November 14 2019

The Student Newspaper of Seattle Preparatory School 2400 11th Ave. E. Seattle, WA 98102

The Seattle Prep Panther November 14, 2019

www.seapreppanther.org

Volume 75 No. 2

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Twitter: @seapreppanther Instagram: @seapreppanthers

2 THE PANTHER | NOVEMBER 14, 2019

Editors-in-Chief Maddie Deasy '20 Sophie Jurion '20

Visuals Editor Grace Weiand '20 Digital Editors Lauren Day '20 Danica Dytioco '20 Staff Cyrus Berger '20 Walid Cruz-Vanegas ‘20 Karl Kammereck '20 Milo Pepper ‘20 Sofia Simon '20 Jackie Williams '20 Abby Allen '21 Cece Brown '21 Caroline Casey '21 Tia Flores ‘21 Clara Malone ‘21 Olivia Manning '21 Kelly McGarry '21 Natalie Nowak '21 Addie Roza '21 Maya Shields '21 Paige Stanley '21 Will Thompson '21 Cara Weigand '21 Piper Wood '21 Hobbs Hegedus '22 Beni Jurion '22 Gael Loor '22 Kate Ridgeway '22 Gabby Stuart '22 Jack Coleman '23 Jeffrey Go '23 Margot Gwynn '23 Kaitlyn King '23 Annie Roske '23 Raquel Wong '23 Freelance Staff Anabelle Deasy '22 Nick Pickel '23 Adviser Micah Richardson

EDITORIAL POLICY The Seattle Prep Panther is a forum for student work and the editorial board makes final decisions regarding publication. The editorial board’s responsibility is not only to present one viewpoint, but to reveal multiple perspectives. The views represented in the Panther or in online publications do not necessarily represent the views of the entire staff, the school, or the administration as a whole.

To contact The Panther: C/O The Panther Newspaper 2400 11th Ave E. Seattle, WA 98102 Email: seapreppanther@seaprep.org Instagram: @seapreppanthers Twitter: @seapreppanther Letters to the Editor: The Panther staff welcomes letters as they give a constructive way for more people to express their opinions, criticisms, and reactions to school issues.

Letters may be sent to the email address or physical address above. All letters must be signed, names will be published.

EDITORS: KARL KAMMERECK '20, WILL THOMPSON '21, CARA WEIGAND '22

Opening the Discussion about Diversity

THE PANTHER

Managing Editor Tessa Zink '21

EDITORIALS

MADDIE DEASY '20 Editor-in-Chief

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n the face of a new school year, students at Seattle Prep greeted a new class, the class of 2023. As a senior looking across the bleachers, I looked at this class and noticed many things. These include the amount of girls to boys, the number of people I see wearing Nike Air Force 1’s but also the apparent diversity of the class.

Sometimes I feel as if diversity is a topic we tiptoe around or are often afraid to talk about here at Prep. Even from my own personal experience writing this article, heritage, race, and culture can be awkward and challenging to talk about. Even though this subject is hard and difficult to discuss, diversity here at Prep is something to be celebrated and talked about with an open mind and heart.

In 2019, the Prep student body is made of 35% students of color. For a private school in the city of Seattle this is a number that should be celebrated. Other private schools in the greater Seattle area have a smaller percentage of students of color. According to their school’s websites and high school profiles, schools such as Bishop Blanchet have 30% students of color

and Eastside Catholic High School has 29% students of color. These very similar high schools in our area have a smaller percentage of students of color than Seattle Prep and our increasing diversity of students is something to be proud of.

The population of the city of Seattle as a whole is 31% people of color so, the Seattle Prep school and community actually exceeds the percentage of the entire city of Seattle in terms of diversity. Diversity at Prep has been growing at a consistent rate since 2016. In 2016 Prep had a student body that was 31% and then in the following year (2017) it was 33%.

Although this is something to be proud of and celebrated by the Seattle Prep community there is always more work to be done. This can and should start with the student body here at Prep. Through clubs like APIC, LatinX, and BSU have taken diversity here at Prep into their own hands.

Although students of color are still underrepresented here at Prep, clubs like these are making an active effort to bring important perspectives to the minds of Prep students.

When talking to Seattle Prep Admissions Director Ann Alokolaro, she said that an important way we as students can celebrate diversity and change is “remem-

bering that every person is sacred” and that is something we must hold with us as “a part of our Jesuit mission.”

As a Prep community, we must look past the stereotypes others put on our school and community and focus on how we want to define ourselves. Prep is a place for every student, and it is our job as a community to make this school an accepting home for everyone who enters.

In the 2019-2020 school year let’s focus on acceptance and being open with one another especially on difficult subjects like diversity and one’s heritage. By doing so we will all be one step closer to living at the Grad at Grad every single day.

cording to the National Academies of Sciences, Engineering, and Medicine, second generation immigrants contribute more to the United States economically on average than an average native born American.

While they contribute, they are also less likely to use benefits because they

for jobs that Americans don’t want to take.

According to the United States Bureau of Labor Statistics, immigrants represent 17 percent of the U.S. work force. The reality is without these workers the United States work force would shrink. Lastly immigrants boost the economy by increasing the supply and demand for goods and services.

The connotation that immigrants hurt the United States rather than support it, is false. Immigration is needed in the United States. Besides their contribution in our economy, we as Americans, should recognize our privilege and use it for good to support others instead of denying them help.

Many of these immigrants are escaping from harsh and unsafe conditions and only leave their country because they believe they have no other choice. Americans should do everything they can to help others instead of denying them access to a safe country.

The best way to protect yourself or an immigrant in an event of an ICE raid is by being informed of your rights. Visit https:// www.aclu.org/issues/immigrants-rights for more information.

Students of Color at Seattle Prep 2016: 31% 2017: 33% 2018: 35%

Support Immigrants

TESSA ZINK '21 Managing Editor

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n 2016 when Donald Trump was elected President, one of his main campaign platforms was his infamous wall. In his campaign announcement, Trump said he wanted to build a "huge" wall on the southern United States border that would protect Americans from all the "drug dealers, criminal, and rapists" of Mexico. However, Trump's inherent racism and blanketed view of Mexicans is preventing hundreds of thousands of people from gaining access to a better life.

The United States should be celebrating immigration instead of deterring it.

Naturally born American citizens should appreciate our “lottery ticket opportunity” by being born in the United States and should use our privilege to help others gain opportunities that are accessible to us every day.

Despite Trump’s claims that immigrants cost the United States "billions of dollars each year" or that the immigrants are constantly taking the jobs of Americans, immigration benefits the United States. Ac-

"Americans should do everything they can to help others instead of denying them access to a safe country."

aren’t eligible. To qualify for most b e n e - fits, someone has to be a resident of the United States for five years and or have a certain income that many immigrants do not achieve.

Additionally, the common misconception that Immigrants are taking the jobs of hard-working Americans is incorrect.

Most of the time immigrants are filling in

I'll Do It Later A cartoon column by DARIO CABABA-WOOD '21 Freelance Cartoonist

PREP LIFE EDITORS: CAROLINE CASEY ‘21, KATE RIDGEWAY ‘22, MAYA SHIELDS ‘21

3 THE PANTHER | NOVEMBER 14, 2019

Zaboukos Embraces Irish Heritage Through Dance

HOBBS HEGEDUS ‘22 Staff Writer

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eattle Prep offers many sports, more than usual, allowing the students to take anything from bowling to soccer, and no one would raise an eyebrow. But for those who could not find their own slot in Prep sports, may choose something more diverse.

One of these people is Sophia Zaboukos, a current sophomore at Seattle Prep. While she may swim for Prep in the Fall, all year she Irish dances for Tara Academy.

Irish dance is a culmination of Irish, French and English traditions and techniques that began in the 18th century.

It is either done in solo or group performances. This European tradition requires constant critique and improvement, making dancers like Zaboukos go to practice four days a week, and even up to six days a week nearing major competitions. This intense practice takes a dedication of ten to fifteen hours a week.

While this does put a strain on Zabouko’s school life, she believes that it is worth it to balance the extracurricular and school. But she does encourage all ages to join in, commenting that, “It’s very fun and people of all ages can enjoy it, whether you are spectating or dancing yourself!”

But the Gaelic dance is not the only reason people join, the community being also a major factor. Zaboukos was inspired to join and was introduced to Irish dance by one of her fellow friends, Sydney Jones. Ever since then she believes she has “Found my home in this sport.”

While the sport is always accepting of newcomers it has a rigorous system that takes years of dedication to move up in. Still putting time and effort into it today, Zaboukos works hard to improve her skill, represent her academy and to try and reach the big Irish dance competition, Worlds.

Worlds is sponsored by the Convention Centre Dublin, and is the worldwide competition for Irish Dance. Zaboukos hopes to one day qualify but even with all her talent and skill believes that “ It is a big dream of mine that I think I could accomplish in a couple years.”

Once again an example of how much dedication this sport really needs. To even qualify for worlds, they need to be the top level of U9, be a medalist in the North America Championships, and place top ten in the Mid-Atlantic Regional Oireachtas.

While all this may sound daunting, Zaboukos believes she can reach her goal, and suggests that everyone should join, no matter their skill, and become part of the ever growing Irish dance community.

PHOTO: Courtesy Sophia Zeboukos Sophia Zeboukos practices her Irish dancing on the beach. Zeboukos is seeking a spot in the Worlds Irish Dance Competition in Dublin.

Internships Give Students Valuable Work Experience KARL KAMMERECK ‘20 Staff Writer

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everal Seattle Prep students have made a mark on the professional world through their internships that grant them unparalleled opportunities ranging from meeting CEOs to running fashion shows.

