March Issue of the Globe Newsmagazine Vol. 84, Issue 7

GLBE March, Vol. 84 Issue 7

SHAPING IDENTITY

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Athlete Profile: Meg Sutter

WALKING A FINE LINE

“I think most people who understand the game have known [that] she has been our most skilled player for a number of years.”

“‘Freedom of speech is not a license to be stupid.’”

-STAFF ED

-PAUL HOELSCHER

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DJ-CHS “...It’s easiest to feel the music when it’s being blasted and when you have a ton of high energy people surrounding you in a high energy environment. The concert is going to be unbelievable.”

-GRAHAM NICKELSON

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Luhning Here to Stay “It has really given me a different perspective, and I look forward to continuing to look at the things that make us who we are as a district.”

-RYAN LUHNING

11 TEAMS “TEAMS is a (nerd) competition in which eight people pretty much take a test together, where they all have their own sections, but can collaborate.”

-NOAH YOUKILIS

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Following a Legend “I look up to Coach Laux because of how he transitioned from Wally and how knowledgeable about swimming he is. He seems just like Wally as in [being] selfless and a good person.”

-JACK LAYDEN

get creative.

T H E

G L O B E

C A P T I O N

C O N T E S T

LAST MONTH’S WINNER “Not in front of the child.”

-Phoebe Yao

SUBMIT YOUR AMUSING CAPTION AT CHSGLOBE.COM Editors in Chief Meredith McMahon Katherine Ren

Photo Editors: Olivia MacDougal William Wysession

Senior Managing Editors Eudora Olsen Parker Schultz Shiori Tomatsu Aishwarya Yadama

Editors: David Androphy Peter Baugh Abraham Bluestone Rachel Bluestone Chris Cho Neil Docherty Emma Ehll-Welply Jeffrey Friedman Jessica Jancose Nina Murov Peter Shumway Christopher Sleckman

Webmaster: Dan Zeng Senior Web Editor: Addison Leong Graphics Editor: Audrey Palmer

Business Managers: David Behrend Ben Diamond Richard Simon Distribution Editor: Steven Zou Web Editors: Varun Chakravarthy Peter Shumway Reporters: Sophie Allen Zach Bayly Bridget Boeger Gabby Boeger Jeffrey Cheng

Gwyneth Henke Sierra Hieronymus Audrey Holds Joseph Katz JiHyun Kim Claire Lisker Rebecca Polinsky Peter Schmidt Richard Simon Daniele Skor Rebecca Stiffelman Albert Wang Phoebe Yao Eunnuri Yi Photographers: Patrick Butler Sierra Carrel

Noah Engel Seth Lewis Megan McCormick Hanna Park Regine Rosas Margaret Schedl Alexis Schwartz Dana Schwartz Alessandra Silva Rebecca Stiffelman Graphic Artists: Christina DiFelice Rachel Han Cherry Tomatsu Victoria Yi Adviser: Erin Castellano

The Globe Newsmagazine exists to inform, entertain, persuade, and represent the student voice at CHS. All content decisions are made by the student editorial staff, and the Globe is an entirely self-funded publication. Not every story that our reporters write is published in the print newsmagazine. Visit www.chsglobe.com for additional stories and photos, and for more information about the Globe itself. For more information about advertising and subscriptions, please contact our office: Clayton High School Globe 1 Mark Twain Circle Clayton, MO 63105 (314) 854-6668 Fax: 854-6734 globe@claytonschools.net

EDITOR’S LETTER

______-AMERICAN On Nov. 18, 1993, Time Magazine displayed “The New Face of America”: a computer-generated picture of a woman created from a mix of several races. The bi-line read, “How immigrants are shaping the world’s first multicultural society.”

Nearly 20 years have passed since the release of this magazine issue, but the trend toward a multiracial America grows more prevalent every day. According to a New York Times article published in 2011, the multiracial population among American children has increased almost 50 percent, to 4.2 million, since 2000. This makes the multiracial population the fastest growing youth group in the country.

I identify with this booming population.

My mother is Korean and my father is RussianAmerican, putting me in the category of “Asian and Some Other Race,” along with 2,544 other Americans who were in the census taken in 2011.

My experience being a multi-racial person

in the 20-year period since the 1993 Time issue has reflected the trend toward acceptance and prevalence of the growing population I am a part of.

When I was little, people would often ask my mother if she was my nanny. The stigma of “Asian nannies” has since died down, and although she did not take the ignorance too seriously, it was still a nearly daily occurrence.

Throughout elementary school, other students would often guess at my race: “Native American? Hawaiian? Chinese?” I would get called “Pocahontas” and “Mulan.” But to me I was just Eudora and an American, plain and simple.

Although I still debate whether to bubble-in “Asian” or “Caucasian” on standardized tests, I usually resort to “Other.” Culturally, I am American. I do not go to a Korean church like my grandparents or speak Korean. But I still nevertheless look part Korean. My dad’s side of the family is Russian-Jewish, but neither of my

parents are religious so I do not identify with a religion, at least at the moment.

Nowadays I get fewer questions about my race, partly because my peers are more mature than they were in first grade, and partly because of the growing number of multiracial people in America. Clayton High School boasts an especially diverse student body where I feel accepted and comfortable with being multiracial. I feel that the diversity at CHS reflects the growing diversity at the national level—thus preparing the students for the “real world.”

I am a part of a diverse generation of many races and cultures. The trend toward acceptance is one I have experienced first hand—I am no longer a curious subject of debate. I am American.

EUDORA OLSEN Senior Managing Editor Staff Photo

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PANORAMA June, 2008

China’s Wall Globe photographer Noah Engel took this photo on his 2008 trip to China. Shot at a section of the Great Wall near Beijing; a couple of Chinese tourists can be seen on the left most part of the frame. Many students look forward to taking unique and exciting trips like Engel did this coming Spring Break to places all around the globe. The Great Wall is unique in that it used to divide and keep others out, but now is a place where cultures converge and are celebrated.

PHOTO BY NOAH ENGEL

7

ACTING FOR THE WIN Clayon High School’s Readers’ Theater team won districts, but have a far greater challenge- the state tournament.

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Adam Zoll and David Behrend practice for the show. (Justin Seiwell)

by PETER BAUGH

rom the first day of readers’ theater practice, the team of 19 students had one goal: to win the state tournament.

On March 2, the squad got one step closer by winning the district tournament at Parkway South High School.

Led by Jonathan Smith, a Saint Louis University Professor of racial studies, and Justin Seiwell, the speech and debate coach, the cast took on the production “The Man in the Well” by Ira Sher.

The show focuses on a group of children who find a man trapped in a well, but decide not to help him. Seiwell was thrilled with the show’s outcome.

“I thought the show was absolutely phenomenal. I’ve seen lots of really good readers’ theaters, [but] I’ve never actually seen one that sent chills down my spine and … made me react the way this one did,” he said. “It was, overall, a very phenomenal production.”

