,” Shimkus said.

During what she describes as her “long summer break,” Shimkus plans on traveling, visiting her family, and living life to the fullest.

“I don’t have any solid plans other than traveling in the fall.

I’m going to be driving out to the East Coast and probably visiting with family...maybe a bike trip next winter to someplace warm,” she said.

Although she is pursuing a different career, Baker’s love of literature discussions will remain.

“I was drawn to being an English teacher because I love talking about ideas, I think they’re the foundation of everything that we do and how we move through the world.”

Baker described how she wants to continue teaching others, even if it’s not in a traditional sense in a classroom. Through working in law, Baker hopes to

address change in the world more visibly.

“I recognize that right now I feel compelled to go in a different direction and to do something different, in part because of the political climate and wanting to address change in a more tangible way, but I have enjoyed the time I was here,” Baker said.

Dreher is excited to move to London for a little while where they are moving for her husband’s job. She plans to continue teaching.

“I’m really excited to return to London, where I lived for a couple of years while I was researching my dissertation. It’s so full of history, plus I love all the beautiful parks. My children have never been there, and I know they will gain so much from living in another country for a while. I plan to continue teaching history

in London, probably at an international school since the British educational system is so different from ours. I look forward to seeing how world history is taught from a European perspective, and bringing that experience back with me when I return to the United States.”

Dreher has enjoyed her time at SPA and looks forward to opening herself up to life in London.

“I am going next to a boarding school in Illinois called Lake Forest Academy, which is where I was previously. My family and I just decided that we wanted to return,” Ward said.

Ward was drawn to being a math teacher because he enjoys it, and shares how helping others is a priority in his life: “I enjoyed doing math in school, and I was

drawn to teaching because I like helping people. When you live a life, there are a lot of things that you can choose to do with it, but helping others is a high calling for me,” Ward said.

Prom celebration planned for A’bulae in Saint Paul

JONAH HARRISON Chief Visual Editor

Fair use image from A’bulae website

CAN’T STOP THE FEELING. Prom will be held at A’Bulae, a space known for it’s rooftop views and contemporar decor. “We chose A’bulae because it has a super beautiful rooftop with nice speakers.

There is plenty of space and a really great dance floor, as well,” JCLC member Greta Sirek said.

As the school year comes to an end, juniors and seniors may be preparing for the annual Prom, which will be held on Jun. 7 at A’bulae in St. Paul. The Junior Class Leadership Council (JCLC) has been working on the planning of prom since the beginning of the school year and are very ex-

cited for the event to finally take place.

“I am most looking forward to enjoying the night and ending the school year on a high note. I am also really excited for all of the tech features that A’bulae offers,” JCLC member Greta Sirek said.

Read the full story at

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THE RUBICON • MAY 2017

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Keillor’s love, compassion, and humor will be missed

PHOTO reprinted with permission from the Keillor family

A BRILLIANT LIGHT. Freddy Keillor’s affinity for learning was matched only by his wit and dry humor.

Frederick James Keillor brought energy and love into every space he walked into. He took those he met in his life and treated them as beautiful individuals whose voices mattered in this world. Freddy didn’t judge people for their social groups or personal opinions; he looked past that and saw the humanity in us all and embraced it with a full heart.

His affinity for learning was extraordinary. He taught his own classmates the ways of Communism better than a history teacher could, spent hours observing snakes and ants in Costa Rican science labs, and could master a debate class in a year. Freddy modeled the essence of how learning should be. He didn’t succumb to stepping back and going with the flow; instead, he got out of his comfort zone and challenged every traditional idea

with his full, eccentric self.

Freddy joined SPA in 9th grade and was an integral part of the community from his first day.

His wit and dry humor were second to none, and he never failed to put a smile on someone’s face.

Friends and classmates knew that if they approached Freddy at any time, he would make them laugh.

He could make people laugh so hard their stomachs hurt, but they would come back to him again and again for that same feeling.

Freddy held a wide range of interests, from tending to helpless animals, to cars and to war planes. He knew random facts about nearly everything, making him a Science Olympiad contendender and a the person who could add that unknown, random fact to every conversation.

Freddy Keillor’s funeral was held on March 23 at Holy Spirit Catholic Church in St. Paul.

Words of remembrance were shared by junior Erik Quillopa and other close family and friends.

The school day was adjusted and most of the student body and faculty attended the service.

Freddy is survived by his mother Tiffany Hanssen; father, Jason Keillor; stepfather, Chris Longley; brother, Charlie Keillor; step-siblings, Kit, Mari and Charlie Longley; paternal grandfather G. Keillor (Jenny Nilsson); Aunt Maia Keillor; maternal grandmother Julie Hanssen; and countless extended family and close friends.

The way Freddy went about life, with pure love and compassion, resides in the hearts and minds of Freddy’s classmates as they transition to senior year and the rest of their lives. He brought a beautiful light to a world that is so often filled with darkness and for that we are forever grateful.

Commencement 2017 includes keynote from Wheeler “You have opportunities to serve in greater ways.”

Schedule Processional / Welcome Introduction of the Senior Speakers - Soph Lundberg and Henry Ziemer

— CEO OF ALLINA HEALTH DR.PENNY WHEELER

Choral Presentation “Corner of the Sky” from Pippin Award Presentation *Alumni/ae Bowl Commencement Speaker: Dr. Penny Wheeler, MD Award Presentations - Faculty Bowl - Erik Flom Bowl - Head of School Bowls Presentation of Diplomas Closing Remarks Recessional

Photo reprinted with permission from Dee Kong

SAYING GOODBYE: Graduation keynote speaker Dr. Penny Wheeler will focus her speech on goodbyes and change. “[When] you’re saying goodbye to something, you know all transition creates change but it also creates new challenges, “ she said.

LUCY SANDEEN The Rubicon Editor

Commencement on June 11 includes a keynote speech from the CEO of Allina Health, Dr. Penny Wheeler. Wheeler, formerly an Obstetrician and Gynecologist at Women’s Health Consultants in Minneapolis, has served at Allina Health since 2006 as Chief Clinical Officer and was appointed CEO in 2014.

Wheeler’s work extends beyond Allina Health to the board of Portico Healthnet, an organization dedicated to ensuring Minnesotans receive affordable health care. Wheeler’s contributions to the medical field garnered her the honor of Outstanding Health Care Executive in 2012.

Wheeler’s passion lies in the mission of Portico Healthnet; her primary goal is to ensure that she can touch and better the lives of as many patients as possible. To

do so, she collaborates with those who may be construed as competitors in order to offer the best for the community as a whole. Doing so is the most gratifying aspect of her job, she said: “I want to avoid the tragedy of the commons, where everybody’s trying to self-optimize and do things for themselves but [don’t] think about what they could do collectively.”

Looking to the future of healthcare, Wheeler believes that success should be measured by the extent that medicine reaches those who are often left behind.

She abides by Hubert Humphrey’s mantra, “The moral test of government is how that government treats those who are in the dawn of life, the children; those who are in the twilight of life, the elderly; and those who are in shadows of life: the sick, the needy, and the handicapped.”

Wheeler advises the Class of 2017 to be open to and accepting of change. After a conversation with her English teacher as a sophmore, Wheeler knew that becoming a doctor was her calling.

When offered the position of CEO of Allina Health, however, she took her mother’s advice.

“My mother told me that there’s a couple things you have to do in life: one is to not get too big for your britches, ever, and when you’re asked to serve and stretch, do it…. When you have opportunities to serve in greater ways, you should look at them and try to take them. I still miss being a doctor every day, [but] there’s a great opportunity as CEO to deal with issues that I wouldn’t have been able to deal with on that scale in other roles.”

While the SPA administration recommended that she keep her keynote speech “short and funny,” Wheeler plans on touching on the subject of goodbyes.

“I think what I’ll talk about is the blessing of goodbyes… [when] you’re saying goodbye to something, you know all transition creates change but it also creates new challenges ….the road won’t be smooth, but even when the road is bumpy you learn a lot from the bumps, from the difficulties, and from the challenges.”

CORRECTIONS POLICY

APRIL CORRECTIONS

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.

NEWS 3 - GSA stands for Gender and Sexuality Acceptance. FEATURE 6 - Katie Lose took the photos at the Science Museum of Minnesota. IN DEPTH 9 - stray 9 in the infographic. SPORTS 14 - Duncan Fleming’s name was spelled wrong.

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THE RUBICON • MAY 2017

It’s time to take action: get political, start local The Rubicon

What you can do:

EDITORIAL Smaller local elections are just as important as national ones, and they provide a greater opportunity for influence. Though getting involved in politics can seem daunting or overwhelming, there are plenty of ways for students to impact the issues close to their hearts. The 2016 Presidential Election brought about important and productive political discourse. The much-disputed election provided students the knowledge and forum to take part in difficult political discussions, and it has been the governmental and political focus of the student body for months. However, there are many more opportunities for students to have an impact in their government. Months after the election students have shifted their focus onto other things, but it is important that they don’t assume a passive role in terms of the government and politics.