Senior Emma Grossman applied and was accepted into Bank of America’s Student Leader Program. The opportunity enabled her to work with Goodwill at their job training and education center. She was part of helping multiple clients find housing, food, and job opportunities. This work consisted of assisting teachers in class, re-

ferring clients to resources that best fit their needs, and helping in résumé workshops.

Alongside the hands-on work with clients, Grossman was able to meet with the CEO of Goodwill, shadow different types of staff, sit in on executive team meetings, receive diversity/inclusion trainings, and do outreach for Goodwill. After reflecting on her experience Grossman said, “my favorite part of my internship was working with goodwill’s social workers.”

She explains how the internship provided her with a possible job path in the future as she notes that she “had no idea how important social work was and [is] now thinking of going into social work/social

services in the future.”

While Grossman went the business route, Isabel Becker ‘21 took a different approach with pursuing an internship in the fashion industry. Becker has been a part of some large-scale fashion shows and has learned to appreciate the ins and outs of the behind the scenes work which goes into a making a show work.

Her internship with Luly Yang Couture, a high-end designer brand, allowed her to meet with clients looking for dresses for occasions like galas, red carpet walks, and runway events. Becker was able to help designers, make inspiration boards, assist with designs, and go to meetings with

companies that discuss future projects. She explained that, “the main benefit of [her] internship has been getting a feel for what it’s like in the a fast paced, stressful, and professional work world. [She has] learned to balance different tasks by importance, and [she has] been able to help put a professional fashion show together from start to finish.”

Prep students found internships in areas they are passionate about. Testing the temperature of different fields provides students with the opportunity to assess firsthand whether they could see themselves doing the work they are doing in the future.

Everyone should dip their toes into the ocean of the professional world.

What do YOU call October 14th?

Prep Community Voices Their Opinion

KELLY MCGARRY ‘21 Staff Writer

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ctober 14th is a federal holiday in many countries, including the United States. Although the day is widely known as “Columbus Day”, many places have begun to recognize this day with another name: “Indigenous People’s Day.” In fact, the Seattle City Council voted in 2014 to officially change the name of this controversial holiday.

So why the sudden name change?

Many have begun dedicating this day in celebrating the indigenous heritage of the Native Americans, rather than the Italian explorer, Christopher Columbus.

The students of Seattle Prep have their own share of opinions on this highly debated matter. From a poll held on the school’s official Instagram account it was revealed that 73% of students call the day Indigenous People’s Day, while the other 27% refer to it as Columbus Day.

“Columbus Day is very outdated.

Native American culture is so diminished in our country. In reality, this is their land. I

think it’s important to recognize they were here before Columbus” says Alex Battle ’21. She continues to claim that she “never learned about native Americans in history class” until enrolling at Prep. She firmly believes that more exposure to the history and culture of the Indigenous people is extremely necessary in the United States.

Hannah Harris ’21 finds people that are supporting Columbus Day “as being selfish.”

On the other side of the argument there are Prep students who prefer calling the celebration by its older name. Diego Garcia-Camargo ’21 finds the “controversy (to be) based on questionable sources at best.” He argues that “the main evidence of Columbus’ actions being genocidal, and evil come from his political rival Francisco Bobadilla.” He went on to say: “the truth is, we don’t know how much Columbus was responsible for the terrible treatment of natives, but that is not what the holiday celebrates. It celebrates the achievement Columbus had in reuniting the human race.”

Garcia-Camargo even spoke of Bartolome de las Casas, the Bishop that is

taught in freshman Collegio classes: “(He) upon the person and their alleged actions.” describes a much different image of Co- He is of the opinion that he “wouldn’t call lumbus: one of admiration for his just and it either of the names” but rather the name respectable treatment of natives.” Finally, it celebration of “the birth of a country, that he declares that this doesn’t mean “we com- does not focus on the celebration of a person pletely accept any wrongdoing (Columbus) (Christopher Columbus) or the atrocities asmay have had” but to “be honest in our as- sociated with that person.” sessment of said wrong In contrast, Seattle doing.”

Prep Alumni Ashley

Mich Coles Mah ’18 believes that Christopher Columbus ’21 poses an alternamaking Columbus tive solution, believ- never actually stepped foot Day and Indigenous ing that the holiday Day on the in North America. He only People’s should be celebratsame day “pushes opexplored the neighboring pression further and ed by both names.

“There’s no reason to islands of the Caribbean. glorifies colonizahave it one way or the tion,” as it “erases the other. Both the native pain and suffering the Americans and the colonists did good and Indigenous people went through.” bad things, they’re human. You have to ac- Many cities and states have begun cept the benefits of both sides on this coun- to transition from Columbus Day to Indigtry.” enous Day, stirring lots of controversy. Dif Prep’s HEX teacher Mr. Smith, ferent questions and arguments arise from English by birth, believes that the day is to different spectrums. Which ever name it is “reminisce on the discovery of America, but called, the day offers plenty of opportunities (also) sees it as a day with a lot of potential to learn and discuss the history of the counnegativity and atrocity associated to it based try and its people.

Did you know?

PREP LIFE

4 THE PANTHER | NOVEMBER 14, 2019

EDITORS: KAITLYN KING ‘23, OLIVIA MANNING ‘21, MILO PEPPER ‘20

School Sponsored Trips Offer Students Lessons on Community, Injustice MAYA SHIELDS ‘21 CARA WEIGAND ‘21 Staff Writers

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very year Seattle Prep offers a variety of service opportunities abroad.

From New Orleans to the Dominican Republic, Prep students can take their talents to many different places. They have many meaningful experiences while on the trip, but ultimately, it’s what they bring back to Prep with them that is important.

José Martín, a Spanish teacher at Seattle Prep who led the 2019 Dominican Republic trip, has seen this idea in action.

Martín states that his students “became more socially conscious of the injustices between groups of people, and they were able to make a comparison of their own culture to their experiences in the DR.”

While students spend most of their time participating in service like rebuilding houses, or becoming fully immersed in the culture of their location, they also make meaningful connections back to their lives at Prep.

Zach Harding ’22 spent time in New Orleans rebuilding houses destroyed in Hurricane Katrina. Harding ’22 learned

“just to be grateful every day for what we are given, because we [often] don’t realize how much we have.”

Harding reflected on the various experiences he had in New Orleans. One that made a lasting impact on him was his experience with a contractor he met working on a house. Harding describes this man as “a very kind person who was trying to help out a friend.”

Meeting this man showed Harding how disasters can bring people together and the importance of unity in order to heal.

This outlook has shaped Harding’s experiences back at Prep by showing him how important it is for people to work together when facing adversity.

Those who went on the Dominican Republic trip also brought back some meaningful wisdom. While a major part of their trip involved living with host families and making strong connections with the communities they served, the students were also exposed to a very different way of life than theirs back in the United States.

Marc Ribas ‘20, who attended the Dominican Republic service trip last summer, speaks about the way of life he experienced while abroad. Ribas ‘20 said “Even

Photo: Milo Pepper Prep students say goodbye to Dominican students in Batey Libertad. Prep students attended a service trip to the Dominican Republic in Summer 2019. though they had less, they were willing to These lessons that stick with Prep students give us everything they had--their food, long after their plane home lands are what their houses, but most importantly, their really make the Prep immersion trips special and worthwhile. love.”

Teachers Use Summer Travel Opportunities for Professional Development KAITLYN KING ‘23 Staff Writer

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unshine, plane tickets, and warm breezes. When summer rolls around, everyone is excited to relax and take a break from school before the cycle of homework and tests begin again. Some students might wonder, do teachers also get summer break? Well, instead of enjoying their summer at their comfortable homes, they may enjoy it traveling to learn abroad.

Some teachers take it upon themselves to go to countries and study where they stay. They do this to educate their upcoming class about a certain topic.

Mr. Hogan, a History and Collegio teacher goes on these trips to get inspired for what he is planning to teach next. Hogan has attended many different seminars

such the Gilder Lehrman Institute to learn little themselves. Every place has a story, about the story of WWII in New Orleans and with the help of the teachers, they can or the N.E.H. Landmarks in American His- be expressed through their lessons. tory Seminar to learn

Ms. Healy is a about the Pearl Har- “There’s Sophomore Collegio nothing like bor bombing in Hoand AP Government visiting a place to learn teacher. This sumnolulu, Hawaii.

Hogan said about its culture and mer, she went on a teacher study tour to that “I think collecEastern Europe. She tively all the seminars history...” was motivated to go have reinforced just how important it is on this trip because of -Ms. Healy her curiosity in wantfor all of us to study history. It’s also been ing to understand the great to meet other teachers and hear conflict that occurred in the region along about their schools – it always makes me with the geographical and diverse history. feel lucky to be at Prep!”

“There’s nothing like visiting a

Not only do they go to educate place to learn about its culture and history... their students, but they also go to learn a In 1992 the city was under siege for nearly

four years. Bullet holes in buildings remain.

It was surreal to drive in a tour bus down sniper alley, to visit the abandoned Olympic luge course that was used as a bunker during the war, and walk the tunnel that was built under the airport to as a route for soldiers and supplies from downtown to the mountains in the West. Today, Sarajevo is a beautiful and vibrant city” said Ms. Healy

Even though these teachers are busy traveling and learning in the Summer and don’t always get rest from teaching, they are certainly ready to teach their class to the best of their abilities using their newfound knowledge with the things they learned from the places they went.

were very underprivileged and poor. She said that “even though they are extremely underprivileged they were still so happy.”