Readers’ theater productions only allow minimal sets and costumes, ensuring that the acting of the cast members is the center of attention.

Smith decided to add a racial element to the show, casting Maalik Shakoor, the only African American who auditioned, as the man trapped in the well that the other children do not help.

Senior Ellie Gund, who played a chorus member, felt this racial element was one way the show affected

audience members.

“I think our performance made the audience think about the prevalence of deep seeded casual racism in our society,” Gund said.

In addition to bringing racial issues into the show, Smith blended the voices of the cast together, designating certain groups of people to say certain lines together.

Senior David Behrend, a chorus member, felt Smith’s work made the cast blend together as one.

“I was impressed by how everybody on the team became a singular cast on the stage as we showed what we have been working on for the past few months,” he said.

Upon his arrival at Clayton two years ago, Seiwell has been continually impressed by Smith’s ability to utilize every voice on stage. “[H]is mind is absolutely brilliant and he has an ear for voice and composition that I just will never be able to fully comprehend,” he said.

With Smith’s help, Clayton will head to its ninth straight state tournament on April 20 in Jefferson City.

Overall, Seiwell credits the students for their role in the show, citing his students as the primary reason for the show’s success.

“I saw this [show] on day one, and then to see it in the theater two months later, it helps me remember how much this show has grown,” Seiwell said. “And I think the fact that we qualified appropriately represents the amount of time and effort and sheer dedication that the 19 students that are performing for the cast have put into the show.” 

UPFRONT

New Assitant Principal Ryan Luhning talks to junior Deandra Rogers-Austin. (Olivia MacDougal)

LUHNING’S NEW ROLE Ryan Luhning has been appointed new assistant principal of CHS, starting at the beginning of the next school year.

by ZACH BAYLY Although recent budget cut discussions have shaken CHS with arduous controversy, a valuable asset to the school, was given a promotion.

On Feb. 25, Ryan Luhning was named assistant principal, joining the administrative team of Dr. Marci Pieper and Dr. Dan Gutchewsky.

Luhning, after meeting with a student and while preparing for another meeting, spoke enthusiastically, yet humbly, about his new position.

“I’m really excited about the promotion and title, but it has been kind of a strange journey,” he said. “I wasn’t thinking about going in this direction, yet I’m excited about seeing the big picture of this District and getting the feeling of making a stamp on the school.”

It has been a semester full of change for Luhning; besides changing administrative titles, he has also had to get used to watching basketball games on the side opposite the players and

coaches, and the fewer interactions with students.

“I know that I’m going to miss the day to day contact with students and the basketball team.

Although I used to meet with kids about detentions and other issues like that, I loved to see kids learn from their mistakes,” Luhning said.

“I’m definitely going to have to force myself to get out there and work harder to get to know the kids that aren’t getting in trouble and see what inspires them, because that’s what I valued most about the position.”

Luhning has also prepared for the magnitude of the duties he will be required to perform as assistant principal.

He described going to 10th-12th grade leadership conferences, and the district leadership council. There, Luhning learned a lot about making major decisions, as well as dominant educational topics and how they affect Clayton

students.

“It has really given me a different perspective, and I look forward to continuing to look at the things that make us who we are as a District,” Luhning said.

Although his position is consumed by the necessity to focus on big-picture District policy and discipline, Luhning will always be found standing faithfully by the court at basketball games, including the Coaches vs. Cancer event at Ladue High School on Friday, Feb. 15.

“It’s going to be hard working mainly with adults and with serious disciplinary action, but if I work hard enough, I think I can maintain my relationship with the students at CHS,” he said.

Despite students having to face the difficult prospect of losing CHS staff in the wake of budget cuts, Luhning looks forward to a new chapter in his education-driven career. “Hopefully, I’ll be here for quite awhile.” 

9

BUSINESS SAVVY

Clayton students test their business projects against those of students from across the state.

by BECCA POLINSKY After what they thought was a terrible performance, CHS sophomores Hadley Alter and Zoe Bowman left the DECA marketing and management organization competition to go home and watch TV. Little did they know they would soon receive a call from a fellow DECA competitor letting them know they would head to state.

Standing confidently in front of judges, seniors Dylan Brown, Lily Kanefield and Carmen Planells also competed after months of hard work. A few hours later, they received a text from Marci Boland, the supervisor of DECA, who informed them that they had qualified for the state competition.

On Feb. 6, 29 Clayton students qualified to compete in DECA at state level. Alter and Bowman presented the Hospitality and Tourism Team Decision Making, while Brown, Kanefield and Planells presented the Community Service Project.

“There were so many people at the competition,” Alter said. “It made it a little more nerve wracking since more people meant more competition.”

Alter and Bowman took a 100-question lon test instead of a project. “The test was all multiple choice and it took about an hour. I felt like the test was especially hard to prepare for,” Alter said. “I didn’t know what to expect.”

After the test, the two girls participated in role-play, which is improvisation based off of requirements and information from a sheet of paper. The competitors receive 15 minutes to prepare for the skit.

“Our role-play was that we had an unsatisfied customer at our hotel and we needed to figure out what to do about this situation,” Alter said. “We presented our ideas to the judge, who was acting like the customer.”

“Competition is more exciting than it seems,” Josh Becker, Co-President of Clayton DECA, said. “The role play scenarios are super wide open and presentations are always a good time.”

Alter notes that having Bowman by her side was the most important factor in their success.

“I don’t know what I would’ve done without Zoe. It was comforting to have her there and we were able to help each other convey our ideas

because we were both pretty nervous,” Alter said.

Only the top two teams in a team event move on to state.

The state competition takes place on March 17 through March 19 in the Ozarks. Alter and Bowman will be competing in the same way but will be evaluated in a much more difficult way.

If they place well, they will move on to internationals.

“State is definitely going to be a challenge, but I know Zoe and I will do our best and whatever happens is okay. Besides, it’s only our first year,” Alter said.

“For districts, eight schools compete, for state I think it’s over 100, and for internationals, it’s like 1000,” Varun Chakravarthy, CoPresident of Clayton DECA, said.

Alter and Bowman are only two out of 29 qualifiers for state. “We were screaming and jumping all over the place when we found out,” Alter said. “I think it makes the whole experience better when you can share it with one of your best friends.” 

DECA presidents lead a financial services night at CHS. (Courtesy of Marci Boland)

UPFRONT

The CHS sophomore team won their division at the competition. The team included members, from left to right: Tim Nonet, Gwyne Henke, Peter Schmidt, Pietro Vannuchi, Ross Leung-Wagner, Sam Rubin, Jeffrey Cheng and Anna Widder. (Courtesy of Rex Rice)

TEAMS VICTORY

T

he shiny insides of chip bags catch the fluorescent lights.