In the following months, there will be several local elections that students can become involved in. There is more opportunity for influence in the local government that in the national government and it is important that students continue to focus on their rights and futures, not just with the President and the White House, but with many other elections.

Important local elections that are coming up are for the state executive offices, which is positions like governor and secretary of state. The current governor is Mark Dayton. The governor holds the highest political position in Minnesota, but the election is easy to get involved with, because it is local.

Students must stay current with news, local elections and events happening in their community and neighborhood. They can also learn about the process of politics and what happens in the capitol.

Doing this will allow them to develop educated opinions on policies and decisions that will directly affect them. Then, using their knowledge of current events, they can take political action to fight for their beliefs.

Attending protests is a great way to get involved. Many

VOTE in local and national elections if you are 18, or encourage those who can vote to do so.

INTERN at any local government office: apply at mn.gov BE EDUCATED about local events and issues: read The Rubicon, Star Tribune, and Pioneer Press.

EDITORIAL CARTOON: Melissa Nie

JUMP INTO LOCAL ELECTIONS. Make an impact in both local and national government by participating in local government opportunities. protests connect people on a national or even worldwide scale, but it is also important to connect to people within your community who are affected in the same ways that you are. Volunteering in a campaign office or polling place is another great way to get involved, especially if you are too young to vote. Working in the behind-the-scenes of government allows you to have a role in the voting process, even if you are not able to vote yourself.

What’s most important is that students continue to strengthen their political action over the

by being involved, students are advocating for circumstances that build diversity in voting bodies.

summer and into their new school year or at a new college. Just by being involved, students are advocating for circumstances that build diversity in voting bodies.

They are creating a more positive view of politics in which there are no assumptions about who is political or not, because the action of national and local government affects them or people around them. Students do not have to feel strongly about one political party, but they should continue to have intellectual discussions and take action on the issues that they care about.

WRITE letters to the editor, to your senators and representatives, on behalf of issues you care about.

VOLUNTEER at a polling place.

WORK in a campaign office during election season.

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 EDITORI COPY EDITOR NEWS EDITOR OPINIONS EDITOR FEATURE EDITORS IN DEPTH EDITOR ARTS & ENTERTAINMENT EDITOR SPORTS EDITOR SCIENCE/ TECHNOLOGY EDITOR

Iya Abdulkarim Jonah Harrison Marlee Baron Jack Benson Kat St. Martin-Norburg Lucy Sandeen Jenny Sogin, Chloe Morse Quinn Christensen Claire Hallaway Andrew Johnson Jasper Green

DIRECTOR OF RUBICONLINE CREATIVE DESIGN MANAGER PRODUCTION MANAGER STORY/ SOCIAL MEDIA EDITOR RUBICON TV NEWS EDITORS OPINIONS EDITOR FEATURE EDITOR ARTS & ENTERTAINMENT EDITOR SPORTS EDITORS CHEIF VISUAL EDITOR PHOTOGRAPHER VIDEOGRAPHER

Mimi Geller Web Lehmann Ellie FIndell Michael Forsgren Breandan Gibbons Nitya Thakkar, Isabel Gisser Peter Blanchfield Flannery Enneking-Norton Emma Sampson Annie Bottern, Jake Adams Kelby Wittenberg Sharee Roman Noah Raaum

STAFF WRITERS Sam Hanson Tristan Hitchens-Brookins Eli Goldman Noah Rice ILLUSTRATOR/INFOGRAPHICS Melissa Nie Ellie Nowakowski ADVISER Kathryn Campbell

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THE RUBICON • MAY 2017 SPA DEMOGRAPHICS

SPPS DEMOGRAPHICS

White students (77%)

White students (22%)

Students of color (23%)

Students of color (78%)

Information taken from the SPA website and the SPPS website for 2016

KAT ST. MARTINNORBURG The Rubicon Editor

Diversity is one of the things that St. Paul Academy and Summit School is continually trying to improve. Whether it’s cultural or economic, the SPA community seems almost desperately to want

to diversify. While there’s always room for improvement, in my opinion, SPA is doing pretty well in the diversity awareness department.

Look deep to appreciate how SPA is doing, diversity-wise.

Looking solely at the numbers – according to the website a paltry 23% of SPA’s upper school pop-

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Redefine diversity: school climate fosters inclusivity ulation are students of color -and SPA’s reputation as a heavily white environment, you’re getting a skewed picture, because numbers never tell the full story.

To get an accurate picture, you need to compare and contrast.

As an example, look at the St Paul Public Schools system. According to the district’s website, 78% of the students in the district are students of color, more than three times the amount at SPA. It’s easy to applaud the diversity, but in my experience, what people don’t seem to realize is that when there are so many students belonging to separate cultures, they often segregate themselves or are segregated. In public schools I’ve attended, it isn’t people of

At SPA, students of all different backgrounds actually get to know each other.

all different backgrounds coming together and talking to each other about their cultures. Large public schools are essentially like three or four different schools divided up by race. It’s united only in the sense that all of the students are in the same building and share the same teachers.

At SPA, while there are not huge numbers of non-white or

non-wealthy students, the small numbers actually create a more ‘diverse’ environment. Walk into the lunchroom at any given time, and there’s almost a guarantee that people from different cultures and backgrounds will be sitting next to each other. In the classrooms, students do not segregate themselves by race. Unlike many public schools, several clubs at SPA focus on appreciating a variety of cultures, and students who belong to them truly appreciate multiple cultures. Students of all different backgrounds actually get to know each other, and our differences are not just tolerated but genuinely appreciated – and people are treated as more than just their race.

Student leaders should consider traditions in future plans QUINN CHRISTENSEN The Rubicon Editor As graduation approaches and the school year winds down, many elected and selected leaders as well as other club presidents are graduating or stepping down from their leadership positions.

As new leaders begin to take their places and settle into these new positions, it is important to begin thinking about the directions in which they want to take their clubs and elected or selected groups for next year.

While it’s important for new leaders to have their own visions

for the group when making decisions about next year, it is also important to maintain open and full communication with the club leaders who are stepping down so as to continue traditions that are important in the community and understand what has and hasn’t worked in the past.

One of the main reasons that it’s a good idea for new club leaders to honor past club leaders’ experience is that past club leaders could have valuable insight about the club’s strengths and weaknesses. If the club tried to put on an event or start a program and was met with little

It’s a good idea for new leaders to honor past leaders’ experience. interest from students, new club leaders can save valuable time and resources if they know from the beginning that a particular idea hasn’t worked in the past.

Past club leaders could also know what kinds of things result in strong and excited reactions from the community, which could

help future club leaders decide what kinds of events they want to plan or host next year.

Possibly the most important thing about this communication is that with a new leader, it is very easy for cherished traditions to get lost in the transfer of power.

Full communication between past and future leaders can help avoid this, because past leaders might know more about what is and isn’t important to students and faculty in the community. Many of the projects, programs and traditions that are important are the result of the hard work of clubs and elected and selected groups.

Students who are taking on a leadership position next year should remember that although groups are always different with new leaders and that is something that should be embraced as opposed to fought, they are still continuing a legacy, unless they choose to create a new club.

New leaders: plan a meeting with the previous presidents, if you haven’t already, in order to establish what traditions should be carried on and where there is room for the group to grow.

The portable classrooms, constuction and noise: appreciate it all JACK BENSON

The Rubicon Editor At first a novelty, the temporary classrooms have become routine. The longer they are here, the more they will become part of the regular landscape.

Walking to the classrooms means a longer trip to class. It means being distanced from the main part of the Upper School, and an optional walk outside.

However, as space gets tighter and construction gets louder, it is important to look at the future of construction and the new building to follow. For some students,

Focus on what the construction means for the future. the move of teacher classrooms and lockers did not make much difference. Some find every new change annoying.

For the last group, try to focus on what the temporary classrooms and construction mean for the future of the school. It means a new and and positive change for future students.

Unfortunately, the Class of 2018 will not get the benefit of said changes, but hopefully they too can gain some assurance from the fact that their time in under construction is a small sacrifice compared to the many students who will prosper from a new science and math building.

In a few months when the ninth-graders make the walk to the classrooms, they will not complain because this is the only experience they will know at the Upper School. They will, however, be excited for their future years, with the knowledge that they will be there to enjoy the

new science and math building.

Students interested in science, technology, engineering and math have an should have especially high hopes for future years at school. And, for those who are not ready to jump into a STEM field can find solace knowing that a renovated wing will be waiting for the humanities and languages in the next round of construction.

The temporary classrooms emulate a normal classroom quite well. Despite few windows and inconsistent temperature control, the Harkness table still fits.

Teachers have shared their creativity in the space as well. The

classrooms are personalized, with bookshelves pushed against the wall, and creative design choices.