It was an incredible experience for her to be exposed to these people who have close to nothing and appreciate life no matter how much they have tangibly. These immersion trips can even change student’s perspective and appreciation for things that students have been doing and participating in for our whole lives and give it new meaning. For Kammereck, this was soccer.

She said, “Soccer became something that brought people together without speaking the same language.”

Not only did the trip change her view on soccer as not only a sport, but a way to connect with other cultures and people from around the globe. The people she met on the trip also had a profound and inspiring impact on Kammereck as she played soccer with children that showed her different ways of viewing her world. One of her most memorable experiences from the trip was when she met a little boy named Alex who she played and coached soccer with.

He lived in an extremely low-income area called Sardinal, Puntarenas. The kids came out to play barefoot and she had a great time getting to know the kids and live in the moment with them.

having met them.

Ella Gruen ‘21 at the age of 11 travelled with People to People to Australia.

She said that “the trip made me more aware of how similar people’s lives are across the world.”

She said that she visited a school with children her age and she was shocked at how similar they were to her and her fellow travelers. Gruen described herself as very shy before the trip but it made her realize how much more fun it is so get outside of your comfort zone and meet new people.

She said that she would recommend these trips because she “thinks traveling has so much to offer both for learning about different societies and groups of people, as well as just exploring and having fun.”

Gruen still continues to run into people that she has gone on the trip with.

This reflects how these trips can impact people and their lives for a long time.

Service trips provide a great experience for kids to explore the world around them and leave a positive impact. They also get to learn a lot and are able to see their lives in a new light. These trips allow for students see the world in a new perspective and they can share this perspective with others in Seattle.

Students Gain New Perspective on Service Trips

CECE BROWN ‘21 CAROLINE CASEY ‘21 Staff Writers

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lthough Seattle Prep offers many immersion trips, some students have taken the opportunity seek other immersion trips beyond what Seattle Prep offers.

Many different programs are offered such as sport immersion programs, service immersion programs, or just overall immersion programs. These programs allow students to see different parts of the world and allow them to see the place they live in a new perspective. Such immersion trips are through youth boards, immersion programs, or being recommended for them.

Sophomore Elsa Kammereck has been on one of the sport immersion trips organized by Wowza soccer. It was a twoweek immersion trip in Costa Rica where a group of students travelled to different communities to play soccer and do service.

She said that the trip changed her perspective on how she views herself and sports.

Kammereck said that the trip allowed her to have a “greater appreciation for what I have in my life.”

Kammereck went and played soccer with kids in different communities who

She also met a little boy named Gilberth, who she met again to play soccer with. She said “He was really good and super cute and had fun competing with each other.”

These kids that Kammereck met influenced her for the rest of her life. She said, “They change your perspective on a lot of stuff and you realize your place and how you fit into everything. I learned to have a greater appreciated for everything, sports, school, family, everything.”

Ben Austin ’21 had a similar experience through a service immersion trip through the Water1st High School Board.

He travelled to Honduras this past January for a week with a group of students from Seattle and Portland. The trip was centered around the water projects that are taking place in the Lempira region of Honduras.

Austin said that “It’s impossible to understand how important years of donating or contributions have been until you actually see it for yourself.”

For the trip Austin travelled around the region to communities who had water projects installed and to ones that have to walk for water every day. This trip was able to help him see all of the fundraising that he had done for the board and how much he has impacted people in the world without ever

PREP LIFE

EDITORS: ABBY ALLEN ‘21, BENI JURION ‘22, RAQUEL WONG ‘23

5 THE PANTHER | NOVEMBER 14, 2019

APIC Supports Student Heritage, Celebrates Identity

GAEL LOOR ‘22 Staff Writer

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he Asian Pacific Islander Club has been with Prep since 2015 and is currently being led by Ms. Alcantara.

When the club was first started it was called the American Asian Association (AAA) but last year the decision was made to rename it to be more welcoming and supporting to students with a Pacific Islander heritage.

The club works with identifying and celebrating all Asian identities. They meet every other Tuesday in I100. During meetings, students usually play a game or do an activity of some kind, such as origami, and eat food. They will also soon start have Boba tea runs like last year.

The APIC is planning on being more involved outside of the Prep community this year. They had a guest author, Jamie Ford, who came to campus to chat with

the students a couple years ago. Growing up as an Asian-American, the talk was a great way to “connect curriculum to culture”.

The club held a fundraising for disaster relief in regions of Asia and the Pacific Islands and most recently, Indonesia, which was drastically affected by a tsunami. The club is planning on doing more fundraising during APIC week.

One of the main goals the club has this year is to talk more about Pacific Islanders and their culture and integrate it within the club as all Asian identities are celebrated. One of the student leaders, Kyle Hoang ‘20, said that APIC shirts will be available for purchase next semester, so keep an eye out for those. All are welcome and the club is always open to suggestions and feedback on how to better represent Pacific Islanders or any other Asian identities.

PHOTO: GRACE WEIAND APIC members Audrey Gratzer ‘20, Paul Munar ‘20 and Manoli Tramountanas ‘20 pose for a selfie after folding paper cranes during a recent APIC meeting. APIC spreads awareness and promote cultural awareness.

Global Justice Coalition Takes Strides for Change

ADDIE ROZA ‘21 Staff Writer

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eattle Prep is making a difference in society through Global Justice Coalition (GJC).

GJC started out as a small group to spread awareness for current world issues.

Now, GJC is made up of over 60 students, led by Liv McAuslan ’20 and four executive leaders including Emma Grossman ’20, Rieko Wellington ’21, Cara Weigand ’21, and Ailbhe Killalea ’22.

They lead GJC with the focus on

both local and global issues. McAuslan ’20 said the main goal is to create awareness but also “to inspire positive change throughout our Prep community on that issue.”

Every year GJC leads Peace and Justice week. This week is dedicated to spreading awareness throughout the community on the club’s chosen issue; which is the focus for the entire year. GJC leads the school in various activities and concludes the week with a guest speaker who is an expert on the matter.

In the past, GJC focused on homelessness in Seattle and the judicial system

64 Zip Codes and Counting International Experience Gives Students Perspective

NATALIE NOWAK ‘21 Staff Writer 64 zip codes of Prep students in the greater Seattle area. But that doesn’t even begin to consider the students from Prep who have lived beyond Washington state lines and even beyond the borders of the United States. Several students in the Prep community have had the opportunity to completely be immersed in a culture outside of Prep and live abroad such as Aiden Bilger, Kenji Hoover and Isaac Trius.

Aidan Bilger ’22 had the opportunity to live in London, England from 20162018. After living in London, he describe how the only common ground between the two cultures is the English language. The dense city, and ability to travel to many other countries made life in London vastly different from life in Seattle. Bilger attended a school of roughly 300 students, which is substantially smaller compared to Prep’s 765 students. Many students at Prep wake up in the morning hustling out the door to be on time for their carpool to pick them up and drive them right to school, however Bilger shares how getting to school in London required taking at least three trains. Speaking of commuting, in Europe the travel between countries was much easier to which Bilger expressed that “this has given me a broader perspective of the world and has allowed me to see many issues from different points of view.”

Kenji Hoover ’21 had a unique abroad experience of his own a mere 4,782 miles away, 6 years ago. Hoover was born in Tokyo Japan and resided there until 10 years old. He shares how Tokyo was much busier and denser than Seattle, with a popu-

lation of 38 million compared to 755,745 people. Most of his friends didn’t even have cars due to the popular train transportation. However, Hoover attended an international school in Tokyo, which meant his schooling and overall student life was very similar to his current situation at Prep.

He shares how, “almost everyone I knew played sports like soccer, baseball, basketball and football just like people play here.”

Hoover’s international school experience provided him the amazing opportunity of experiencing “two very different locations, as well as their different cultures” but also making the transition to Seattle easier as he had traveled to Seattle almost three times a year to visit family and already adjusted to the American schooling system while in Tokyo.

Isaac Trius ’21 lived in Sicily Italy for three years and a big takeaway for him was the atmosphere of the people in Sicily. Living in Sicily gave Trius a new open perspective. He felt that the people in Sicily were more calm, easy going and personable compared to Seattle where “everyone is busy and needs to get somewhere… That’s something I feel I can definitely learn from.”

If one was to travel from Seattle, to London, to Tokyo, to Sicily and back it would be a total of 34,106 miles round trip. While it may be long in distance, the stories of students’ experiences in these places, and many more, are just a few feet away at Prep. Next time you hear about the 64 zip codes at Prep, consider the various cultures, stories, and experiences that lay behind those few numbers.

relating to the death penalty. This year, the coalition is focusing on the pervasive impacts of climate change on refugees and displaced persons.

“Effects of climate change on refugees, is an underrated issue which lacks the attention it needs. Many refugees are forced to leave their homes from natural disasters which is a result of climate change” said Weigand ‘21. GJC will work throughout the year to alleviate this issue and lessen the burden these refugees possess.

Some of the main goals are to “raise awareness and shed light on specific

issues in our world. With over 700 students at Prep, we have the means to catalyze lots of positive change and our job in GJC is to inspire and lead our school towards creating this change,” said McAuslan ‘20

Global Justice Coalition has big plans for the future and hopes to get the Prep community and students even more involved in current world issues. With more awareness and support, Prep can make a greater change. McAuslan ’20 said “complete involvement with the school would be transformational.”

LatinX Club Boasts Hidden Diversity

ANNABELLE DEASY ‘22 Freelance Writer

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usic, Latin foods, and a welcoming club full of amazing people in the Seattle Prep community are just a few things LatinX club has to offer.