Oreo crumbs cover the tables, and soda cans are scattered among piles of scratch paper and thick textbooks. The noise in the room rises and falls intermittently, but the drum of fingers on calculators and pencils scratching is constant.

Every year, from early January to mid-February, nine eight-person teams (three for each grade level except freshmen) fill two Clayton physics classrooms twice a week, spending hours getting ready for the TEAMS competition, or Tests of Engineering Aptitude, Mathematics and Science.

Each year’s competition has a different theme, which can vary from problems centered around the Olympics to designing safe amusement parks. This year’s competition focused on “Engineering a Safe Cyberspace.”

The competition itself is broken into two parts; part one consists of multiple choice questions and part two contains short answer questions.

The preparation sessions for the roughly three-hour long competition include retaking TEAMS tests from previous years and figuring out how to split up work between all of the group members.

“TEAMS is a (nerd) competition in which eight people pretty much take a test together, where they all have their own sections, but

by GWYNE HENKE

can collaborate,” junior Noah Youkilis said.

TEAMS was initially created to give students a chance to experience engineering problems through real-life applications. The competition works to get kids interested in engineering careers by giving them a chance to solve the kind of problems such careers would present. “[TEAMS] gives students an opportunity to put their best foot forward in a competition with a math/science/engineering/technology theme,” physics teacher Rex Rice, coach of the Clayton TEAMS group, said.

As leaders in government and education call for more STEM education and participation, TEAMS is one example of ways educators are working to instill a passion for science and mathematics in their students.

“I definitely want to have a career in science, and ... I think TEAMS is a great way to prepare students for math and science careers. It exposes you to realistic problems an engineer would face daily, so it’s a very helpful experience,” sophomore Emily Braverman said.

Participating in TEAMS, however, isn’t the only secret to a successful STEM career.

“TEAMS is a great way to practice your math and science problem solving skills, but it is not at all necessary for someone to participate if he or she wants to go into a math/ science field,” sophomore Sam Rubin said.

This year’s competition, however, encountered several problems.

“Students have expressed concern that the questions on this year’s tests were too easy... and that the challenges arose from poor wording of questions and missing correct answers than from genuinely appropriately challenging questions,” Rice said.

Despite the errors in the test, Clayton’s 9/10 (sophomore) teams and 11/12 (junior and senior) teams performed well at this year’s competition, held on Feb. 15 at Florissant Valley Community College.

“The 9/10 teams placed first, second and third in their division … and the 9/10 A team placed first overall for 9/10 teams regardless of level. The 11/12 teams placed first through fifth in their division, and … the 11/12 B team placed second overall among 11/12 teams,” Rice said.

Most participants enjoy the chance to spend time with their fellow students as well as the challenges the competition presents.

“It was a lot of fun, and our team had some good moments together. I also learned a lot about computers, and other mathematical and scientific concepts, which was cool,” Youkilis said.

Whether or not they enjoyed the competition, however, there’s one thing upon which all TEAMS participants can agree: the snacks make everything worth it. 

11

DJ-CHS

Electronic music has become increasingly popular at CHS. Meet the guys behind the techno revolution.

by CHRIS SLECKMAN

The DJs from left to right: juniors Eduardo Chagua, Graham Nickelson, Addison Leong and Bruce Grossman. (William Wysession)

O

n Friday, April 12, the CHS commons will be transformed into an electric arena for the first time ever. CHS will be hosting its first electronic dance music concert. The concert will feature four CHS juniors: KNGDM (Graham Nickelson), DJ Volve (Eduardo Chagua), DJ Fragrance (Bruce Grossman) and Aplphonic (Addison Leong).

Electronic dance music has many different genres such as house, dubstep, electro, techno, moombahton and disco. The electronic dance music is made from electronic instruments such as synthesizers, drum machines and sequencers.

Junior Graham Nickelson clarified what exactly the genre is all about.

“Electronic dance music isn’t about listening to each song, it’s all about feeling it,” he said.

“It’s easiest to feel the music when it’s being blasted and when you have a ton of high energy

people surrounding you in a high energy environment. The concert is going to be unbelievable.”

The idea for the concert originated after Addison Leong and Bruce Grossman attempted to DJ the Peppers dance this year, but were told they were not allowed to.

Student Activities Director Mike Nelke proposed that, instead, they host a concert in the commons to help raise money for prom. The concert will cost a nominal fee, will only be open to CHS students and all proceeds will go towards the cost of prom.

The DJs will be set up on the platform where the main staircase in the commons forks. Only half of the commons will be available, because as junior Bruce Grossman says, “if it’s not packed, it’s not fun. Trust me.”

All four of the featured DJs are experienced in Electronic Dance Music (EDM) and have a passion for this type of music. One of the DJs,

junior Eduardo Chagua, explained how he got into the genre.

“I got into EDM around three years ago when I heard it on Pandora,” he said. “The energy that it carries onto people that hear it keeps me coming back for more.”

According to Nickeson, the concert is going to be a very rare and unique opportunity for high school students.

“CHS students can dig deeper into the lives of kids who have talents that aren’t regularly showcased by the Clayton community,” he said.

“Students who come will be supporting not only their fellow students, but they’re also going to be supporting to EDM community, which is on the rise.”

Finally, if you still are not motivated to come take part in this cheap, loud, bass-filled extravaganza, there’s no reason not to. As Grossman said, “If there are enough people, I plan to crowd surf.” 

HONOR FLIGHT

By MEREDITH MCMAHON

W

hen we ponder the word more, however, we have to wonder: By what right do we possess freedom? How did this freedom come to be?

What is freedom and what are its limitations?

And, most importantly, whom do we owe for the preservation this freedom?

Though we can say that our founding fathers outlined the freedoms we have today in our Constitution, it is truly the current and former soldiers, alive and deceased, of our country who have protected that which we hold most dear.

Our laws give us the concepts and legal framework for our freedoms, but without our soldiers to fight to protect our country, those freedoms could well have been lost to foreign adversaries. Never were our freedoms more at jeopardy in modern times than in World War II when totalitarian states sought to overthrow countries that were democratic and

Freedom is a loaded word. Complex by nature, we often skim over its true meaning, mindlessly repeating “home of the free” without a second thought. guaranteed personal freedom.

At that time millions came forward to serve in our armed services to fight these enemies. Their service and sacrifice proved to be the ultimate guarantor of these liberties. Our gratitude to our veterans for allowing us the freedom to make countless decisions and realize so many opportunities should be boundless.

Gratitude is exactly what the Honor Flight program aims to express to WWII veterans.

The program was started in May of 2005, and it aims to fly WWII veterans to Washington D.C. for free for one day in order to see the WWII memorial.