Señora Starkey’s room, for example, has a Spanish flag hanging in the corner and filters to make the lights look like clouds.

In a year or two, when the new building is finished and the old renovated, St. Paul Academy and Summit School will take on a new era of education. Just as the students who sat in assemblies in a gym are now sitting in the Huss Center, the students who are learning in temporary classrooms will enjoy learning in a whole new school.

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.

PUBLICATION INFO The Rubicon

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BY LINES credit the individual who

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MEMBERSHIPS Columbia

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.

conducted interviews, drafted, revised and fact-checked an assigned story. Double bylines are given to joint effort assignments, with reporters listed alphabetically by last name. Stories that include supplemental materials include a credit at the bottom that states “Additional reporting provided by” followed by the name of the reporter.

Although it is always preferable to use names when reporting, there are times when it is necessary to protect those we report on. In the case of a student, the use of grade level as a name designation will be the preferred method of anonymity.

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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.

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THE RUBICON • MAY 2017

COLUMN NO RIGHT ANSWER

Can you change a person?

ISA SAAVEDRA-WEIS Columnist / Blogger

There is a saying that you cannot change a person. And I agree.

But I think it’s more complicated than that. Because it can be argued that someone can change a person’s mind, change a person’s appearance, or the experiences a person has, therefore changing them as a person.

But I believe that those things are solely influences. A person could meet a celebrity, but said person chooses whether or not they want to be like that person or not. A person is faced with new experiences and meets new people, but it’s ultimately up to them on whether they take any life lessons or change their own behavior because of it.

People are meant to change and grow and adapt to their ever changing surroundings. Think back to the time you were in kindergarten or first grade. Imagine if you still had the same experiences and personality now as you did then. You’d be totally different, with different clothing taste and different friends. And many people grow into better versions of themselves as they change, so chances are, first grade you and current you have a lot of differences.

Although, one major downside of change is that people sometimes grow apart. As people grow into more authentic versions of themselves (or grow the opposite way), some ties that they had with friends or even family changes. It can be scary to feel as though a person you thought you knew well is changing. The common and understandable reaction can be to try and pin this person down, try to hold onto them, not allowing them to change and grow in fear of growing apart. Although this reaction is logical, it doesn’t work. Give people space to change.

Similarly to change in a close friend or family member being nerve-wracking, feeling yourself change can shake you even more. There is the notion that you should always know who you are, so when you start changing, no matter how big (realizing a major part of your identity) or small (realizing you like asparagus even though you thought you hated it). It can be confusing, and even mind-blowing. I have found that even though I don’t seem to stop being surprised by my ever changing self, changing my mentality about myself has softened the shock. Give yourself room to grow. Do not expect your identity to stay the same forever. Do not box yourself into any mold.

Change is inevitable, and not always a bad thing.

Seniors leave for a month. It’s time for all of us to try new things CHLOE MORSE The Rubicon Editor

The hallways seem emptier in May. The lunch line is shorter. Some classes have been canceled, and there are no more senior speeches during X-Period. In other words, the seniors are gone on their month-long senior project. But, our loss on campus is certainly the seniors’ gain.

The senior project provides real world experience and chances for self-exploration for seniors, and also allows a supportive transition for rising students to try their new roles.

Seniors gain real world experience as they learn to have a nonschool, full time activity. Working in a professional environment is essential to developing the experience for a real job, as well as life skills, such as communication.

This also helps seniors develop a new understanding of how to balance their time, because while a job does provide structure, there aren’t necessarily tasks that carry over to the evening, like homework does.

Furthermore, because the academic part of their school experience is finished, seniors can devote themselves to their project

Senior projects allow for seniors to explore opportunities and for the rest of us get a jump start on who we want to be next year. focus, choosing to have additional activities if they want to just like a post-education professional life.

Senior projects allow for seniors to explore opportunities and activities that aren’t possible during the busy school year.

Because summers leading up to senior year are often filled with summer jobs and volunteering or academic enrichment, the May timing of senior project ensures that seniors won’t have to squeeze their interests in with other mandated activities. The gap year-esque aspect of project allows a sense of individuality and discovery of passion. Though

ON THE ROAD AGAIN. Keep the spark alive and embark on a road trip.

one focus is required, seniors can do other activities and essentially sample a wide range of possible interests and career options.

For students remaining on campus once the seniors leave, it can feel quiet, but the new opportunities available can’t be overlooked, as they pick up the roles they’ll play next year. This includes student leadership positions, both elected and in clubs, and grade rank. For students leaders, this provides a way to test out ideas and possibly get a jump start on projects for next year. It also allows a way to get some experience with the club itself while there’s still a chance to ask questions of the seniors. In the grades themselves, students also get to try being a class higher in rank.

This creates some understanding of the role that different grades play within the school.

Senior projects essentially allow students of all grades to gain experience for the next stage of their life, while not completely transitioning into it. It’s definitely beneficial for all involved, and students use the opportunities that come with it to follow their interests and explore new opportunities.

ILLUSTRATION: Sam Hanson

Feeling burned out?

Ignite your inner self with a road trip SAM HANSON Staff Writer

We live in an era of gratuitous invention and negative improvements. Consider the road trip, whose goal is the absence of goals: to throw everything into the wind and travel long distances with no plan and little money.

It was the great adventure, free as the winding road, as authentic and radical as the hitchhiker

on the side of the road. A Bible of truth, the road is as enlightening as the wise Buddha on top the hidden mountain.

Who could forget the wind blowing away doubt and the energy of the blaring music? We are given, instead, the superficial clothes and money, which pours out of our wide pockets.

No longer do we throw ourselves on the road: we embarrass, we wallow, we scare at the idea

of being old-fashioned. We resist our radical impulses, jailing our emotions, along with our dangerous, amoral, ideas. However, there is a way to save ourselves: as Jack Kerouac famously wrote, “Burn, burn, burn, like the fabulous yellow roman candles.”

Burn the rust covered bars, burn the expensive clothes, and burn the soul. We must wallow in our flames and let the smoke clear our vision.

COLUMN THE CURRENT (EVENTS)

Focus on Trump’s policy, not his life JACK BENSON

The Rubicon Editor President Donald Trump’s life is a four course meal being shoved down American’s throats.

News throughout the country outlines alleged scandal after scandal for the Trump administration.

It just keeps coming. Democrat or Republican, conservative or liberal, there is not a single news source in the country not currently enamored with Trump.

Why are newspapers persistently stained with Trump stories? The quick answer: people read them. For the long one, a complicated series of events from a reality star’s journey to the presidency, and the mounting criticism against it. The night Trump won the election, I was up past my bedtime reloading a website with a blank map of the United States. I’ll admit that I was as entrenched in the presidency as the news was. When the grey states turned red, the possibility of a strange four years was realized. After he won, the next three months became a constant stream of Trump. I became less interested in Trump and more interested in why the news cared so much about him.

It could be argued that the news is just being the news, but this presidency has turned news away from the informational into the realm of wild speculation and entertainment. Because Trump is not our traditional vision of a president he is not covered in the traditional way. Stories about what television he watches at night, how he has conversations his wife, and if he takes drugs to grow his hair (A real New York Times story.), are better suited for TMZ than the mainstream media.

There is hunger for an information on the entertainment on the internet. News organizations are fighting for survival in an internet driven world. In an increasingly aggressive market, the quality of stories is suffering.

So, why then does this matter to students? Because while I complain about the Trump stories, there is a silent, more malevolent theme emerging with the news.

The stories not with Trump in the title are pushed off front pages by the onslaught of Donald. Sites like Reddit give you the option to filter out “Trump” from the news feed. And, it looks like the news before the campaigning started.

It’s pretty gratifying. Now, the news feed is less like a reality T.V. show and more like classic journalism. There are more investigative, fascinating, hard-hitting stories. It is time for the media to keep their focus on policy and real, important news, and move away from the details of Donald Trump’s life.

S cience & T echnology

THE RUBICON • may 2017

7

Environmental forecast predicts increased

NOAH RICE Staff Writer

The concept of the earth’s environment changing due to human effects was conceived 150 years ago by physicist John Tyndall, who was the first to discover the gas carbonic acid, which is known today as carbon dioxide. 40 years after that, scientist Svante Arrhenius hypothesized that the presence of carbon dioxide in the atmosphere would cause the earth’s temperature and mercury levels to rise. This theory was regarded as radical, and until today’s scientists started to notice a shift in mercury levels, it was ignored.

GRAPH: newsscientist.com

FAST FACT ACCORDING TO NASA, THE GLOBAL TEMPERATURE IS UP 1.7 °F SINCE 1880.

According to NASA, the global temperature is up 1.7 °F since 1880, which is causing the arctic ice caps to melt and glaciers to shrink at a rate of 13.3% each year. This loss of arctic sea ice is destroying animal habitats, and the addition of water into the oceans has caused sea levels to rise 8 inches since 1880. It is predicted that by the year 2100, the sea will rise another 1-4 feet.