The Seattle Prep community is full of diversity, whether people see it or not, but a large contributor to this is the LatinX Club. The club discusses a wide variety of topics from current events and fundraising ideas to Latin culture and the impact on the member’s lives.

The purpose of this club is to connect with other LatinX members of the community and celebrate their culture. The faculty adviser of this club, Ms. Tordillos says, “I love the sense of togetherness and the unique and safe space the meetings offer to students who may share similar family lives and value systems.”

Although the club is to celebrate the Latin culture, they welcome with open arms all Prep students interested in joining.

The size of the club has varied, but this is a club that has not gotten the true attention it deserves, co-president of the club and senior Rosy Chavez Martinez said, “I would really love to gain more attention for the club because I know that the Latin population at Prep is bigger than the amount of people who are actually in the club and we would really love to see this club expand to its full potential.”

LatinX club is a large part of the Seattle Prep community and the greater community as a whole. The club organizes several events in school such as music and food tasting in the commons or a pinata out on the plaza. LatinX club usually also sponsors a mass once a year that is at least partially in Spanish. This mass is not very well known throughout the prep community, but it is a great way to celebrate the LatinX culture at the school. Outside of the Prep community, they attend the bi-annual LatinX summit in California where they are able to meet other student across the US of the same heritage. This year the club plans to fundraise for the crisis in Venezuela and for Education Across Borders, an organization that helps communities in the Dominican Republic.

The LatinX Club at Prep is an incredible and welcoming group to all people interested. The club wishes to grow in members, but the leaders love the crew they have, plus all the yummy snacks. During meetings or out in the plaza, the club frequently brings in different foods from their culture to share with the school. Co-president of the club Marc Ribas ‘19 says, “The club is important to me because I feel like I have no idea who’s LatinX at the school! I swear, I always randomly find out that people are LatinX and I had no idea. I feel like the club needs to instill a sense of unity and help bring us together.”

If you are interested in joining LatinX Club, then contact Ms. Tordillos at ktordillos@seaprep.org

FEATURE

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7 THE PANTHER | NOVEMBER 14, 2019

EDITORS: SOPHIE JURION ‘20, GRACE WEIAND ‘20, TESSA ZINK ‘21 LAUREN DAY ‘20 Online Editor

Mrs. Bernal’s Definition of Culture

Fantastic Fiona!

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iona Killalea ‘20 is known for many things here at Prep: golf, competing on the math team, and softball. But, there’s only one thing all her friends and classmates think of immediately when they hear the name Fiona Killalea: her funky pronunciation of words.

Killalea’s family is Irish, a culture that she believes is defined by its traditions

GRACE WEIAND ‘20 Visual Editor

and people. Both of her parents speak Irish at home, hence the funky pronunciation of certain words. Every now and then, they will enjoy some nice Irish potatoes together, their favorite Irish food.

She does not participate in any Irish clubs because, unfortunately, there are none at Prep, but she does enjoy watching Rugby or Gaelic Football instead of American Football. Go Ireland!

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It’s what people do and believe in.” Mrs. Bernal approaches her definition of culture with a focus on the “organic and dynamic” aspects of her Filipino upbringing.

The Panther sat down with her to hear about what her culture means to her, and how food and family fit together in Filipino tradition.

“One thing that shocked me when I first came to the United States was how my kids’ preschool would have them play with rice at the sensory table.”

Mrs. Bernal’s Filipino upbringing instilled in her that rice is sacred because of the farmers who work to harvest it and all those who have so little to eat. “It is such a no no for us to act like food is a toy.”

Mrs. Bernal’s upbringing has played

Fiona Killalea

Flore Bindel

an integral role in her parenting style and her relationships with her children. She places high value on eating dinner as a family every night, which is a central tradition in Filipino culture.

A favorite dish in the Bernal household is adobo- a traditional Filipino dish that combines whatever ingredients are readily available. Wasting food is looked down upon, so it often is eaten over the course of several days until it’s gone.

Finally, Mrs. Bernal spoke on the importance of family in her culture. “Whatever you do is a reflection on your family.”

She’s taken parts of her Filipino and American traditions and combined them to create her own definition of culture.

Nico Olivar’s Cultural Connections to Columbia

Rosy Chavez

Life of a First Generation Student SOPHIE JURION ‘20 Editor-in-Chief

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eet Co-President of LatinX club and overall an amazing presence at Seattle Prep: Rosy Chavez Martinez ‘20! Rosy defines culture as, “the history and traditions that our ancestors had that we still do in modern time.”

Culture plays a significant role to every student’s lives. For instance, Chavez reflects, “Being a first generation Mexican-American, I feel like I live two lives because of my Mexican culture, especially going to a predominantly white school.”

As the Co-President of Latinx Club at Prep, Chavez states the importance of LatinX Club to all the members such as “it gives a place where they can feel free to express their culture with others.” In addition, since food is an important aspect in every culture, Chavez says,” My favorite food related to my culture is pozole, which is a stew with meat and hominy. This is my favorite food because when I was little my mom would only make

MARGOT GWYNN ‘23 Staff Writer

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it when it got really cold outside and the entire family would be together.”

Finally, Chavez says, “If you are struggling with accepting your culture due to society, friends, etc.., just know that it’s not something to be ashamed about. Be proud that you aren’t the same as the person next to you, be proud that you are unique and live a unique lifestyle that not everyone lives.”

Nico Olivar

Eliza Nenke

Gustavo Romero

Quadrilingual Icon

SOPHIE JURION ’20 Editor-in-Chief

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Culture is the essence of people, place, or way of life” says Gustavo Romero ’21. He believes that “Culture defines a group of people; therefore, it reflects their values, gives them meaning, and lets them show others who they are.”

Romero has a dual Venezuelan-Spanish citizenship. He was born in Caracas, Venezuela and recently got his Spanish citizenship after living in Madrid for four years. He stated, “I am currently living in America on a green card.” His first language is Spanish, and he has always spoke it at home. Not only that, he also speaks French, German, and some Portuguese!

Romero believes his culture greatly influences my day-to-day life for the better.

For instance, he says, “The first major thing that comes to mind is family. Family is very important in Latino culture, and I am very close to mine. There’s a lot of things that I didn’t appreciate until I found out not every-

body had them, such as family dinners, conversations, trips and more. I do everything with my family, and it has made us very tightly-knit and given us a very strong bond.”

Romero’s favorite food that is related to Venezuela and home is the arepa. He explains, “It’s almost like a sandwich in how versatile it is: you can really make it whatever you want it to be. It’s round and thick, made with a special corn flour mix and can be cooked on a stove, fried or whatever you choose to do. You then open it up and put in whatever you want: anything from scrambled eggs to pulled beef depending on what you want.”

As an executive of LatinX club and a member of the Diversity Council, Romero states, “I like being able to meet with other latinx students at Prep, talk about real issues that affect society and participate in a club at Prep. It’s also very nice to be a representative in the Diversity Council to be able to join the discussion about diversity, and really tackle important issues with other students.”

La Vie De Flore: Sophomore Maintains Strong French Background KATE RIDGEWAY ‘22 Staff Writer

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It’s really important to get to know other cultures because it offers a different perspective on life,” said sophomore Flore Bindel.

Bindel, who was born in San Francisco and moved to Seattle in 2012, has strong familial roots in France. Her parents were both born and raised in France until they moved to the U.S. in 2000, and because of this, she holds dual citizenship to both the United States and France. All her relatives have remained in France so her family travels there every summer and every other Christmas to visit them.

This past summer, Flore and her siblings Hugues and Marguerite, spent about two months in France. They began their European tour in the town of Annecy in the French Alps, where her grandma lives. Following that,

Bindel traveled to Spain for a camp near the city of Malaga. The Bindels also visited Saint Jean de Luz in the Basque country in Spain, as well as Italy and Switzerland. At times, her family stayed in l’ auberge’s, which are cabins in the middle of the mountains, and they even hiked alongside wild cows and sheep!

Bindel cherishes her summers in France because of the time she gets to spend with her extended family “When your loved ones are across the Atlantic you really grow a notion of gratitude for the time you get to spend with them.”

Bindel is fluent in French and started speaking it before she learned English, saying: “When I went to preschool, I didn’t know much English, so I had a little French accent!”

Her parents emphasize that she and her siblings maintain their French language skills, so they only speak in French at home.

Bindel says, “Learning a language is super important because it provides so many out-

lets!”

Bindel appreciates the originality her French culture gives her, saying, “I have two visions on things because I have the French version and the American version. Also, since I’m surrounded by two different cultures, seeing the difference is super interesting!”

Given college is approaching for her in a few years, Bindel wonders whether she will attend college in America or France. She says, “It’s kind of stressful to think about because it would be cool but it’s such a different schooling system. Also, I think that since my family is so accustomed to American life it’d be a really big shock.”

Bindel will spend Christmas in Argentina this year and France the following year and is already ecstatic for her yearly trip to France next summer! She encourages others to travel and experience new cultures, and next summer is the perfect time for that!

any students at Seattle Prep are connected to different societies from around the world, whether it’s Japan, Spain, France, The Philippines, Mexico or many others. These students find unique ways to connect to the cultures they are bonded to, whether it’s through family, clubs at Seattle Prep, or through speaking the language.

Nico Olivar, freshman, maintains his many ties to his Columbian and Argentinean roots.

Olivar takes the Spanish Two Honors class at Seattle Prep as a freshman, but he admits that he is nearly fluent in the language.