The day starts early for the veterans. Many are on the waiting list for quite some time, and are so excited about the day that, according to Rolando Lopez, an organizer of the program in St. Louis, “[some of them] don’t sleep the

day before because they’re so anxious to get on the flight.” By 4 A.M., 20 to 25 veterans will have arrived at St. Louis International Airport in order to meet their Guardians.

Each veteran has a Guardian on the trip for safety reasons and to assist them. Sometimes the Guardian is a family member, but others are simply volunteers. The Guardians have to pay $550 for the trip, but according to Board member and Guardian volunteer Jeff Battram, the experience is completely worth it.

“The stories you hear these veterans talk about, the excitement in their voice and the gratitude they have for the day’s experience, and the way they thank us for honoring them-it just is an amazing experience,” Battram said. “So that’s how I got involved, and once I did I got hooked on it.”

Once the veterans are acquainted with their Guardians, receive their free shirts and

hats and eat breakfast, they are whisked on a plane to Washington D.C. In the case of WWII veteran Philip Goldsticker, who went on an Honor Flight in September of 2011, his plane actually went to the Baltimore area. However, for him, it was the experience he had at the airport that was unforgettable.

“When we got off the plane in Baltimore, there were several hundred people there waving flags and cheering and thanking us for our service,” Goldsticker said. “[It] really brought tears to my eyes - it was a great reception.”

Goldsticker was 20-years-old when he joined the air force on July 6, 1942. After initially wanting to be a pilot, he ended up being the bombardier in a B-17. He flew 35 missions altogether over France and Germany, two of which were during D-Day, a day during which he flew an astonishing fourteen and a half hours.

Goldsticker described viewing the memorials as very moving. The crew visited the WWII Memorial, the Korean War Veterans Memorial, the Vietnam Veterans Memorials and the “Changing of the Guard” at Arlington National Cemetery.

After a long day of seeing sites, the veterans return on a plane to St. Louis. On the plane, they receive a package of brown envelopes from people thanking them for their service. “[There] were letters from my three sons and daughter in laws and five grandchildren, two nieces and three cousins,” Goldsticker said.

“That really still brings tears to my eyes and that was one of the highlights, really.”

Upon returning to St. Louis, they are greeted by a wonderful reception. When the veterans get off the plane, Goldsticker recalls how there was an Honor Guard of sixteen people in the service from various branches, and they escorted the veterans to the lobby, where there were hundreds of people. Relatives and friends of the veterans with flags crowded the lobby of Lambert as there was a ceremony for the veterans, in which they were awarded a book, plaque and several other medals to close up the day.

“It was a long, long day — it went from about veterans [they]’re with.” three in the morning to about ten at night, but As it’s estimated that about 700 WWII vetwas a wonderful night and I was honored to be erans die per day, the Honor Flight is trying to able to do it,” Goldsticker said. reach as many veterans as possible in an effort Battram said that the trip is especially touch- to help them see their memorial. The signifiing since many veterans weren’t honored prop- cance of the trip is not lost on those that are erly when they came back from the war. lucky enough to get the opportunity to make it “Most of these guys in WWII, when they left to D.C. the service, they came home to no fanfare, no “I get phone calls from a lot of the widows thank you’s - when their number came up they saying, ‘I just wanted to let you know Harry were put on a boat or whatever and came home,” passed away, but on his deathbed he spoke about Battram said. “Some of them went to work the just how wonderful his experience was with the next day.

Honor Flight,’” Battram So it’s said. “Some of these guys amazing are able to reconnect There’s benefits all around other to find with old friends, make than just honoring these guys - they these vetnew friends when they build relationships along the way. erans who meet veterans on the trip will tell they go on, and then they you that get in touch, so there’s Jeff Battram they nevbenefits all around other Guardian Volunteer er spoke than just honoring these a b o u t guys - they build relatheir experiences there and they can’t wait to tionships along the way.” go home and talk to their families about what Overall, the Honor Flight program has had they went through. I had one veteran at the end a huge role in helping commemorate the great of the flight, I asked him, ‘so did you enjoy the service of WWII veterans, as well as building day?’ And his response to me was, ‘you know, up bonds and special memories for family memuntil today I only thought of myself as a guy who bers. The program works solely off of donations. had been in the service. But after today, I feel In the process of fundraising, the Greater St. proud.’ And that’s the kind of stuff that makes Louis Honor Flight will be hosting a viewing of you want to keep going back and helping out.”

“Honor Flight — A Freethink Film” on April 6 Lopez agreed with Battram that the time was at 6 p.m. at the Skip Viragh Center for the Arts truly incredible. on the Chaminade High School Campus. The “We’ve heard a lot from the family members, tickets are $100, and cover the cost of the ticket, and it allows them just to talk about the war … hor d’oeuvres and cocktails. The program is also they just don’t speak of those times in their ser- looking for volunteers to help out at the recepvice at all until they go on this flight,” Lopez said. tion, and those 18 and over can apply to be a “If there’s a family member with them they just Guardian. open up and they just start talking about their The trip is a very memorable experience for experiences there, and so it’s a really emotional all who are involved, but most importantly, it’s day for the veteran, it’s cleansing, if you will -- special for the ones who sacrificed to protect our they’re able to finally open up and share with a treasured freedoms at a critical time in our hisfamily member and able to reconnect with the tory — our World War II veterans. 

Photos from Jeff Battram

15

ROCKING OUT

An Inside Look at the CHS Metal Scene

“

“E

verybody knows that we were absolutely terrible the first concert,” Graham Nickelson, the bass guitarist of Fears vs. Dreams, said about his first band, “but as we kept moving forward, things started to get better.” Nickelson isn’t a normal CHS student; he plays in a metal band.

The CHS music scene is alive with student bands. These groups meet with regular practices, write their own content and perform at professional gigs. Nickelson’s band, Fears vs.

Dreams, meets one to two days as week and has played at venues such as Plush, The Crux and Fubar. As a student, Nickelson has to manage both his schoolwork and his practice for the band.

“It’s not too much really,” Nickelson said. “I usually get my homework done in an hour or two, so it’s not too time consuming.”

Nickelson started his music career playing on his brother’s electric guitar in the sixth grade. At that point, he had “no idea” that he would ever form a band. With no formal guitar training, Nickelson built up his passion for music. By freshman year, Nickelson had joined his first band, A City Beneath. He bought his own guitar, and began writing music.

“I would pretty much write the rhythm parts, which were unbelievably easy,” Nickelson said.

“So Nathan would write all of the hard parts. As it kept going further and further, I started to write more parts. Now I’m pretty much writing every single part to each song.”

Now in his junior year, Nickelson still writes music. He claims the most difficult part of music writing is staying original.

“You write a part and then you think, ‘Oh no, something sounds just like that in another song,” Nickelson said. “It’s really frustrating or doing that and not knowing what song it’s from.”