“Do I believe that humans can entirely stop climate change and we will liver without any carbon footprint? Probably not. But, we still have to put a huge amount of effort into doing our best to protect our home planet,” junior Lillian Pettigrew said.

Global warming is real, and scientists have directly linked changes in the environment to human emissions of greenhouse gasses like carbon dioxide, methane, and nitrous oxide. These gases prevent energy from the sun from escaping the earth’s atmosphere, causing it to warm.

“I believe it is impossible for the number of people living on the Earth to peacfully coexist in a way that does not impact the

DATA POINT

STATISTICS: bennjerry.com environment, but I believe that we can come up with ways to counteract the damadge that has already been done,” sophomore Eliza Reedy said.

Last year in Louisiana, an estimated 6.9 trillion gallons of rainwater destroyed tens of thousands of homes. Scientist from the National Oceanic and Atmospheric Administration (NOAA) and the World Weather Attribution (WWA) linked the record breaking rainfall to climate change.

Using a model they created, the two organizations calculated that climate change is increasing the likelihood of mass floods like the one in Louisiana by 40%.

Likewise in Argentina soybean farmers are taking a hit due to excessive flooding. The Argentinian Rosario Grain Exchange reported that they have lost over 4 million acres of soybean crops.

“If everyone were to just make small changes to their lives, the issue of climate change would essentially be solved. However, these changes are hard to convince people to do, which makes climate change a continuing is-

INFOGRAPHIC: Jasper Green

“We have to put a huge amount of effort into doing our best to protect our home planet.”

— junior lillian pettigrew sue,” junior Emma Hills said.

Rainfall grows more and more each year, aa a result of climate change, and snow cover reported decrease each year. Between 1972 and 2015, the average snow cover in the U.S. decreased 3,300 square miles per year. The average area covered by snow between 2006–2015 was 3.21 million square miles, which is about 4% or 122,000 square miles less than what was measured between 1972-1981.

Minnesota winters are brutal and very cold, but the EPA reported that the temperature of

the Midwest has risen 1.5°F between 1900 to 2010. Due to this temperature rise, air quality has been compromised. Longer pollen seasons occur every year, and more and more people are experiencing plant based allergies. The temperature rise is also causing more cases of heat stress and an increasing the amount of heat related deaths.

Not only are health related issues with the temperature rising, but the economy of the midwest is projected to take a hit. The midwest produces 65% of the nation’s corn and soybean, and it has been proven that a rise in carbon dioxide will lengthen the growing season and increase crop production. Though the increase of carbon emissions may be helping the crops in the short term, as levels of carbon dioxide mount, the EPA predicts that the gas will cause too much stress on the crop ultimately offsetting the short term gains.

“Climate change is solvable if action is taken immediately and

every nation works together. But, if we keep moving at this rate, climate change will become irreversable,” junior Lark Smith said.

But, making progress in legislation can be difficult to do.

“The solutions in theory are relatively simple: using more sustainable energy and less coal and the like, conserving water and food whenever possible, and passing legislation to help protect the environment. Though, these ideas can be a lot harder to actually apply, as demonstrated by the current administration of the United States,” sophomore Charlie Gannon said.

For further reading, NASA ‘s website on climate change is full of information, both factual and interactive (www.nasa.gov). The EPA also has some interesting statistics on a range of climate change topics such as causes, weather, and water quality that are worth a glance (www.epa. gov/climatechange).

Which came first? Climate change or political instability?

INFOGRAPHIC: Sam Hansen

Data from the Fragile States Index for 2016 and the Climate Risk Index for 2015

In D

8

THE RUBICON

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through the New student KAT ST. MARTIN-NORBURG The Rubicon Editor

New students at St. Paul Academy and Summit School have the unique perspective of an outsider that lifers don’t have. They also benefit from experiencing the things that SPA has to offer at an older age, after being exposed to public schools. When 9th grader Elena Ea decided to attend SPA instead of her regional public school, one of the main reasons was because — 9TH GRADER “I heard about how accepting the ELENA EA community was, and the smaller class sizes”, which was a lot different than she was used to.

This year was Elena’s first year going to a different school without her friends. Like many new kids, she was worried about the prospect of making friends, but the SPA community seemed to live up to its reputation.

“A lot of people came up to me on my first day, and they seemed to know my name already which was nice,” Ea said.

When Elena first started, she had the opportunity to view SPA through a new student’s lense.

“The accepting community is something that they [not new kids] take for granted,” Ea said.

The accepting community is one of the primary reasons that Ea decided to attend SPA, but she thinks that many people who have been here awhile tend to not notice how unique the accepting community is.

“Something that I noticed that’s different from a public school is that you can sit by anybody at lunch,” Ea said.

One thing that Elena has learned from starting a completely new school is the ability to talk to new people.

“I think that it’s easier for me to just go up and talk to new people, and I think that that’s an important skill that SPA has taught me,” Ea said.

Elena is also relishing her newfound free time during X-periods, tutorials, and free periods that can be used to meet with teachers or allow for more work to be done during school. “[One of my favorite things about SPA] is the amount of free time that we have to do homework or just hang out with friends,” Ea said.

While starting a new school without knowing anyone can be overwhelming, Elena found that the uniquely accepting SPA community made her transition into high school much smoother. “[SPA is] challenging, and can be a bit busy sometimes but there’s a lot of things to learn,” Ea said.

“I think it’s easier for me to just go up and talk to new people.”

THE RUBICON PHOTO: Kat St. Martin-Norburg

Lifer CHLOE MORSE The Rubicon Editor

Lifer. The word is spoken in certain circles with a kind of awe.

There’s a common understanding that the few lifers in every class are a foundation of the grade, because they’ve been together since Kindergarten. Yet for others, it’s a way of life. For sophomore William Welsh, being a lifer has given him a positive experience in school both academically and socially, and has formed his experience The lifer community is a key part of Welsh’s SPA experience. Being a lifer has allowed him to be a part of a close, small, community of 30 people who are all lifers. While not intimate friends with all of them, Welsh feel comfortable talking to any of them.

“I feel really comfortable around [the lifers], and now we’ve gotten to know each other a lot better, and that’s something that I really enjoy,” Welsh said.

Part of building these relationships is based on shared experiences and stories. For example, when he was nine, Welsh participated in Bike Rodeo, an event where kids brought in bikes and biked around a course.

However, while biking around a loop de loop, Welsh fell and broke his arm.

“There are quite a few people in my grade that remember how loud my scream was,” Welsh said.

Welsh feels that the lifer community will extend beyond high school, in part because of how long everyone has known each other. He hopes to keep up contact with everyone after — SOPHOMORE graduation.

WILLIAM WELSH Academics also affect Welsh’s view of being a lifer. Welsh feels his writing skills in particular have been shaped by his early years at SPA. “I don’t think [those writing skills] are common amongst all SPA students who aren’t lifers,” Welsh said.

Being a lifer also allowed Welsh to be more comfortable in school.

Whether in social circles, the school building itself, or teachers, the familiarity comes from years of contact with these things, and has created a more familiar community.

So perhaps the term “lifer” shouldn’t just be associated with a long-term stay at school, but also with a strong sense of community.

Welsh found a strong, and hopefully long-lasting, community in the group of lifers.

However, this community also provides an environment in which students can learn to grow mentally, and find comfort across different areas of student life.

“I feel really comfortable around [the lifers,] and now we’ve gotten to know each other a lot better.”

THE RUBICON PHOTO: Chloe Morse

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D epth

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eyes of a...

Legacy KAT ST. MARTIN-NORBURG The Rubicon Editor

“I don’t think [being a legacy] impacts the way I interact with my classmates... because I’m still new to a lot of things.”

While some may think that being a “legacy”-a student whose parents or grandparents attended the same school as them- defines a student’s experience and expectations for school, for legacy sophomore Isabel Dieperink, that was not the case.

Dieperink’s grandmother first attended St. Paul Academy and Summit School back when it was just Summit School. Since then, her parents, aunts, uncles, and cousins have all attended — SOPHOMORE SPA. Even though the reputaISABEL DIEPERINK tion for college-readiness and a strong sense of community have remained intact throughout the years, Dieperink thinks that the school has changed a lot since her parents went here.

“Most of the learning techniques have changed, he [my dad] didn’t have Harkness tables,” Dieperink said.

The Harkness tables, discussion-based learning, small class sizes and “the fact that teachers force you to participate in class” was one of the main reasons that Dieperink decided to attend SPA for high school, though the fact that generations of her family, and her cousins went here also created a stronger pull. Though she didn’t initially love always talking in class, Dieperink thinks “participating more has definitely helped me a lot.”

SPA has always been known for being a school for more affluent families, but Dieperink’s dad thinks that “[SPA] is a little flashier in terms of wealth.”