Olivar said “I have the occasional slip up every once in a while, but it’s super easy for me to flip between English and Spanish.”

He started speaking the language as soon as he was brought into the world because of his deep Columbian heritage. Olivar admits that he “speaks more Spanish at home and outside of school than English!” In his day-to-day life, Olivar connects with his heritage just by speaking a second language, which seems like second nature to him.

Olivar has three aunts and an uncle living in Argentina, but he doesn’t get to visit them in their own home country very often because of the long flight. He does get to see

them when his family travels to Columbia, which is often every year. When Olivar visited Columbia last, he traveled the 7,000-mile trip by himself. He says that being in another country “is such a big culture shock from the smallest things in your day-to-day life.”

Although having family in another country can be benefiting, Olivar said it’s an interesting dynamic. He shared that “You feel like you have a ghost family in another country. I say that because you know that you have 15 cousins that know your name and you saw them one or two years ago, but after a while you forget their face and their personality. It feels like they are so far, yet the moment you start talking with them, you feel like it was only yesterday that you were playing FIFA 19 at your cousin’s house in Bogota.”

Olivar’s biculturalism and bilingualism gives him another point of view of life in the U.S. He also adds “It makes me realize how lucky I am to be living in a place like Seattle of all places. This also gives me more sympathy to relate with other people.”

Olivar embraces and admires his cultural connections, and he adds “I wouldn’t be able to live without eating the arepas my abuelita makes me every weekend!” Olivar’s Columbian roots are a big part of his identity, and he stays connected to the culture he loves.

Eliza Nenke: Torn Between Two Alternate Societies

GABBY STUART ‘22 Staff Writer

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magine traveling to Australia and waking up to a vibrant sunrise and tropical breeze.

You get up and walk out to see the views around you. Then, you head to the beach. The breathtaking clear waters and white sand engulfs your toes. Your eyes ponder to the vast space beyond the sea. For miles and miles all you can see is ocean and sky, blending together to form a blue abyss. Now, imagine coming back to Seattle and back in a city where everything is in constant motion. For Senior Eliza Nenke this is her reality.

Nenke has been immersed in two different cultures her entire life. She was born and currently lives in the United States, but she is constantly pulled back to her heritage, her roots, Australia. From a young age she would visit Australia three times each year, during Thanksgiving, Christmas, and the

Summer. As she reflects upon her experiences in Australia, she realizes the impact it has made on her today.

Nenke’s favorite aspects of her homeland are the weather, the nature of the people and the community within Australia.

Nenke described how “anyone on the street would say hi to you.”

This is not the general greeting you receive in the states. The outgoing nature of the native Australians is what constantly makes Nenke feel at home.

She also describes how she feels like she knows everyone. The tight-knit community she’s surrounded by in Australia is a home for her, a safe and comforting place.

Nenke also enjoys the traditions in Australia.

She reminisces about her family traditions, “I remember going to my beach house, playing tennis and then on Christmas day, our family

would eat scrumptious meat pies and Australian sweets.” She makes meat pies with her family as a bonding experience.

It is experiences like these that help her to feel close to a community that is geographically so far away. It is also why the Australian community is so close, the traditions they share bring them together.

Although Nenke loves both Seattle and Australia, she finds Australia to be her home. One of the most profound things Nenke has noticed about herself and her various cultures is the fact that when she is in Australia, she says she’s American, but when she’s in America she says she’s Australian. Nenke finds herself torn between the two alternate societies. Nenke finds Australia to be her safe and comforting place and is looking forward to possibly moving there for college.

PREP LIFE

8 THE PANTHER | NOVEMBER 14, 2019

EDITORS: CYRUS BERGER ‘20, GAEL LOOR ‘22, CLARA MALONE ‘21

Same Friends, Different Countries Berlin Wall Affects German Teachers ABBY ALLEN ‘21 Staff Writer

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ast Summer, on June 16th ten juniors and ten seniors from Seattle Prep embarked on a journey to Germany.

First flying six and a half hours to Iceland, then another three and a half hours to Berlin, Germany, topped off by a five-hour bus ride to Kiel, the travel was exhausting.

Many students who take Prep German applied to go on the trip, but Frau Khouri, a Seattle Prep German teacher, could only take twenty. Before leaving for Germany, Caroline Baker said that she “didn’t know what to expect,” but once they arrived “both Germans and Americans bonded and created really strong friendships.”

The first town that the students went to was Kiel, which is where Frau Khouri is originally from. Upon arrival, Roxanne Anderson said that she first noticed that Kiel was “really cute, rural, and simple. There were lots of fields and trees and all the roads were winding and the houses were small.” She also noticed that her exchange student “knew every single person who lived on that road.” The village was completely different than the urban life of Seattle.

At Kiel, the students stayed with host families. Caroline Baker stayed with a girl about her age named Cecilie (16).

She recalls that Cecilie’s family was “super sweet and welcoming. The language barrier was not too difficult because almost all the host families spoke primarily in fluent English for the Americans.” Getting to stay with the Germans allowed the Seattle Prep students an authentic visit with lots of German language practice.

The students spent about twelve days exploring Kiel, until they ventured to Berlin for four more days. They visited

schools, spent time with their host families, and explored German cities and the countryside. Kenji Hoover said that his favorite part of the experience was taking day trips: “I really enjoyed visiting different parts of the country. I went on a day trip to Denmark with my host family.” The students also went to festivals. Caroline Baker’s favorite part of the trip was going to Kieler Woche, which is the largest sailing festival in the world. Almost every night, the students visited the festival, which lasted a whole week: “thousands of people were there with lots of live music.”

Both the Seattle Prep students and their host families became very close throughout the trip. To this day, Hoover still snapchats his host family members. The Seattle Prep students were excited to be reunited with their German friends when they came in early October.

The trip was a life changing opportunity. Hoover’s biggest takeaway from the trip was “how incredible it was to experience another culture after studying their language so closely.” When the Germans left Seattle Prep, it was a tearful moment, as the students were so sad to see their friends leave.

Another benefit of the trip was the constant opportunities to speak German. All the Seattle Prep students agree that the trip was extremely beneficial for their knowledge of the German language. Many improved both their pronunciation and vocabulary while on the trip.

Roxanne Anderson said that she would definitely consider doing the trip again because she “loved it so much” and is going to go back and visit next summer.

The trip is wonderful experience to make life long friends and bond with fellow classmates.

Photo: KYRI KHOURI German students pose with their exchange partners. The exchange students stayed came for twelve days in October.

WALID CRUZ-VANEGAS ‘20 Staff Writer

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Photos courtesy of Frau Reichl Frau Reichl as a young child in East Germany. Frau Reichl grew up in the city of Rostock and moved to Seattle six year ago.

ANNIE ROSKE ‘23 Staff Writer

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istory was made on August 31st, 1961 when the Berlin Wall was built, dividing Germany into East and West territory. Although this happened nearly 60 years ago, it resulted in an unexpected aspect of diversity and culture in our Seattle Prep community.

The German program at Prep is led by Frau Reichl and Frau Khouri. As expected, both teachers have strong German roots and connections to the country. Having both grown up in Germany and moving to America somewhat recently, they both lived very different lives in Germany due to the physical and cultural split the Berlin Wall created.

Frau Reichl grew up in Rostock, a small city at the Baltic Sea in East Germany.

Having moved to Seattle only six years ago with her family, much of her life was spent in Germany. Of that time, less than half was spent under in the effect of the Berlin Wall.

“In East Germany every student had to take Russian at school, starting in 5th grade and continuing until 12th grade” says Reichl “The communist influence was very strong when I grew up.” Reichl’s childhood

Deino is my Name

ow has Seattle Prep become the warm, welcoming, inclusive campus it is today? Though much progress has been made, it was no small task.

Beginning as an All Boys Catholic School in 1891, the demographics have shifted radically.

Throughout the years, Program Head of Track and Field, and Director of Diversity, Deino Scott has been along for the ride. A member of Seattle Prep’s class of 1974, the affectionately known “Coach Scott” now plays an important role in maintaining a positive, diverse learning environment.

For Scott, it would be a disser-

vice to refer to coming to Prep everyday as “work”. Now this does not imply that his work is not to be taken seriously. Scott feels like he’s compensated with rewards that aren’t just financial. The rewards for Scott can’t be found in recognition, or in a paycheck. For Scott, the fruits of his labor are not exactly tangible.

In fact, Scott says the most rewarding part of his job is seeing when “a student becomes a better person through their time at Prep”. Scott says there have been times where a student graduates from Seattle Prep, and he can see how Prep has impacted them in a positive manner after they come back five or so years later.

Despite the progress that has been made, Scott Acknowledges that “things aren’t perfect”. There remains a lot of work

to be done in areas of inclusion at Seattle Prep.

Our affinity groups such as FIG, One Voice, APIC, and BSU work to improve such aspects of Seattle Prep culture.

A portion of Scott’s role on campus is simply to be a friend. Many students can attest to being someone a student of any ethnicity can come to if they have any concerns. Students frequently sit down with Coach Scott, without bringing any issue to him, but simply to just catch up and fill him in on how things were going in their lives.

Having a faculty member like Scott, who can relate to and converse with students so naturally is a privilege for which we should always be grateful.

was greatly influenced by the Communist ideology within the government. These ideas oppose Frau Khouri’s upbringing and education from her childhood. Frau Khouri grew up learning not only English, but also Latin and French in school. In addition to languages learned in school, Khouri learned Russian on her own time for two years.

Khouri grew up in Kiel, in North Germany between the North and Baltic Sea.