Gormogon is another metal band that makes up the CHS music scene. Two of its members, Zach Fendelman and Cole Sandel, are current students at CHS. Videos from Gormogon’s YouTube channel, Gormogon TV, show the manic energy in the group’s stage performances. Sandel stands out

first, with a wild shock of long blond hair that he flings over his furious guitar playing. Jason Thompson, the lead vocalist, screams lyrics of doom and suffering into the microphone. In one video, he grabs the head of an audience member and pulls them against his forehead, physically immersing them in the performance.

The audience fights back to meet the level of energy on stage. In the crowd, circles of listeners run amongst each other in a trance-like state. Everyone else is jumping or screaming along with the song.

Gormogon’s lyrics hardly qualify as beautiful “-You will- Bleed out onto the streets of your own demise, Wishing and begging for mercy,” is just one example from their song, “Bled Out.” Instead, Gormogon tries to capture a sense of doom through its borderline inaudible lyrics.

It’s not everyone’s cup of tea, but then again, the band has formed a strong following in the St. Louis metal community.

For Fendelman, the bass guitar player, Gormogon has been one stop on a long journey of different bands. Fendelman says he has been in “somewhere between seven to nine” bands in his high school career, but who’s counting?

There tends to be a high turnover rate for high school bands. Members sometimes disagree with the artistic direction, or, like most teenagers, have to put up with their parents.

“I had a different group that kind of took a hiatus because our drummer; his parents weren’t for it,” Fendelman said. “It was just a weird situation. They [his parents] kind of influenced him. It was his decision to quit, but not really.”

Despite having to switch between bands so frequently, Fendelman approaches this quirk of high school bands as a challenge.

“In respect to being a band, I would say it’s kind of discouraging to have to move on to all of these groups,” Fendelman said. “But it’s kind of inspired me to keep improving myself as a musician.”

Sandel, the lead guitarist for Gormogon, takes a very different approach to music than Fendelman or Nickelson. He, unlike the others, has taken extensive formal guitar training. One instructor he has learned from, Dave Black, is an adjunct professor of jazz studies at Webster

University.

“He [Dave Black] has pretty much taught me the main rules and fundamentals on how to play guitar,” Sandel said. “So that way [I] can play any kind of music.”

All three musicians, Nickelson, Fendelman and Sandel, are at a critical point in their careers. While they each have a strong passion for their bands, they are starting to look ahead at the challenging world of being a professional musician.

“I’m actually looking to going into music as a career,” Fendelman said. “Not necessarily playing in a band, but more specifically, I’m looking to go into scoring for video games or TV shows, movies commercials ads, that sort of thing.”

Nickelson is also looking for a new direction in his music.

“I am starting to DJ and do a lot of electronic music,” Nickelson said. “So I’m not sure which one I want to definitely pursue, but I guess it will all unravel.”

Out of the three, Sandel is perhaps the most determined about his music career. He has shifted his school schedule completely to support his music pursuits.

“I’m pretty determined to become a musician, so actually the majority of the classes that I take here are music classes,” Sandel said.

“I don’t take math, I don’t take language, I dropped all of that stuff this year because I just can’t stand it anymore, and I’m really just focusing on music.”

Sandel does not plan to attend college, but instead work on his musical skill and experience.

“The thing is that you don’t really need a college degree to be a musician,” Sandel said. “They [the music industry] doesn’t look at a degree, they really just want ‘Are you popular? Do you sound good?’ and stuff like that. They don’t care about college degrees.”

For now, all three CHS students enjoy rocking out in their bands. They are glad they followed their passion and encourage others to do so.

“If you want to start a band, just do it,” Fendelman said. “Two guys - one guy is a band.” 

by Parker Schultz

FEARS VS. DREAMS (LEFT TO RIGHT) GRAHAM NICKELSON [BASS GUITARIST], NATHAN HAGAN [GUITAR], NICK MANSER [VOCALS], JESTIN JACBOS [DRUMS], ALEX GAMBLE [VOCALS], JAKE FURLONG [GUITAR]

By Katherine Ren and Meredith McMahon Photographs by William Wysession and Noah Engel

IDENTITY

Hanna Park

I In elementary school, I was told to say the pledge of allegiance every morning. So with my hand over my heart, I recited the verses as I gazed up at the American flag.

While I could memorize those verses and play the national anthem on the piano, I still shied away from saying that I was an American.

To me, I was a Chinese kid living in America, and despite knowing no other place as home, I still felt different. When I went home I spoke another language. My parents didn’t grill steaks or eat salad. And when I looked in the mirror, I looked 100 percent Asian.

In fact, I didn’t know what I was considered. While I had never been isolated because of a language barrier or cultural faux pas, my friends still described everything from my values to my pens as “so Asian.” Yet when I went to China to visit, I was called the “American kid.” And so at age 12, I had my very own identity crisis.

I realize now that I never had to choose between being American or being Chinese. I was raised by Chinese parents, put through an American school system, and surrounded by kids who were much less homogenous than I had perceived.

The values that defined me came from my life experiences, not what nationality was stamped on my passport. I was just Katherine Ren, and like the “Chinglish” I spoke to my parents, my identity was a mix of both worlds.

Defining an individual’s identity can be a difficult task. Even more difficult is identifying the factors that played into its sculpting. There are 194 countries in the world, countless cultures, and infinite identities. Each person’s story is different, each person’s identity colors outside of the lines of their passport cover.

In this article, we aimed to record the stories of some CHS students with various cultural backgrounds to find out how such cultures have influenced their lives. While their stories cannot account for the millions of others out there, each story provides a glimpse into an individual’s journey to finding their identity.

Senior Hanna Park moved to the US from Gwang-Ju, South Korea in 2005. Her family decided to move shortly after Park had finished the fifth grade.

Having spent her entire life in South Korea, Park remembers frustrations the language barrier brought.

“When I came here, I didn’t know a single phrase in English,” Park said. “I had studied English for a year, but they were really basic phrases and I couldn’t apply any of it. I clearly remember my first day of school where I did not speak a single word because I was terrified. I remember being bullied by immature little boys, even those that were a grade below me. It came as a shock because in Korea, the kids in the grades below you were expected to bow and use formal conjugations to phrase what they were saying when talking to an upperclassman. But here, the kids were making fun of me.”

Park explains that even when she began making friends, there was still a constant feeling of isolation.

“Everyday, the teacher would pull me out of class and make me listen to English cassette tapes,” Park said. “I hated it because it made me feel really different. I felt isolated from the whole classroom because even though I was making friends, they were learning different things.”

Park describes how her experiences as a kid later influenced her perspective on being Korean.

“I definitely had a period of time where I thought I was white,” Park said. “I would be so embarrassed to be seen with a group of Koreans in public because I didn’t want to seem different. I think that sentiment came from the pain of feeling isolated, because you just want to forget and feel assimilated. That was also during the awkward middle school years, where you’re trying to figure yourself out.”