Dieperink doesn’t think that being a legacy impacts her school life at all, which is partially due to the fact that she started in 9th grade instead of in kindergarten. “[Being a legacy] doesn’t really come up for me. I acknowledge that my parents went here, but I don’t think [being a legacy] impacts the way I interact with my classmates at all, which I think is because I’m still new to a lot of things,” Dieperink said.

When describing SPA, the same things hold true to Dieperink as to most SPA students.

“I think that SPA’s close and supportive community is one of the most important things,” Dieperink said. While the fact that members of her family had attended SPA before her certainly made it much more relevant to her, Dieperink did not choose SPA for the legacy.

“I chose SPA because I thought it would fit me,” Dieperink said.

THE RUBICON PHOTO: Kat St. Martin-Norburg

Younger sibling CHLOE MORSE The Rubicon Editor

Living up to the legacy of an older sibling can shape an experience.

For ninth grader Henry Vlietstra, this was definitely the case.

“There was always someone who knew me even though I was brand new to SPA,” Vlietstra said. This ‘someone’ ranged from teachers to students, all of whom knew of Vlietstra through his older sister, Maggie Vlietstra.

“People already, when they meet me, have a perception of me,” Vlietstra said. This was beneficial, as his teachers generally liked his sister.

Furthermore, per general opinion, Vlietstra looks very similar to his sister, which he believes causes them to associate him with his sister more.

However, as Vlietstra developed his own relationships, those preconceived perceptions changed.

“A lot of teachers seem[ed] to kinda like me already, but it turns out they didn’t like me as much once they got to know me,” Vlietstra said.

Students are a different matter. They also had perceptions formed by Vlietstra’s sister, but Vlietstra developed more friendships with them, especially in the theater department.

“Everyone who’s involved with theater I pretty much only know because of Maggie,” Vlietstra said. Some enduring friendships have even been formed as a result of this.

“I think of [Tess Hick] as like my hand-me-down friend from Maggie, because she’s really good friends with Maggie. We’re tight,” Vlietstra said.

Vlietstra also benefited from the advice offered by an older sibling at SPA, especially in the context of theater.

“She [Maggie Vlietstra] told me to take Seve’s class, and to do theater — 9TH GRADER stuff,” Vlietstra said. Vlietstra’s sister HENRY VLIETSTRA also gave him other advice when he needed it, and in return, Vlietstra listened to stories of his sister’s experience at school.

“I heard a lot about teachers and people in her grade,” Vlietstra said.

Vlietstra also heard a lot about how difficult SPA was from his sister, but in fact had a pleasantly different experience. “[Maggie Vlietstra] made it sound like it was a lot more difficult than it is,” Vlietstra said.

Vliestra’s experience at SPA, both socially and academically, was impacted by having an older sibling.

Though his own experience can be different from his sister’s, her legacy lives on in his experience. Really, having a sibling is beneficial to Vlietstra.

“I’m very glad that I go to the same school that my sister did,” Vlietstra said.

“I’m very glad that I go to the same school that my sister did.”

THE RUBICON PHOTO: Chloe Morse

10

F eature THE RUBICON • MAY 2017

Larsen works hard for the pizza

What job is for you?

Start with your age and answer the following questions Are you 16 or over?

Do you get stressed very easily?

Yes

Yes

No

No Do you like the outdoors?

SUBMITTED PHOTO: Kaia Larsen

SELFIES AT WORK. Sophomore Kaia Larsen takes a selfie in the bathroom of Cosetta’s where she works. “I am gaining a lot of good experience at my job because I work so often. It can be hard work, but it teaches me about responsibility and work ethic that will help me in future jobs,” Larson said.

Do you like kids?

No

Yes

Are you willing to spend a long time on your feet?

KRISTA SCHLINGER The Rubicon Editor

Having a job offers many opportunities for teenagers to gain experience with the responsibility involved in working. Sophomore Kaia Larsen must demonstrate responsibility throughout her shifts at Cossetta’s with it’s busy and fast-paced environment. “[Cossetta’s] is fast paced and always busy, so you have to work quickly, which can be stressful,” sophomore Kaia Larsen said.

Larsen spends 17 to 20 hours a week working for the Italian restaurant preparing food and working the cash register.

“I am gaining a lot of good experience at my job because I work so often. It can be hard work, but it teaches me about responsibility and work ethic that will help me in future jobs,” Larsen said.

Larsen was able to get a promotion to a cashier position after she had gotten enough practice with her first position preparing salads.

“It was especially hard to keep up at first but my co-workers helped me out a lot and eventually I got the hang of it, which lead to my promotion” Larsen said.

Larsen feels Cossetta’s is a good place for a first job because of the amount of diversity in experience within the staff. “[Cossetta’s] is willing to hire anyone because fo the high turnover rate of jobs. Most people that work there are only employed for a short period of time so [the staff is] pretty used to inexperienced workers,” Larsen said.

Larsen is satisfied with the balance between easier and more challenging tasks and continues to learn about the responsibility of having a job at Cossetta’s.

Yes

No

No Do you like to be independent?

Are you willing to take classes in order to get ceritfied to do a job?

No

Develop/Own Neighborhood Business Managing an individual neighborhood business, like lawn-mowing or dog walking, offers more independence for teens who want a larger say in their hours and wages. Although the actual shifts don’t require customer interaction, social skills still come in handy when seeking potential customers. Workers must be confident in their abilities because they don’t receive guidance from co-workers and will have to be their own boss.

Yes

No

Yes

Yes

Lifeguard

Camp Counselor

Lifeguarding is a good way to get some sun, but is a serious job and requires training and a lot of responsibility. Lifeguards spend a lot of time in the sun which can be problematic for some people.

Although not much staff or customer interaction is involved in the job, employees must be willing to be a leader when necessary in order to keep guests safe.

Camp counseling is a great job for anybody who likes the outdoors and wants to expand their leadership abilities. Most counselor positions require overnight shifts which are a good way for teenagers to build independence and make friends. This job requires a lot of responsibility because counselors are responsible for young children. Knowledge about the outdoors and training may be a requirement for applicants.

Ice Cream Store Working at an ice cream shop is a good teen job because it requires employees to develop many of the basic skills needed for future jobs. Employees learn how interact with customers and their co-workers in a semi fast paced environment making social skills a necessity. Scooping builds muscle but can be strenuous on the wrists and arms after extended time with minimal break. Employees must be able to stand for long periods of time and scoop ice cream, while juggling multiple customers in order to maintain the flow of the business.

F eature THE RUBICON • MAY 2017

11

Funtastic summer student activities Reedy continues her drive to give back LUCY SANDEEN The Rubicon Editor

Fair use image from Second Harvest website

SOPHOMORE SERVICE. Second Harvest is a popular volunteer organiztion that hosts many individuals and groups looking to help.

The sophomore class worked at Second Harvest as a part of their sophomore retreat.

Students’ summers are often characterized by relaxing days by the pool, time with friends, and travel with family. For some students, however, the summer also provides an opportunity to make a difference in the local community. Sophomore Eliza Reedy spends her summers at Second Harvest Heartland with her family and friends.

While Reedy began volunteering at Second Harvest Heartland to complete her sophomore service hours, she’s planning on

continuing her work this summer.

Second Harvest Heartland partners with organizations and volunteers to distribute food to hungry Minneapolis-Saint Paul children, families, and people.

“Second Harvest takes leftover food from restaurants and farmers and other places… and packages them and distributes them to food banks so they go to people,” Reedy explains.

Reedy appreciates the accessibility and convenience of volunteering at Second Harvest.

“It’s very productive… you get so much done in only a couple of hours,” she said.

Second Harvest accepts volunteers of any age, as long as young children have parental chaperones.

Reedy finds that the most gratifying aspect of her work at Second Harvest is the tangible change that volunteers can make.

Second Harvest Heartland reaches working families, children, seniors, and struggling students across the nation. In the past year, Second Harvest has supplied 80 million meals to 532,000 people, according to their website.

Cohen connects with friends, Judaism at camp CLAIRE HALLAWAY The Rubicon Editor

With about three months of break in the summer from school, many students choose to go to camp for an outdoor experience and time away from home. Some students go for just a few weeks and others go for nearly the whole summer, bringing back amazing memories and new friends.

9th grader Libby Cohen goes to Herzl Camp every summer.

The camp is located in Webster, Wisconsin and has been around since 1950. This summer, Cohen will be returning for her seventh year at the camp and will be gone for six weeks.

“Camp is the place where I can be myself, so whether it’s just hanging out with my friends and doing certain summery things or special camp things, that’s what I look forward to,” Cohen said.

For Cohen, camp is a chance to catch up with people that she doesn’t get to see often. She can also build new memories and bond over activities with new people.

“I like seeing all my friends that I don’t get to see...everyday... it’s just like when I’m with that certain group of friends, we have certain memories that I can’t make otherwise,” Cohen said.