“I moved to Seattle in 2005. I met my husband in Hamburg and decided to live with him in the US” said Khouri. Although both teachers have different reasons for moving to Seattle and grew up under different influences and governmental ideals, both bring a diverse learning experience to Prep.

When comparing America to Germany, both Reichl and Khouri have positive things to say about both countries. Khouri feels in America “People are very polite and think positively” however remembers that in Germany, education is free.

“Both are great nations and beautiful countries” says Reichl. The remembrance of Germany and appreciation of America are what makes these two teachers a valuable part of Prep, and help to show the more cultural side of Germany the students.

In the most recent Pawdcast, senior Danica Dytioco ‘20 hosted a diversity panel with leaders of the diversity groups of Prep. Speaking with Kendin Alexander ’21 of Black Student Union, Rosy Chavez Martinez ’20 of Latinx, Maya Ghali ’20 for Diversity Council, and Michelle Nguyen ’20 for Asian Pacific Islander Club, they discussed the change in diversity at Prep over the years and up and coming events for their individual clubs.

PREP LIFE EDITORS: JEFFREY GO ‘23, HOBBS HEGEDUS ‘22, PIPER WOOD ‘21

JACKIE WILLIAMS ‘20 Staff Writer

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hat comes to mind when you think about Hawai’i? For some, flashbacks to scenes from Lilo & Stitch or Moana arise. For others, visions of grass skirts and coconut bras dance in their head as they recall their annual winter vacation. But when thinking about ‘Hawai’i,’ have you ever considered the word ‘culture’?

Hula dancing and Hawaiian culture as a whole has become commercialized, leaving Polynesians or Hawaiians to be grouped as one in the same. Instances of ignorance have been captured by Seattle Prep last year during Homecoming Week.

Mary Maw, a senior at Prep and a member of APIC , described the incident as similar to individuals wearing ponchos and sombreros on Cinco de Mayo. Maw notes that on this ‘Hawaiian roll’ day, Prep students unknowingly appropriated Hawaiian culture while wearing their flower printed shirts and stereotypical ‘hula dancing’ grass skirts. She says, “not only were the costumes insensitive, but they were also inaccurate.”

“People don’t understand hulas significance,” Maw said, “Traditionally, hula was used to tell ancient stories of Hawaiian ancestry, praise gods and goddesses, and for religious ceremonies. Now it is a commodity sold by resorts, the media, and

THE PANTHER | NOVEMBER 14, 2019

Hula: More Than Just a Dance

costume stores.” Hula is much more than entertainment for tourists on their weeklong get away. The dance holds deep cultural, religious, and historical significance for the Hawaiian people. To Maw, “hula is soulful, beautiful, and spiritual.”

Maw explains how these misconceptions can be particularly harmful for Native Hawaiians: “My grandmother does not speak Hawaiian because when she was growing up, it was illegal to speak the language or practice hula. It’s hard to see how now, the same group of people who took away my grandmother’s culture from her are now making millions by selling it.”

She emphasizes how there is still a lingering pain in the community about the loss of culture, and when people appropriate the Hawaiian culture through themed parties or dances, it disregards the painful history of the Aloha State.

She recalls the story of when she went to Hawai’i to visit relatives and stayed at a resort. When the hula dancers came out, the crowd was silent. She continues by explaining the difference between performing for tourists and performing for locals and says, “when you’re dancing hula in front of people who understand it, they support you and the crowd acknowledges you with cheering and clapping. When dancing for tourists, you don’t feel the same love.”

Maw explains that the lack of understanding fosters a lack of appreciation

Religious Differences Bring Jesuit Schools Together ally good job at including religions.”

CLARA MALONE ‘21

Docktor would like to see a more Staff Writer deliberate study of world religions early on eattle Prep is a school where ap- in a Seattle Prep student’s career. Docktor proximately 74% of the students are said that, “In classrooms, a more objective Catholic. Since not everyone at Prep study early on, I am in world religions and is Catholic or religious, the school seeks to it sometimes feels like we are just analyzrecognize the different backgrounds of faith ing everything from a Catholic perspective that people come from. This includes con- sometimes… I know they do this a bit in sidering and how a Catholic education can Freshman Collegio, but a clear objective impact the learning environment. study on religions would really help Prep

Although Seattle Prep is a Jesuit students cultivate a better understanding of school, Father Rallanka, Prep’s Jesuit priest, different religions and their foundations.” says that students are not required to come Docktor believes a more general from a faith background, “From the admis- curriculum on religion could help students sions side of things, we do accept students, grasp other beliefs from an unbiased perit is not a requirement to be Catholic.” spective. “I think Prep does a better job

Not only does Prep accept students than most schools at that, but like anything of non-Catholic it could always be imbackgrounds – they “We see value in hav- proved.” see it as a benefit.

While explain“We see value in ing diverse experiences ing why as a Jesuit having diverse exPrep must and understandings of institution, periences and unaccept other backderstandings of faith faith here at the school,” grounds of faith, Fahere at the school,” ther Rallanka referred Fr. Rallanka deto the Jesuit Gen-Father Rallanka eral Congregation 34: scribes how having students from other “They are not the othbackgrounds is seen as a positive. er, they are our neighbors, and our friends

Senior Hannah Docktor, is first and foremost, so if we can see those Jewish, and explains how there can be ig- who are from a different religious tradition norance towards different religions, but it is as friends, as our neighbors, I think that’s not coming from hatred or exclusivity, “In a very different starting point than seeing class, it’s definitely a little harder, just be- them as different and other. I think that discause as a minority it’s very clear that some tinction matters.” people don’t know a lot about other reli- Rallanka shows that as Jesuits, Segions, and sometimes people can ask stupid attle Prep should allow acceptance for all questions and say something that might be backgrounds. insensitive. But I have learned that it is not As differences in backgrounds of coming from a place of hatred or ambiva- faith are reflected upon, it is important to lence, it’s just people who just don’t know.” recognize that although Seattle Prep is a Je Rallanka and Docktor both agree suit school, there are students of many dithat Prep does a great job during retreats at verse religions that attend the school. prep. Docktor says, “I think retreats do a re-

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Photo: JACKIE WILLIAMS Maw dancing the Hula at APIC’s first Hula show during Asian/Pacific Island Heritage Month in May 2019. Maw uses events like these to combat the ignorance and misconceptions surrounding her Hawaiian culture. for Hawaiian culture. Maw has battled these misconceptions and ignorance by showing the true ideas of hula to Prep through hula shows and by actively participating in APIC.

Maw encourages people to appreciate it, as long as it is done respectfully and in the correct context. She speaks on

how she intends on diminishing ignorance around Hawaiian culture because she “wants to show people a different side of hula, without the flashy costumes and elaborate setlist.

[She] wants to show hula that is danced for the fun of it, and through that, demonstrate the right way to participate in a culture.”

TIA FLORES ‘21 Staff Writer

you’re in a fishbowl. People are paying closer attention to what you say and what you do, and every move that I make, I don’t ever want someone to feel like this isn’t a place for me because people don’t look like me. I do desire that group of people and more of a population” added Alcantara.

Alcantara serves as moderator of Asian Pacific Islanders Club at Prep since its launch in 2015. “They asked if I’d like to be the moderator for APIC. I’d love to do it, but, where are the other options?” she added.

“I’m half-Filipino. Usually I get questions, like the students don’t know about me and they ask questions,” says science teacher Ms. Tordillos, who is teaching at Prep for her sixth year. “It would be nice to see more diversity amongst the staff. It’s a little tough in Seattle itself, where it has little to no diversity depending where you are neighborhood wise. Staff-wise, it’s not terrible, but it could be better. I think that it’d be nice if students saw a role model and someone who looks like them.”

Prep’s Diversity Mission Statement says “Seattle Prep embraces diversity as a core characteristic of its Catholic, Jesuit identity. Prep recognizes the sanctity of each individual as one created in God’s image and values the many and varied ways God’s Spirit animates a vibrant, pluralistic Ignatian school culture.”

“If you understand diversity, it means that you value what other people bring to the table and just having a common understanding that we’re all on the same planet. When we aren’t around a diverse group of people, we’re quick to judge and make statements about someone. We’re all human beings and we just bring different spices to the soup,” says Sr. Martin. “And I don’t like bland soup.”

Increasing Diversity a Priority of Faculty and Staff

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ccording to the Seattle Prep Office of Academics and Admissions, 27 faculty/staff out of the 113 this 2019-2020 school year are people of color.

That’s a ratio of 25.5%:74.5%.

“This number has increased slightly in recent years,” says Prep Principal Ms. Luby.

“Faculty/staff engage in ongoing professional development related to diversity, equity and inclusion. Many departments are currently reviewing curriculum with an eye for how we include diverse voices into the curriculum,” Luby added, explaining how Prep is working to increase the diversity of their staff and curriculum.

“Prep is a very embracing and loving community,” says Spanish teacher Sr. Martin on how he feels about the ratio of diversity within the staff. “The faculty and staff here… I’ve never really heard a single person make a statement derogatory towards someone unlike themselves.

If they don’t understand your culture, they ask about it, and we share food sometimes respective to our culture.”

“It’s not the best,” offers Prep technology guru Mr. Nguyen, who’s been at Prep since April 2001. “But it doesn’t bother me too much. I always feel like you can’t blame people. People will have distrust or be hesitant, which is okay. My part is just to control what I can do, not the other person, there’s been a tremendous, gradual change in minorities here since then, so it’s been great to see… they’re trying for sure. It’s a family and we’re all here for everybody.”