Looking back at those years, Park realizes that although she had spent most of her childhood in Korea, much of her personality and values have been shaped by what she dubbed “western logic.”

“In my opinion, at about age 12 is when you begin really formulating your own thoughts and by then I was in America,” Park said. “So I guess western logic and culture did more to shape my identity than did eastern. I’m big on the notion of individualism as opposed to the emphasis on community and familial ties that are stressed in Korean culture. I would say that my parents’ Korean backgrounds did little to shape my identity, and instead their Christian values did more so to shape it.”

While Park’s Christian values were greatly influenced by her parents, Park admits that there are still occasionally conflicts between her and her parents due to cultural differences.

“They’re strictly very traditional Koreans as well as Christians,” Park said. “So growing up, I was raised by their Korean standards. There were some western values present, but the way they raised me was mainly by traditional Korean values. In our house, my dad gets the final say. So we have a lot of cultural clashes where I want to reason with him when he gives me or my brother a rule. However, in Korean culture, that’s considered talking back and is automatically understood as disrespectful. And that’s still a very prevalent problem, where I just voice my opinion and they get really mad.”

In addition, Park describes the difference in ideal career paths as seen by her parents and herself.

Left to right; top to bottom; senior Hanna Park, junior Momoko Oyama, senior Ravali Poreddy, junior Adam Rangwala, senior Jack Wei and sophomore Dena Dianati.

As a member of the 1.5 generation, Park described how her experiences due to her mix of cultures influenced her in shaping her identity.

“I came here when I was in fifth grade, and so I’m not a part of the Korean popular culture anymore,” Park said. “When you’re Asian American, you always get this feeling that you’re too American for people who are ‘traditionally Asian,’ yet too Asian for other people. A lot of my friends are Asian. They’re not all specifically Korean, but I feel that we all connect to each other in a different way. We can share common experiences and common frustrations. I just don’t know how to explain something so abstract. I’m kind of stuck in the middle of two extremes, I guess. And so that’s a different culture. You’re always going to find people who are stuck in the middle.”

“I was thinking about choosing music as my career path. But they didn’t want me to take too many risks. And you see that in America too, but I feel that the parents are much more supportive of their children. I think American parents really place value [on] the experience and giving their children the opportunity to decide and deal with possible consequences. I think Korean culture stresses practicality as opposed to creativity.”

However, despite her parents’ strong Korean backgrounds, Park stated that her family isn’t particularly connected with the Korean community.

“Compared to a lot of other Korean families in St. Louis, we’re kind of secluded,” Park said. “I don’t think my family feels the need to mingle with Koreans because there are some things in Korean culture that we don’t really like. The emphasis placed on family-like settings creates a community where everyone is in other people’s business. There’s a lot of gossiping and expectations, and that’s not really us. You automatically expect your friend to do so much for you because of the supposed bond between the two of you, so there’s always too much drama.”

Despite not feeling a particular connection to others simply because of their common nationality, Park expressed the close bonds she has with other members of her church.

“There are a lot of 1.5 generations in my church, where you had part of your childhood in Korea before immigrating to another country,” Park said. “I definitely relate more with the second generation and 1.5 generations at my church.

We just understand each other very well because we’ve had a lot of common experiences. That kind of community is really close to me.”

Momoko Oyama Junior Momoko Oyama was born in Fukuoko, Japan and moved to the US in 2000 when she was three years old. Oyama described that although she can barely remember what life was like in Japan, her nearly annual trips to Japan give her a pretty good idea.

“Growing up, my parents made sure me and my sister didn’t forget Japanese,” Oyama said. “I go back every summer, and it was only a couple of years ago I stopped going to the local school when I went back. My parents used to send me and my sister to the local school for about three weeks so that we could get an idea of what the Japanese school system was like.”

Oyama describes how her parents’ Japanese background greatly influenced how she was raised.

“My parents raised me 99 percent Japanese style,” Oyama said.

“In the house we always spoke Japanese. When my sister and I were younger, my parents tried to prevent us from losing our Japanese by saying we couldn’t speak English in the house. Growing up, it was generally understood that academics [were] the biggest priority. I think that mostly comes from the fact that Japanese culture puts such a great emphasis on education. “ While Oyama stated that her values prioritize academics as well, there are still sometimes conflicts between her and her parents.

“My mom never went though any education system in the US, and so sometimes her standards are way different from mine,” Oyama said. “I understand where she’s coming from, but she sometimes forgets that even though I’m Japanese, I wasn’t raised in Japan.”

couple of years ago, I rebelled against my parents [because they pushed] me to keep my Japanese culture. And I was like, when I’m older, I’m going to speak completely in English and my kids are going to be 100 percent American, and we’re going to live here and I’m not going to make them go to Japanese school. It didn’t seem fair that because I went to Japanese school, I almost had double the homework. But now I realize how important it was.”

Oyama expressed that in the future, she will likely raise her kids the same way her parents raised her, just so that they can be reminded of their own cultural heritage.

“When you look in the mirror, you can see that you’re Asian,” Oyama said. “And even if you are Japanese but you can’t speak it or prove it, then you’ve basically lost who you are.”

Ravali Poreddy

Porredy dancing at her sister’s wedding. (Photo from Ravali Porredy)

While Japanese culture and values have greatly impacted Oyama’s life, she admits that she was faced with some difficulty in formulating her identity.

“I went back to Japan in seventh grade and went to school there,” Oyama said. “I was told that I had an American accent in my Japanese, and I was horrified. Even though people don’t say I have a Japanese accent when I speak English here, I’m obviously Asian. I look different here, and was considered different in Japan, so where did I belong? I feel like I can identify myself as Japanese, but sometimes I go through this period of identity crisis, debating whether I am Japanese or American.

Because technically I’m Japanese, but I feel like I’m American almost.”

Nevertheless, Oyama strongly believes in the value of maintaining her Japanese background and values.

“I guess I’ve been able to take the good parts of Japanese culture and American culture and find a happy medium,” Oyama said. “As of right now, I feel that it’s really important to keep my Japanese culture. A

For senior Ravali Poreddy, her parents’ Indian culture still plays a significant role in her life.

“I think I’m connected, as connected as I can be for someone who lives and has grown up her entire life in America, but I think I’m still pretty knowledgeable about my culture and my traditions,” Poreddy said. “I think that’s pretty important, because I think that’s an important part of what makes me who I am, what makes me Indian-American.”

Poreddy was born in the United States; however, her parents were the first in their family to leave the small, rural village in South India where they grew up. Poreddy reflected on what a huge culture shock the move was for her parents.

“There you live around your family more I guess ... there everyone in the town is related to them on my mom’s side,” she said. “So she went from a place where everyone knew her and everyone was related to her and [was] very family-like to a place where it was very cold and no one talked to each other. Even when I’m in India what I notice is people who live in apartments keep their doors open and drop by to say hi and walk around outside, and it’s a lot more [open]. Here you don’t really talk to your neighbors and you keep your doors shut, so she’s told me it’s a completely different atmosphere here.”