The camp is different from other YMCA camps because it

focuses on Jewish activities and traditions. Herzel Camp offers Jewish teenagers a chance to celebrate Jewish culture through songs, food, art and dance as well as giving them fun opportunities to explore outside.

“We have different activities at the waterfront like canoeing and recently we just got paddleboards,” Cohen said. “We [also] pray after each meal and celebrate shabbat in a unique way,” Cohen said.

Going to camp has also helped Cohen become a better friend and learn to meet new people while overcoming challenges together.

SUBMITTED PHOTO: Libby Cohen

TZRIF ZAYIN. Ninth grader Libby Cohen smiles with her camp group Tzrif Zayin at the beginning of one of her sessions.

Konstan creates social web through politics CLAIRE HALLAWAY The Rubicon Editor

SUBMITTED PHOTO: Ben Konstan

TIM KAINE. Junior Ben Konstan meets and works with Hilary Cllinton’s running mate Tim Kaine. Konstan worked on the Clinton campaign last June. “You feel like you’re doing your part by progressing a cause that you beleive in, it feels really good,” Konstan said.

To some students, working with politics can seem daunting; whether it’s in internship or volunteering opportunity, it requires a lot of commitment and ambition. However, students gain connections and experiences that make political work well worth the commitment.

Junior Ben Konstan started political work with the Hillary Clinton campaign last June and worked his way up to becoming an organizing fellow and a high school ambassador for the campaign.

“I said sure, why not [to working] and then suddenly, one thing became another and I took on a much bigger role than I’d ever anticipated,” Konstan said.

Konstan has created a large amount of new connections and he has met many unique people from his work as a fellow. “[My favorite part] was just the variety of people you get to meet, like ...people you don’t interact with usually that come with a very interesting perspective that you get to learn from and talk to,” Konstan said.

Along with the interesting people Konstan gets to meet through his work, it allowed him to create

Read about sophomore Kelby Wittenberg’s plans to work at a University of Minnesota lab this summer on:

a wide web of connections that can bring him other offers.

“I have a few job offers for governor races that I might take,” Konstan said. “[It’s important to me for] two reasons; the selfish reason is because you get a web of connections ... also ... you feel like you’re doing your part by progressing a cause that you believe in, it feels really good.”

12

A rts & E ntertainment THE RUBICON • MAY 2017

LUCK BE A LADY. US Theater presented Guys and Dolls on May 19-21 on the Huss Center stage. Of the show’s whimsy, “ I want to make sure that when [theater students] leave SPA, they have been exposed to both comedic as well as dramatic musicals as well as fall plays...,” director Erik Severson said. Peter Findell, J.J Wertkin, Ethan Asis, Jonah Harrison and Gemma Yoo perform on the Huss Center stage.

The 50’s classic musical delivered dance, delight, and altered roles IYA ABDULKARIM Editor-in-Chief

Actors and actresses crowded the stage, doing everything from jumping rope to snapping photos to touring to walking with a blind stick, recreating the energy of New York street life in the 1950’s.

Guys and Dolls performed on the Huss Center stage on May 19-21. A stark contrast from last year’s spring production, Les Miserables, director Erik Severson chose this musical for a variety of reasons.

“I want to make sure that when [theater students] leave SPA, they have been exposed to both comedic as well as dramatic musicals as well as fall plays... some that are a little more contemporary, some that are a little more classical,” he said.

This musical hearkens back to an earlier time than most performed in the theater program.

“I was looking back and realized I hadn’t directed a musical that wasn’t written before 1980 since 2008 and...for myself and for the students I wanted to go back to the core of where Broadway musicals came from, and Guys and Dolls is one of them,” Severson said.

Junior Maya Shrestha is fond of the music in the production.

“My favorite part of this show is the orchestration,” she said. “I think the music is really cool and well-written.”

Additionally, Shrestha explained that this year’s production stands out from productions of previous years. “The show as a whole is pretty unique in that it is a huge dance show which is something SPA hasn’t done in a while,” she said.

That was another part of Severson’s decision when selecting this musical.

“Urinetown (performed in 2015) had a significant amount of choreography, but it’s not as much of a straight up classic Broadway musical that’s got significant dance. And I love throwing that challenge at our students and they’re taking to it,” he said.

Sophomore Sawyer Johnson, who played the role of a gambler, found the challenge of dancing an enjoyable one.

“Even though I’m not quite so good at it, I think the dancing is a really fun part of it [the musical],” Johnson said. “It makes rehearsal bearable, not having to just stand there while other people get set up you get to move around.”

BUSTED. Sophomore Gemma Yoo and juniors Drew Fawcett and JJ Wertkin get caught during an illegal card game of Craps.

“The show as a whole is pretty unique in that it is a huge dance show which is something spa hasn’t done in a while.”

— JUNIOR MAYA SHRESTHA

Shrestha, who played the role of Cici, a hot box dancer as well as a Havana dancer, agrees: “I’ve learned how to dance in heels,” Shrestha said. “It’s harder than it looks.”

The dances in the play were well-rehearsed and delightful to watch. They were brought to life thanks to distinctive costumes, all of which were designed by senior Phoebe Pannier.

Despite the very gendered concepts of the musical, Severson made efforts to alter aspects of the show.

“Instead of having this giant huge hulking man as this intimidating gambler, I have a petite female who, anytime she needs to get up in someone’s face, one of her goons puts down a box and she steps on it so she is taller than they are,” Severson said.

It was very apparent that the cast was attempting to break down gender roles, and in many places they were very successful. The musical has very dated gender roles and that was still apparent in the lyrics of some of the songs, but Severson’s casting did a great job of breaking some of those stereotypes down.

The musical was light and fun, the dancers a joy to watch, and the mission workers brought unexpected humor to the show. The song, “Sit down, you’re rocking the boat” was lively and a clear highlight of the performance.

“We need something that is fun and farcical and a little silly to put all of the negativity that exists in our world right now aside for a moment, to go and sit in the theatre for a couple hours 25and watch singing and dancing and missed relationships, frustrations, and some silliness and joy because I think we all need to

HAPPY IN HAVANA. Senior Mary Grant (Sarah Brown) tells senior Henry Zeimer how happy she is after getting tipsy in Havana, Cuba for the night.

laugh and smile a bit more,” Severson said.

Spotlight Theater awarded the production several honors, including: Outstanding ranking in Overall Production, Vocal Performance by an Ensemble, Overall Technical Team, Technical Crew, and Honorable Mention for Achievement in Musical Theatre, Overall Performance, Ensemble Performance, Acting Performance by an Ensemble, Movement Dance Performance by an Ensemble, Costume Crew, A/V Board Operators.

Individual Awards include Outstanding Performance in a Leading Role: Mary Grant and Coleman Thompson; Honorable Mention for Performance in a Leading Role: Leo Bukovsan.

Honorable Mention for Performance in a Supporting Role: JJ Gisselquist and Jonah Harrison Technic Theatre Nomination: Lea Moore—for the second year in a row—and Evaluator ShoutOuts to Emily Schoonover and Henry Ziemer.

THE RUBICON PHOTOS: Sharee Roman

CHALLENGE ACCEPTED. Henry Ziemer (Sky Masterson) and Coleman Thompson (Nathan Detroit) make high stakes bets throughout the show.

A rts & E ntertainment

13 Screaming for ice cream?

THE RUBICON • MAY 2017

Check out these three Twin Cities treat spots NOAH RICE Staff Writer

Pumphouse Creamery provides unique flavors Located halfway between Lake Harriet and Lake Nokomis on 4754 Chicago Ave sits a small ice cream shop. Pumphouse Creamery offers visitors a nice relaxing venue with an industrial chic vibe. The actual shop itself is small, it only has one indoor, table, but great outdoor seating is offered as well.

Pumphouse has a selection of 20 or so flavors, ranging from classic cookies and cream to some definitely more unique flavors consisting of lavender or blue cheese. If blue cheese in ice cream doesn’t sound super ap-

pealing, don’t worry because they have some great fruit flavors like rhubarb and grapefruit sorbet.

This ice cream shop is also a great place for people looking to find dairy-free ice cream. Pumphouse uses coconut milk as a substitute for regular milk. After tasting the dairy-free ice cream, it is almost indistinguishable in flavor from ice cream containing milk. The only differences being that the consistency of the coconut milk based ice cream was a little denser than normal, and the sweetness was much less that what most people are used to.

SOMETHING FOR EVERYONE. Pumphouse Creamery offers non-dairy ice cream that tastes surprisingly good.