“We don’t necessarily represent what the city looks like or what the community looks like,” says Assistant to the Principal, Ms. Alcantara ’10.

“It’s hard to feel like there’s not an extra spotlight on you. I think it’s cool that I work in an office full of women, but it’s like

ARTS

10 THE PANTHER | NOVEMBER 14, 2019

EDITORS: TIA FLORES ‘21, MARGOT GWYNN ‘23, GABBY STUART ‘22

Calligraphy: The Complex Art from a Dying Age

Photo: Courtesy of Lingling Zhao Students in Ms. Zhao’s Chinese 1 Class practice their calligraphy skills.

RAQUEL WONG ‘23 Staff Writer

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alligraphy is the expression through art and writing. This is an art it’s a skill that needs cultivation throughout the years and mentorship. World Lan-

guage Teacher Ms. Zhao is teaching calligraphy to the Chinese One class. The old art not only teaches patience and focus but the importance of a peaceful mind. Zhao describes Chinese as like yoga practicing being calm and central very relaxed mindset.

Additionally, calligraphy is classified as an art form or skill to improve. “In China if you are good at calligraphy you are good at painting if you are good at painting you are good at calligraphy” comments Zhao.

Zhao learned multiple writing techniques in school, she started practicing the art when she was very young and got frustrated when she couldn’t get the character right. She thinks that calligraphy opens your mind to new ideas and makes you more organized. But like all arts it’s a challenge and a skill to improve on.

When asked about the art form, three Chinese One students voiced their opinions. The most difficult part of writing characters is “applying the right amount of pressure to get the style you want,” answered Maddie Ando’23.

Nina Cutner ‘23 stated that “in Chinese each word has its own symbol while English has twenty-six letters, memorizing all of the symbols is a hard way to practice.”

If it’s hard to get a character correct it’s even harder to correct a mistake.

“It’s a very technical way to write and it’s hard to spot errors but for fluent speakers like our teacher its easier. And she helps us

learn (character writing) the right way,” said Rose Kennedy’23.

This complicated art started out as pictorial or pictures like made with lines, tablets, monuments on cliffs, and as some of the first scriptures in paper. Today people are trying not to lose their culture by learning the various forms of Chinese calligraphy. There are four styles of calligraphy, Zhao is teaching the neat and easy form of Kaishu, but there are the other forms like Li, Tsao, Hsin, and Zhuanshu the hardest form. All forms of character writing are uniquely different. For example, Kaishu writing strokes are clear and are squarer shaped, Li has strange wavelike lines,and Hsin has connecting lines. An important note when going into Chinese calligraphy is “Nobody can master all forms of calligraphy perfectly,” said Zhao.

When asked about the importance of calligraphy, Cutner responded “it’s really important to Chinese culture and it and immersing yourself in part of the culture is a big part of learning the language.”

It is astonishing how such an old art can be appreciated and admired even after thousands of years.

World Language Teachers Recommend Dramatic, Historical Foreign Language Films

CYRUS BERGER ‘20 Staff Writer

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oreign film suggestions from Prep world language teachers ranged from surrealist short films to classic fairy tales to historical thrillers.

Madame Mobarek, Prep’s new French teacher, recommended three films, starting with Jean Cocteau’s 1946 version of Beauty and the Beast (in French, La Belle et La Bête). Mme. Mobarek also suggested Bernardo Bertolucci’s The Conformist, a 1970 French, West German, and Italian coproduction about 1930s Italian fascism. Finally, Mobarek recommended the short film The Andalusian Dog (in French, Un Chien Andalou). The film, directed by Luis Buñuel and the painter Salvador Dalí, is filled with surreal and disturbing images taken from the directors’ dreams.

Frau Khouri recommended a few German historical dramas she shows in her class. In German 3, she shows Downfall (in German, Der Untergang), a 2004 film de-

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tailing Hitler’s last days. “The movie is not a normal war movie,” she said.

To teach about East and West Germany in German 4, she shows three movies: the 2006 Oscar-winning secret police drama The Lives of Others, the 2001 Berlin Wall thriller The Tunnel, and the 2004 comedy Good Bye, Lenin!

One of Frau Reichl’s picks simi-

larly focused on German history. Das Boot (The Boat, in English) is a 1981 German classic about a World War Two U-Boat crew. Frau Reichl said that it’s “pretty heavy and sad,” but that it depicts historical events “in a really thrilling way.”

Her other choice, Head Full of Honey (Honig Im Komf, in German), is a 2014 comedy-drama about a man with Al-

ing plays is making them authentic. When a play is authentic it is more immersive and engaging for the audience. This is also the goal of film directors and producers today but often movies fall short of their vision.

“The movie industry is behind its time.” Othman was very clear on the fact that today there is a very heavy presence in film and theatre of white male actors and directors. In recent years, there have been many examples of misrepresentation in film and theatre. One big example of this is the 2017 movie “Dunkirk”, directed by Christopher Nolan. The award-winning film has been praised by many for its gritty storytelling and great sound mixing. However, people have criticized the movie for its little representation of soldiers who were from the Royal Indian Army Service Corps companies. The soldiers played a huge role in transporting supplies across inaccessible territory for Allied ships. Unfortunately, the

mainstream media tends to lean towards “capitalistic gains,” said Othman.

While media that represents different cultures are out there, they are not in the mainstream media and are not exposed to the public’s eye. Companies tend to stick to what has been successful in the past to have more monetary gain as opposed to representing different cultures. However, more and more actors and directors of color are being hired to change the tide in who is popular in media.

“Culture is a shared set of traditions, values, and styles that a group of people might have” said Mr. Weeks, the freshmen music teacher, choir director, and general music director and teacher at Prep.

He started teaching because he loved connecting with people and loved the connection that could be made by teaching music.

“If we have a group of people who don’t necessarily know (the) best practices

zheimer’s and a journey he takes with his granddaughter. Frau Reichl called it “so moving and so emotional and so funny.”

Señora Navarro highlighted the work of two Spanish language directors: Mexican director Guillermo Del Toro and Spanish director Pedro Almodóvar. She recommended Del Toro’s 2006 Pan’s Labyrinth, which deals with the Spanish Civil War through dark fantasy, and Almodóvar’s newest movie, Pain and Glory (Dolor y Gloria, in Spanish). She warned that many of her favorite Spanish movies deal with violence and dark themes but said that “there are a lot of interesting directors out there in Spain and even more in Mexico.”

The teachers’ choices included fantasy, comedy, and surrealism, but often focused on dark periods of history. The teachers felt that these movies, both light and dark, could teach students about history and culture around the world. “You learn something from it,” Frau Khouri said.

Culture: Key to Creating Authentic Art

JEFFREY GO ‘23 JACK COLEMAN ‘23 Staff Writers

“A

s human beings, we want to know and connect with each other. When we see or hear something that challenges our viewpoints, we seek to know that and where it is coming from,” said Prep music teacher Elliott Weeks. There are so many different cultures in the world. Consequently, this mixing bowl of cultures has gradually seeped into the media society consumes such plays, movies and music, including the students at Seattle Prep.

“Culture unifies a group of people group--same traditions, honoring who they are. Cultures can evolve over time” said theater director and film club adviser Mr. Othman. Othman started his love of teaching theater by first working with young people.

For Othman the overall goal when produc-

for cultural music, then there is a risk of it being done inauthentically and without having education on what we are working on.”

When performing music that is culturally intertwined, there is a fine line between using cultural appreciation and cultural appropriation. Profound researching in the culture the music is rooted in is needed in order to have an authentic, educational, and overall fantastic performance.

Lastly, Weeks wanted the readers to know that, “One of the greatest and most joyful things for me is to listen to other cultures and that is something that I hold very dearly… I am very thankful to listen and learn.” Weeks and Othman are role models for people who are working to continue their education in the arts. They dedicated to their art form and strive to be as authentic as possible when teaching and performing.

SPORTS EDITORS: WALID CRUZ-VANEGAS ‘20, KELLY MCGARRY ‘21, JACKIE WILLIAMS ‘20

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THE PANTHER | NOVEMBER 14, 2019

O’Meara Finds Inspiration in International Sport

PIPER WOOD ‘21 Staff Writer

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hloe O’Meara, 21’, plays a sport that not many people have encountered before. Born in Newbury, England, then moved when she was 4, O’Meara has lots of English background maintained in her life. From her dad living there his whole life, to her grandad being related to the Queen, she has lots to talk about when people ask where she’s comes from. As her English background is still in full formation, she visits her dad’s family in England repeatedly, along with her older brother who still lives there today.

Within her European tradition, she plays an exciting sport, that many may have heard of, but never played: Rugby. On a league team, O’Meara plays and enjoys her traditional sport while living in Seattle, where not a lot of rugby is present. Her dad grew up playing rugby and came close to being a pro after his college days. Because of his experience playing rugby, she

watched the greatest players on TV growing up and eventually attempted rugby.

O’Meara now plays with her dad because she loves the game, as it was an important part of her childhood.

O’Meara and her father started and played in a rugby tournament fighting for Sarcoma’s Disease, after her dad’s best friend unfortunately passed away from the illness. They continue to raise money for the cause because “it is beneficial to continue to raise money through something that you love” she said.

People are often shocked when she tells them she plays soccer, along with rugby. Tackling two sports at once can often be a struggle for her, but when it comes down to spending time with her dad and doing something she loves, she always makes time. She does it for “the love of the game and pulling her weight for others around her,” she explains.