Despite the different atmosphere, Poreddy and her family try to stay in touch with their culture mainly through Poreddy’s classical Indian dance, called Kuchipudi, as well as through the Telugu Association. Telugu is the language that is spoken in the region of India where her parents are from—she explained how the large Indian population in St. Louis is broken up into several language communities. These communities are easier to build because of the linguistic and cultural similarities that many Indians who speak Telugu share.

Poreddy’s weekly dance practice helps keep her in touch with other Indian-American teens and helps keep her culture fresh in her mind. Indian dance is also popular at colleges and especially large universities—dance teams from large schools often go on to compete at national Indian dance competitions. Poreddy even remembers how she recently voted for her friends’ team in Maryland that had 20,000 votes in the pool.

Poreddy’s dance company performs sometimes at the Telugu Association meetings, which occur about every two months around the time of an Indian holiday. About 300 people come to the meetings, and there is dinner and entertainment, which can range from dance performances to singing and skits put on by parents and kids in the community.

Poreddy even visited the Telugu Association of North America for a five-day convention four years ago in Chicago. Around 2,000-3,000 people came, and celebrities from India helped entertain as well.

“In America and St. Louis there’s always the big Indian communities trying to keep culture alive as much as they can for all the generations to come,” Poreddy said.

She hopes to stay affiliated with a Telugu Association in the future.

“I’d hope to because it’s a way to stay connected,” she said. “All of the friends my parents keep in touch with the most are Indian and Telugu

because it’s easiest because they share the same culture and language.

It’s probably not going to be as strictly defined for me. I have a group of Indian friends who I associate with and we hang out all the time, but I’m not going to strictly limit myself to that obviously, so I hope I’d still do that to stay connected in some way.”

Poreddy’s significant involvement in the Indian-American community is simply not quite the same as being plain Indian, however, and she can see this difference when she visits family in India.

“I think a lot of people might look at me here and say ‘she’s really Indian’ because of some of the things I do because I’m pretty active in the Indian community, at least in St. Louis. However, whenever I go back to India my cousins say ‘oh you’re so American, it’s so obvious, like everything you do is really American,’” she said. “So it’s really strange because I think you don’t exactly fit in in every place, though you do at the same time.”

Even in the Indian-American community, however, being “too Indian” is not exactly seen in a positive light.

“I guess here there’s a stigma against being too Indian - they call it being a ‘fob,’” Poreddy said. “I know a lot of East Asians say it too, someone who’s ‘fresh off the boat’, [and] the stereotype is that they’re nerdy and really awkward. So being fobby is really bad and you try not to be as much as possible, but at the same time you want to maintain your culture.”

Despite some difficulties that Poreddy has encountered in her journey of balancing two cultures, she finds that it has given her a different world perspective.

“I don’t want to reinforce the American ignorance stereotype, but I’ve been to India a bunch of times and I’ve seen how people lived there and the culture, and there are a lot of differences that maybe a kid who has lived here their entire life and [has] only read about it in textbooks or news articles doesn’t necessarily understand ... and they might think of them as being really weird or odd, whereas I’m someone who’s grown up with two different cultures,” she said. “People have told me things, [like] that certain Indian festivals or certain Indian gods or the way we celebrate things are weird. I guess I can appreciate cultures in a different way just because I know what it’s like to grow up with two of them. I just view it in a slightly different way.”

Overall, Poreddy looks forward to staying connected with the Indian community in college next year.

“I know depending on where I go and how big of a college I go to, if they have some sort of Indian student organization I definitely would want to join that,” she said.

Wherever she ends up next year, you will probably find Poreddy throwing colored powder in a huge Indian festival called “holi,” dancing in an Indian dance group and participating in a Telugu Association.

Jack Wei

Twelve. That’s the number of schools that senior Jack Wei has attended.

“Whenever someone asks ‘what’s something unique about you?’ that’s what I say,” Wei said with a smile.

Wei has lived in a variety of places. He was born in China and lived there until he was seven-years-old. At that age, he and his family moved to Canada for about two months before returning to China. A year later, the family journeyed to Canada again and stayed there for four years, until they moved to Baton Rouge, Louisiana in 2007. After staying in Baton Rouge for two years, they moved to Clayton at the beginning of Wei’s high school career.

“I would say that moving a lot has made me a more outgoing person, it’s made me see more places around the world and different dichotomies of places,” he said.

The “different dichotomies” of places is something that clearly has defined Wei’s life journey. Rather than a singular culture affecting several specific areas of his life, Wei said that it has been the mix of cultures

in which he grew up that has shaped his way of thinking in general.

“Seeing all the different parts of the world has made me more accepting of people, so if someone’s like ‘wow that guy is really weird’ or something, I think, ‘well, I’ve seen weirder,’” he said. “Especially because I’ve lived in the hottest places of the United States and the coldest places of North America and Canada, and I’ve seen diehard conservatives in Baton Rouge and diehard liberals in Clayton, [seeing] both ends is really nice … Usually whenever I have discussions with my friends they usually take one side of the argument and they try to enforce that side, but I usually look at both sides and am like, well, I don’t like to stick with one thing, so I don’t want to identify with only one group of people or one culture because I kind of like to be identified with all the cultures.”

Wei sees his upbringing as a result of a combination of different cultures.

“People with different cultures influence me because as I go through each place in my life journey, people introduce me to new cultures so I get to learn about [them], like Beijing, Toronto, Baton Rouge and Clayton,” he said. “I kind of take all of the cultures that I am within and combine them together, so they have influenced me in that sense.”

Looking to the future, he knows that he wants to keep moving from place to place. He also believes strongly in people staying in touch with their cultural heritage and with the places that have influenced them.

“It’s really good to stay connected with your culture and it’s important to stay connected because it’s part of who you are,” Wei said. “You can never really lose your sense of self and lose what has made you become who you are, like what you grew up in, so I feel like if someone disconnects themselves from previous places or previous influences on them, unless it’s a bad influence, it’s taking away a piece of who you are. In my future I’m definitely going to revisit places that I’ve been, people that have influenced me, travel back to Beijing, Toronto, Baton Rouge, because I want to reconnect with my past.”

Noah Youkilis Some students, like junior Noah Youkilis, get in touch with their cultural backgrounds by spending their summers in other countries. Youkilis spends a good portion of each summer in Croatia where his grandmother and his mother’s side of the family lives, and there he has been able to see a “completely different side of living.”

Youkilis’ mother is from Croatia, and she met his father, who is from Cincinnati, in Siena when they were in college. They both moved back to the US, but Youkilis has definitely felt not only the influence of his mother’s culture in his life, but even some conflict between his parents’ cultures.