PUMPHOUSE CREAMERY 4754 CHICAGO AVE. MINNEAPOLIS, MN HOURS: 12-10PM

Milkjam Creamery offers ice cream in a doughnut

MILKJAM CREAMERY 2743 LYNDALE AVE S MINNEAPOLIS, MN HOURS: SU-F 12-10PM F-S 12-11PM

The Edina Creamery is a blast to the past for visitors In the heart of the 50th and nam. Visitors can order mountains France shopping area lies a time of candy on their cone or sundaes, portal to the ‘60s, The Edina and of course chocolate sauce and Creamery. Red vinyl booths line freshly made waffle cones. the shop, and a wrap-around bar The ice cream is airy and with fixed stools greets you as light, and has great taste. Most you walk in the front door. The of the flavors are fairly generEdina Creamery creates an expe- ic, but some are very interesting rience like stepping back in time. and unique, like durian or green They have a great selection of tea. Come for the amazing atmoclassic flavors, but also some ex- sphere and cool decorations and otic ones that pay homage to the stay for the delicious ice cream. founder’s home country of Viet‘60s VIBE. The Edina Creamery offers traditional flavors in a retro enviornment.

Located right next to World Street Kitchen (WSK) Milkjam is an ice cream shop offering unique flavors and ice cream sandwiches.

Milkjam offers customers a new modern environment, with crazy flavors and even crazier names.

All displayed on a TV monitor, the flavors have names like “Uma Thurman” or “Waka Flocka.”

The ice cream itself is amazing and full of flavor, but even better

are their ice cream sandwiches.

Made with Glam Doll donuts, the ice cream sandwiches are their signature dish. The visitor chooses the flavor of the doughnut and ice cream, and then a doughnut is cut in half, warmed, and ice cream is smashed in between the two halves to create something of true culinary genius.

FUNKY FLAVORS. Many of the flavors offered at Milkjam have fun names such as “Waka Flocka” and “Uma Thurman”.

THE EDINA CREAMERY 5055 FRANCE AVE S MINNEAPOLIS, MN HOURS: 12-10PM

THE RUBICON PHOTOS: Noah Rice

Ross donates office clean up sale proceeds to homeless

EVERYTHING MUST GO. Bill Ross is retiring after 26 years of coaching and teaching. Along with his advisory, he is raising funds to help the homeless.

ISABEL GISSER Rubiconline Editor

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RUBICONLINE PHOTO: Isabel Gisser

Students and faculty alike flocked to the athletic hallway on May 25 to explore an office garage sale led by Coach Bill Ross and his advisory. Over the 26 years Ross has spent at SPA, his office has housed a growing collection of Spartan apparel and sports memorabilia. With his upcoming retirement, the physical education teacher and varsity

football and softball coach began to consider what to do with the contents of his office at the end of the 2016-2017 school year. “[Coach] Gallagher said, ‘A lot a stuff in here, what are you gonna do with it?’…I pondered for a second and said, ‘I think I’m gonna have a garage sale,’” Ross said.

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THE RUBICON • MAY 2017

Athletes appreciate senior legacy MARLEE BARON The Rubicon Editor

Even though they are gone, seniors leave a legacy. Whether that is a new tradition or an improved atmosphere they always leave their mark on any sports team they are involved with. Underclassmen and middle school students look up to seniors, and juniors learn how to be leaders from them.

Ned Laird-Raylor is going to be one of the Boy’s Swim Team captains next year and he has many role models, who have since graduated that have taught him how to be a leader on the team.

“Two years ago Karsten [Runquist], Sam [Matenaer] and some of the seniors from Highland left the attitude of fun being the most important part of the swim team and community being really important,” Laird-Raylor said.

Not only did this attitude affect the team that year, but it left such a positive impact that Laird-Raylor plans to bring this attitude into next year. “I’m going to bring Karsten and Alex’s organization and inclusivity measures to include all the underclassmen and middle schoolers, check in on them and talk to them about swimming and their lives,” he said.

“We only had one senior graduate this past year, which was Matt, and I think he showed that

it’s not a prerequisite to be 100% devoted to the swim team to be included and be on it. […] He shows that if you show up when you are supposed to you don’t have to make swimming your entire life, you just need to enjoy the sport,” Laird-Raylor said.

Laird-Raylor also plans to continue this idea next year. “With Matt’s legacy I’m going to keep people accountable, keep them going to practice and keep them on top of their physical training,” he said.

Junior Lark Smith has been a member of the fencing team and plans to continue competing next year. She has enjoyed the atmosphere the seniors left with the team this year and how helpful they’ve been.

“The foil captain, Drew O’Hern, was pretty helpful.

When Sasha, the coach, was busy with Men’s Foil, he would come over and give me a couple of tips, like how to finish my attacks. He would always come around and give us advice when Sasha wasn’t available,” Smith said. Smith also enjoys the light attitude the seniors brought to the team.

“We do a lot of workouts so it’s pretty hard sometimes and it’s nice to have the non serious attitude,” Smith said. The impact leadership veterans have on rising athletes on any team makes a huge impact, but the dedication and shown by SPA seniors is special.

“If you’re walking down the right path and you’re willing to keep walking, eventually you’ll make progress.”

— JUNIOR LARK SMITH RUBICON PHOTO: Web Lehmann

Submitted by: Drew O’Hern

ON POINT. “He would come over and give me a couple of tips, like how to finish my attacks,” junior Lark Smith said of O’Hern.

PHOTO: David Matenaer

DIVING IN. Junior Ned Laird-Raylor said that, as a captain, Matt Suzuki made everyone feel welcome: “I think he showed that it’s not a prerequisite to be 100% devoted to swim team to be included.”

READY. SET. FENCE. Drew O’Hern was a fencing captain and leader this past season. “He would always come around an give advice,” junior Lark Smith said.

“With Matt’s legacy I’m going to keep people accountable, keep them going to practice, and keep them on top of their physical training.”

— JUNIOR NED LAIRDRAYLOR

PHOTO: David Matenaer

OUT WITH A SPLASH. Matt Suzuki was the SPA captain of the Tojan swim team this past season. “With Matt’s legacy I’m going to keep people accountable,” Laird-Raylor said.

Co-captain Shelby Tietel reflects on her final golf season JASPER GREEN The Rubicon Editor

SUBMITTED PHOTO: Shelby Tietel

STRIKE A POSE. Senior golf captain poses for a picture.

“As a captain I choose teams for games and lead stretches before a match. I make sure that everyone is on the bus before matches. Kathryn [Schmechel], the other captain, and I just try to help newer girls as much as possible by giving them some tips and tricks to the game,” Tietel said.

Senior captain of the Spartan Girls Golf team Shelby Tietel strives to create a fun loving atmosphere even in the toughest moments. Tietel believes that in order to become proficient in the sport, one must work on both their long and short games as much as possible.

“Practice is determined by the players since our team is so small. We work on either long game, short game, both, or whatever we feel we need to work on most. Then we will play games that help us practice those things or just hit a lot of balls while having fun and getting practice in,” Tietel said.

As a captain, Tietel leads her team through their warm up stretches.

“For most of our major matches, a lot of the teams tend to putt and chip to warm up before start-

ing but our team typically is having so much fun that we forget to warm up because we’re talking and joking too much,” Tietel said.

Tietel leads her team through stretches and warm ups; she believes that having the little things before a competition constant and reliable helps with performance.

“As a captain, I choose teams for games and lead stretches before a match. I make sure that everyone is on the bus before matches. Kathryn [Schmechel], the other captain, and I just try to help newer girls as much as possible by giving them some tips and tricks to the game,” Tietel said.

The girls golf team realizes that they are an underdog for winning state, but the team strives to do well in competition and believes that the best way to increase participation and skill is to make the sport as enjoyable as possible.

“Competitions are usually the most exciting part of the sport. It

“I just try to help newer girls by giving them some tips and tricks to the game.”

— SENIOR SHELBY TIETEL is always fun because we realize that we will not likely win state or anything major, so for us it’s really about having a good time with each other and with the sport,” Tietel said.

Tietel believes that the team will perform admirably in sections this season.

“Our conference has six teams and we usually rank 4th out of the 6. The top three teams are significantly better than the bottom three so we usually end up in the middle. This year, the top three teams graduated a lot of seniors

so now it’s looking like we’ll get higher out of the six, which is a great improvement from last year.

Otherwise, everyone is just trying their best to keep shooting low scores. It’s both a team and an individual thing,” Tietel said.

Tietel describes that being a part of the girls golf team is part individual skill but—more often than not—the closeness of the team is what really matters. She will be missed next year on the girls golf team, but thanks to her leadership, the team is in very good shape for the upcoming season. Shelby is supported by younger brother Riley Tietel, who is a sophomore at St. Paul Academy. Although golf is commonly thought of as an individualistic sport, the it is very much a team sport, a team whose chemistry is greatly uplifted by the prescence of Tietel. Underclassmen will try to fill her shoes nnext season, and she will be sorely missed.

PHOTO GALLERY: Varsity baseball continues winning streak

HOME RUN. After a rocky start, Spartan Baseball rebounded with a five game winning streak.