The team aspect is what keeps her coming back for years to come, and rugby

Photo courtesy of Chloe O’Meara Chloe O’Meara and her younger brother, Kieran, posing with a Serevi Rugby player. being in her blood keeps her focused on re- peers or others. She tells students of Setaining her background. She believes it’s attle Prep to “stay true to your beliefs and important to do the certain things one loves, follow your passions.” no matter the backlash some may get from

entire team which enables members of the crew team to bond. A close team is very important to the sport of rowing, because it requires all members to work together to succeed. Each regatta allows the entire team to bond and grow closer together. This has greatly paralleled on the water, in which the team has displayed resounding success as shown with their excellent performance at Nationals. The novice girls quad won their first nationals win last year.

Seattle Prep Crew has had incredible success in these past recent years due to the program starting strong as evident from varsity coxswain Maddy Beer 22’ stating that “From the get-go, the Prep team attracted a group of strong, hardworking athletes who set a high bar for the team’s inaugural

year.”

When asked who should be responsible for the team’s success, Beer, with a humble attitude says, “I’d have to attribute our success to the incredible coaches our team is lucky to be led by. The strength and hard work of every person on the team is undeniable, but through the careful instruction of our coaches have we truly been able to succeed in the way we have.”

In preparation for these important abroad regattas, a lot of prep work goes into the team to enable them to physically and mentally prepare. The lineup of the boats depends greatly on each individual strength, and how they together can greatly exert the most amount of performance. Preparations include 6k tests on the ergs (rowing

Crew Team Bonds to Excel in Competition

BENI JURION ‘22 Staff Writer

S

eattle Prep Crew, a relatively new program, has already demonstrated great success on the water. This has led to the Seattle Prep Crew Team expanding to more regattas around the Pacific Northwest.

For example, the team has recently had a regatta in the distant Victoria, Canada and in Sacramento, California.

That leads to the question, how can they handle the rigorous academic challenges yet still compete? Liam Bell 22’ says, “It is a great challenge but through great effort, I am able to strive both on and off the water.”

When traveling to these distant regattas, the team travels in a bus with the

Superstar Soccer Squad

MILO PEPPER ‘20 Staff Writer

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he Girls’ Soccer program at Prep has been known for their dominance over not only the Metro League, but the state as well. But this year, the team is quite simply, built different. “Underclassman are playing a much larger role than in previous years,’’ remarked Jocelyn Stephens ‘20. “We are a much more complete team this season, with our talent more spread out across the team.”

Chemistry plays a bigger role in our team’s success than ever, “said Chloe O’Meara ‘21 “This year, we aren’t defined by a few select stars- instead by our chemistry and dedication.”

The team engages in many interesting bonding activities, most notably “team tik toks”. “It’s a lot of fun to make ridiculous videos as a team,’’ said Grace Brant ‘20. “But easily my favorite part is when we force Hendy (Mr. Hendricks) to film us and he pretends he isn’t amused.”

With this year’s squad being evenly comprised of players from each grade at Prep, this team is far from a traditional high school team. “We’re all so close, that there seems to be no divide between grades” said Brant. “Everyone always talks to each other, on and off the field.”

Another unique aspect about this team is how they turn adversity on it’s head and make the best of a situation. The team used to practice only at Lower Woodland, but this year they have been forced to move around. “We now practice at Bobby Morris, and have to drive extra far on Wednesdays to Whitman playfield,’’ said Brant. “We have even coined the term ‘Whitman Wednesdays’ to maintain a positive outlook.’’

Though this season is a unique one, the Prep girls still have the same winning mentality. “I’m excited for playoffs and state”, remarked Stephens. “Not just because it’s my senior year, but because I know we can go far if we continue to play together so well”.

Photo courtesy of Maya Shields The Varsity Girls’ soccer team poses together as their season begins.

machines), scrimmage races, and extensive amount of work on the technical sides.

The team also does many pre-race traditions, such as “free speed.” Beer describes free speed as “bucket hats, choccy [chocolate] milk, backwards visors, slapping thighs, and a whole host of other random things. Our team does hail from a Catholic school as signified by the crosses emblazoned on our unis [uniforms], so many rowers like to pray before launching for a race.”

With all of this preparation, the Seattle Prep Rowing team has continued to overcome the challenges of being a relatively new team and has shown their success on both the local and national levels.

Mooney Czechs In:

Prep Junior Travels Abroad for Soccer

OLIVIA MANNING ‘21 Staff Writer

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addie Mooney ’21 started playing soccer when she was just 5 years old, after years of hard work and diligence, she was selected to travel with the U17 US National team to the Czech Republic this past year. Mooney describes, “It was an amazing opportunity.

I got to meet so many people and make so many new friends that I’m still in touch with today.”

Mooney has gained an abundance of fun memories and interesting experiences through her travels for soccer. She described a specific time in the Czech Republic when her and her team got a chance to go into the city and explore. Mooney states, “This guy put a snake on my shoulders. Then he tried to ask me for money, so I ran away.”

In addition to her trip to the Czech Republic, Mooney travels about every other weekend nationally with her club team, Reign Academy. She describes how much she has sacrificed to play soccer at a such a high level. Mooney describes, “I’ve missed out on a lot of my high school experience. Football games, basketball games, high school sports. I’ve missed every Halloween since freshman year. But, when you’re playing and winning it’s all worth it. You realize everything you’ve worked for paid off.”

Although she has sacrificed a lot, she has also gained and learned so much through soccer. She has come to value hard work along with the importance of teamwork. “I have gained a hard work ethic and learned a lot about what it means to be a good teammate. We are constantly working for one another, and the best feeling is when you are playing as a unit and it’s like everything you have been training for in practice starts clicking and it’s all worth it.”

Mooney has recently committed to Notre Dame and describes her excitement to

“I got to meet so many people and make so many friends” Maddie Mooney ‘21 play for them after high school, “I want to be a part of some- t h i n g bigger than myself. Represent my school.

Something I have not experienced in high school.”

As Mooney continues her soccer at Notre Dame, she will continue to be a representative of an exemplary Seattle Prep student. She carries that title abroad, wherever she goes, and continues to amaze the Seattle Prep community with her hard work and accomplishments.

THE PAW PRINT

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THE PANTHER | NOVEMBER 14 2019

EDITOR: CECE BROWN ‘21, JACK COLEMAN ‘23, ANNIE ROSKE ‘23, ADDIE ROZA ‘21

Down the Hobbit Hole

PANTHER POLL

HOBBS HEGEDUS ‘22

What is your favorite foreign sport?

3% Kabbadi

3% Aussie Football 13% Sumo

47% Rugby 34% Cricket

Prep’s Cultural Cookbook

What is your favorite foreign food?

13% Sushi

13% Dumplings

13% Phad Thai

13% Pad See-Ew

22% Orange Chicken

13% Spring Rolls

Prep United as One SOFIA SIMON ‘20 Staff Artist

At Seattle Prep we value diversity and inclusivity. This piece represents how the Prep community works towards allowing each person to represent and share their unique cultures and backgrounds. We are proud to bring cultures together from all around the world to build the community that is Seattle Prep.

W

hether it’s lumpia, arepas, spaghetti, schnitzel, baguettes, chai tea, and more, students at Prep have diverse palates regarding their favorite family foods. While Prep students come from over 64 zip codes in the greater Seattle area, many students also come from different family heritages around the world. With these heritages, students share their favorite family recipes.

Alex Battle ’21 has strong family roots in Germany. Her mother was born and raised there and her entire family on her mother’s side lives in Bamberg, Germany. As a German and American citizen, Battle knows the beauty of Germany and the delicious food.

When asked of her favorite German food Battle ’21 responded, “Wow, where do I begin. Everything?” However, when picking just one, she chose schnitzel, which is a traditional German comfort food. Schnitzel is traditionally breaded pork or steak chops served with Kloesse (potato dumplings) and Rotkohl (red cabbage).

Gustavo Romero ’21 is lucky enough to have lived all around the world, including Venezuela, Madrid, San Francisco, and Seattle. Romero feels most connected to Caracas, Venezuela which is where he was born and most of his family lives there. When describing Caracas, Romero calls it “my home, and it’s super tropical and sunny all the time.”

Romero recalled one of his favorite family dishes from Venezuela are arepas. Arepas are “a staple food from the region” and are served from breakfast lunch and dinner. They are flat, round and made of masarepa which is a pre-cooked cornmeal solution. While arepas used to be a bread substitute, they are now filled with things like eggs, ham and cheese or beans and meats or can be cooked in different ways. Romero shared that is mom makes them slightly fatter on the stove, while his maternal grandma makes them thin, while his paternal grandma makes small. He said, “I love them because they are versatile and you can make them whatever or however you want, and because it’s a taste of home- it brings back memories of arepas by the Caribbean with my family and Sunday family dinner at grandma’s house.

Sofia Bonjrada ’23 is very familiar with her Italian heritage because both sides of her family originated from Italy. Her dad and his family were born and raised in Sicily, while her mom’s grandfather came to America from Naples, Italy. With both of her parents owning Italian restaurants, she claimed it “makes me feel as if I have a stronger connection to my Italian roots.”

Bonjrada’s favorite family recipe is Spaghetti Ortolano.

As pasta is one of her favorite foods, she said it is very good. “Its spaghetti tossed tomatoes, spinach, pine nuts, and goat cheese.

These three Prep students and many more feel a connection to their family heritage through the recipes that they are able to share with their families. Food is known to bring people together, as Bonjrada shared, “Although I have never been to Italy, having my Italian family and Italian meals to be surrounded by almost makes it feel like I have.”

PAIGE STANLEY ‘21 Staff Writer

For full student recipes visit The Panther Online seaprepanther.org