RUBICONLINE PHOTO: Web Lehmann

WEB LEHMANN

RubicOnline Editor Spartan Baseball continued their five game winning streak after a victory against Orono High School May 11. After a rocky start, the Spartans have found their groove in the past few weeks and have achieved a winning average of .588 for the season. Un-

der the leadership of the head coach of over 40 years, Mike Brown (class of ’66), and assistant coaches Dominic Reed and Daren Straffelda, the Spartans have been having a great season.

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THE RUBICON • MAY 2017

Spring Sports: Spartan Season Recap

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Lacrosse - Girls Varsity OVERALL RECORD: 7-4

Lacrosse - Boys Varsity OVERALL RECORD: 3-7

Golf - Girls Varsity OVERALL RECORD: 2-4

Golf - Boys Varsity OVERALL RECORD: 7-1

Tennis - Boys Varsity OVERALL RECORD: 9-2

The Trap Team is sixth in Class A - Conference 3 with 500.5 points

Softball - Girls Varsity OVERALL RECORD: 9-12

Baseball - Boys Varsity OVERALL RECORD: 10-8 PHOTO ILLUSTRATION:Jack Benson

The table above displays the regular season record for all the spring sports teams, most of which have reached their section or state level tournaments. Despite the short length of the spring season, the teams managed to participate in a good amount of games, matches, and competitions.

Ultimate Frisbee Team displays both strategy and spirit MIMI GELLER

Director of RubicOnline The wind whistled while the SPA Ultimate team took to their positions on the field at the Snail Lake Kindergarten Center against Mounds View on May 18. Having won and played many games by now, the SPA Ultimate team looked like a well-oiled machine at the start of the game. Warming up, SPA was proving their dominance and chemistry. They were ready to compete.

In an excellent series of plays, catches, passes and scores, SPA looked to be dominating over Mounds View, only permitting them to score a minimal number of times. The energy and positivity from the SPA sidelines prompted enthusiasm on the field, and similarly, Mounds View continued to cheer from their sideline. By the end of the first half, SPA was up 8-5.

Shivering players huddled to talk game strategy, and the wind proved itself to be another unfriendly opponent.

In the second half, a couple

of miscommunication errors allowed Mounds View to score, however, this only motivated SPA to score and play with more determination, which they did.

Finishing the game swiftly and eloquently, play after play SPA scored and ended the game with a final score of 15-7.

The SPA Ultimate team clearly knows how to finish their game, and they do so cordially and expertly. In a continual tradition within ultimate frisbee teams, SPA offered chips to Mounds View to congratulate them and everyone gave each other compliments and high fives.

Junior Maya Shrestha, a member of the team, has enjoyed the season thus far.

“I think a lot of us expected to be losing all our games because it’s our first year as an official team, but we’ve actually won a lot,” Shrestha said.

“It’s such a fun environment and a great group of people,” she added.

To check upcoming games and statistics visit the 2017 High School Spring League website.

RUBICONLINE PHOTO: Mimi Geller

SWOOSH. Senior Ewan Lang passes the frisbee to teammate while opponent tries to block his throw. SPA Ultimate Team won their game on May 18 against Mounds View Academy with a final score of 15-7.

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G raduates THE RUBICON • MAY 2017

Congratulations to the Class of 2017 The graduating class of 2017 will be attending 77 different colleges. The colleges span across 26 U.S. states, and 5 countries.

9 students will be taking a gap year.

AMERICAN UNIVERSITY OF PARIS Barbara Bathke AMHERST COLLEGE Javier Whitaker Casteñeda ARIZONA STATE UNIVERSITY Moira McCarthy William Kelly Genevieve Zanaska AUGSBURG COLLEGE Charles Christakos BARNARD COLLEGE *Noor Qurieshy BOSTON COLLEGE Shebly Tietel Raffi Toghramadjian BRANDEIS UNIVERSITY Neeti Kulkarni CARLETON COLLEGE Spencer Allen Ivan Gunther CLAREMONT MCKENNA COLLEGE John Soranno COASTAL CAROLINA UNIVERSITY Raegan Small COLBY COLLEGE Nora Kempainen COLLEGE OF WOOSTER Colin O’Hern COLORADO COLLEGE Justine Miller COLUMBIA UNIVERSITY Diane Huang COOPER UNION FOR THE ADVANCEMENT OF SCIENCE AND ART Sophie Jaro DARTMOUTH COLLEGE Kyle Ziemer DUKE UNIVERSITY Shefali Bidjwadia

GRINNELL COLLEGE Coleman Thompson GUSTAVUS ADOLPHUS COLLEGE Weston Lombard Riley Bowman

SARAH LAWRENCE COLLEGE Eva Malloy

HAVERFORD COLLEGE Ewan Lang Emily Thissen

SAVANNAH COLLEGE OF ART AND DESIGN Austin Leiby

HOBART AND WILLIAM SMITH COLLEGES Jack Indritz

SCRIPPS COLLEGE Maya Edstrom

ITHACA COLLEGE Cara Pomerantz JUNIOR HOCKEY PROGRAM Matthew Dahlseide Jack Johnston Noel Parker Dominic Picciano PARSONS SCHOOL OF DESIGN Leah Hughes LAKE FOREST COLLEGE Lauren Boettcher Lutalo Jones Maria Perkkio MACALASTER COLLEGE Kate Bond Maya Kachian MCGILL UNIVERSITY Pheobe Pannier MIDDLEBURY COLLEGE Soph Lundberg Clare Tipler MINNEAPOLIS COMMUNITY AND TECHNICAL COLLEGE Emily Schoonover NEW YORK UNIVERSITY Leo Bukovsan Amodhya Samrkoon

EARLHAM COLLEGE Magdalena Gallagher ELON UNIVERSITY Mason Kinkead Charles Marrone

NORTHWESTERN UNIVERSITY Heba Sandozi

FORDHAM UNIVERSITY Mary Grant

OKLAHOMA STATE UNIVERSITY Hannah Stanley

GOUCHER COLLEGE Hana Martinez Sonia Sukumar

SAINT JOHN’S UNIVERSITY Emre Kihtir

HAMILTON COLLEGE Peter Schavee

NORTHEASTERN UNIVERSITY Wyatt Bliss Samantha Bluhm Spencer Evert

FRANKLIN AND MARSHAL COLLEGE Drew O’Hern

ROSE HULMAN INSTITUTE OF TECHNOLOGY Elliott Tong

RICE UNIVERSITY Noah Keogh

SKIDMORE COLLEGE Franklin Labovitz SMITH COLLEGE Elizabeth Brass SOUTHERN METHODIST UNIVERSITY Daniel Reich ST. OLAF COLLEGE John Addicks O’Toole Mathew Jaeger Tabeer Naqvi Muneil Rizvi SWARTHMORE COLLEGE Sarah Wheaton SYRACUSE UNIVERSITY Jack Geller TRINITY COLLEGE Katherine Brunell UNIVERSITY COLLEGE LONDON Peter Schleisman

UNIVERSITY OF MINNESOTA, TWIN CITIES *Meley Akpa Thomas Dicke Anothony Dierssen-Morice Emerson Egly Jackson Jewett Elena Macomber Andrew Michel Sarah Murad Oona Prozinski A.M. Roberts UNIVERSITY OF NEW HAMPSHIRE AT DURHAM Macy Blanchard UNIVERSITY OF PUGET SOUND John Connelly UNIVERSITY OF REDLANDS *David Santos UNIVERSITY OF RICHMOND Lauren Hansen UNIVERSITY OF ST. ANDREWS Cole Staples UNIVERSITY OF ST. THOMAS Mark Ademite Salvatore Ciresi Ross Kirby Paul Watkins UNIVERSITY OF VERMONT Lanxin Roen UNIVERSITY OF VIRGINIA Liam McVea

UNIVERSITY OF BRITISH COLUMBIA Paul Watkins

UNIVERSITY OF WASHINGTON Sara Bohjanen

UNIVERISTY OF CALIFORNIA, BERKELEY Stephanie Li

UNIVERSITY OF WISCONSIN, MADISON *Matthew Suzuki

UNIVERSITY OF CALIFORNIA, SANTA CRUZ Bailey Troth

WASHINGTON UNIVERSITY IN ST. LOUIS Emily Dieperink Ethan Meitz

UNIVERSITY OF CHICAGO *Mari Knudson

WELLESLEY COLLEGE Eleanor Matticks

UNIVERSITY OF DENVER *Dominic Picciano Jack Sullivan

WESLEYAN UNIVERSITY Lea Moore

UNIVERSITY OF GUELPH Ethan Maione

WHITMAN COLLEGE Mackenzie Kuller

UNIVERSITY OF MIAMI Samuel Petronio

WORCESTER POLYTECHNIC INSITUTE Ian Scott YALE UNIVERSITY Kathryn Schmechel Henry Ziemer

* - Denotes the students participation in a gap year