On one point especially, his parents disagree.

“One European thing that they do, and this is a funny thing in my family, is that … they are very free and liberal with their kids, and one of their philosophies is let your kids learn how to live when they’re still under your control,” Youkilis said. “And so, for example my mom was perfectly okay with me having what I want for myself, going out, she never checks my grades, I’m completely responsible for myself right now. I still check in at home and I still tell them what I’m doing, but she’s ok with me being on my own. But my dad, it’s funny because my dad’s not so okay with that, but he still lets it happen but he’s more hesitant about it, so it shows the balance.”

Besides a freer upbringing, Youkilis feels that his summers in Croatia have been very educational.

“Well, definitely my values about what happiness is [are influenced by my Croatian background]. I don’t need things to be happy - I’m very fortunate to live in Clayton and go to Clayton and I’m very grateful for that, but I also know that money is not happiness because I see people here who are very unhappy and they have lots of money. Meanwhile, my grandma is very happy and she has no money whatsoever, but she knows what she wants in life so she’s happy.”

Youkilis believes that by seeing this completely different way of living he has had a great opportunity.

“I learned about how there’s not just one way of living to be happy, and it’s a very American ideal that what we have here is awesome, and it is really great, but you can be happy without riches, without all this stuff, so I can see how other people live and it’s definitely influenced me,” he said.

Youkilis also believes that when given the opportunity, other students should try and get out and experience more during the summers like he has.

“Seeing other backgrounds is very valuable to your upbringing, and growing up in one place, not that I’m saying moving around is good, but growing up and not travelling to other parts of the world is definitely kind of harmful,” he said. “Even going to see Croatia but staying in touristy hotels you won’t get an actual experience, whereas for me the most valuable education I’ve had is going around and seeing the culture in other places, and it’s definitely changed me.”

Dena Dianati Sophomore Dena Dianati sees less of her culture in the way that Poreddy does, but has always been influenced by her cultural background.

Dianati was born in France right after her parents emigrated from Iran.

After living there until she was seven, Dianati and her family moved to Clayton.

Although Dianati sees many aspects that are important in Iranian culture as being similar to aspects in American culture — such as the importance of family and hard work ethic — in many ways, they are even more heavily emphasized in Iran.

“Academically we’re a lot freer [in America], like if you mess up here it’s not the end of the world, you can start again, you can try something else, while there [in Iran] you take a test after high school and that basically decides your entire future, so it’s a lot tougher, there’s a lot more pressure there, the risks are higher … There’s more of a shock of how little freedom they have, you’re more under a microscope. There’s no sense of privacy out-

side of your home,” Dianati said.

Besides a freer education, Dianati realizes that she has a lot more opportunities as a young woman in America as well.

“Opportunities here are a lot greater,” Dianati said. “Women don’t have many rights at all [in Iran], if they see a woman walking down the street by herself they assume automatically that something is wrong, while here no one really cares what you’re doing.”

Dianati also said that her mother’s upbringing during the revolution in Iran helped shape her mother’s, and consequently her own, identity.

“My mom was three when the revolution started and the king was put out of power and so she was raised without the freedoms that my dad had,” Dianati said. “She from a young age had more constrictions, like she had to wear the traditional hijab and be more conservative. She couldn’t have her arms show or her legs show, and she couldn’t wear makeup or have nail polish and things like that. I think because she adapted with that kind of lifestyle it didn’t affect her as greatly, but for my dad he had to go from having a lot more freedoms like getting to play with his best friend who was a girl [to not getting] to play with her anymore with the new laws, so that affected him.”

Dianati also sees how her parents’ culture has helped her see through stereotypes, and view others in a more holistic way.

“I think it helps me let others see the differences that there are and all the stereotypes about Muslims and all Arabic countries, how they’re all extremists and terrible,” Dianati said. “It’s not like that at Clayton, but it helps me help people understand how it really is, just like any other cultural view or any other community or society, it’s not really that different.”

Overall, Dianati sees that it’s important one stays in touch with one’s culture.

“I think my culture affects me in the way that I don’t realize it affects me, like the views that I have and my aspects and how I see some things,” Dianati said. “I think it’s important that I stay in touch with it because it connects me to my family and my heritage. It keeps me in touch with the rest of my family and my culture. I think it’s important in any culture or any religion or any view someone has to have some sort of basis or standard to look up to and follow.”

Oyama at age three at a Japanese shrine on “753 -day”, a holiday in which seven and three year old girls and five and three year old boys get dressed in traditional kimonos and are prayed for at a shrine. (Photo from Momoko Oyama)

t a e a h e d e t s r o o )

Adam Rangwala “Americanized” is probably the first word that junior Adam Rangwala would use to describe his upbringing.

American-born with parents from Pakistan and India, Rangwala definitely believes that his parents’ cultural roots have been very influential in shaping his core values.

“I guess one of the interesting things with my parents is, something that I don’t find in a lot of other of my friend’s parents, is that my parents have been in America for quite a while, for more than 20 years, so they themselves have become Americanized,” Rangwala said. “Like I can tell when my mom is talking on the phone with an Indian person or an American person because she can change her accent to an American accent, and you can just tell by the way she speaks who she’s talking to. I guess my upbringing was a lot more Americanized than a lot of people who have parents who immigrate from different places around the world, but there’s definitely a lot of traditions and parts of their culture they also shared in my upbringing and taught me.”

Rangwala references respect for adults and a heavy emphasis on achievement in school and extracurricular activities as some of the subtle values his parents imparted upon him.

“In India and Pakistan education is a lot more competitive, there’s a lot of work that goes into studying, so when my parents moved to America they still had that competitiveness in academics,” Rangwala said. “It’s definitely an expectation that I am successful in school, that I’m not getting a lot of B’s, and just competitiveness in academics and sports and other activities I do is how my parents’ culture has affected me.”

By noticing how his own habits are shaped by his culture, Rangwala has been more cognizant of what drives others’ behavior as well.

“I think it’s helped me understand people and understand their culture and their upbringing before commenting on their actions and their behaviors,” Rangwala said.

Rangwala also says that he wants to get more connected with his culture.

“I’m not fully in touch with my language, so I guess that’s limited my knowledge of my culture because whenever we go to gatherings my parents speak in Hindi, Urdu or Gujraati and I don’t really understand it, so I don’t really understand most of the conversations, so that kind of limits [my understanding]—it’s a snowball effect because I can’t understand a lot of what they’re saying, so I guess I get less in touch, so I don’t learn as much,” Rangwala said.

“Also I went to India over winter break for a wedding, and I guess during the wedding, it was a three day wedding with different kind of ceremonies, so I guess I’m always learning about it because all of the ceremonies there I had no idea why they were being done, or what was going to happen and how I should behave during the ceremonies, so there’s still a lot of learning about my culture that I want to do.”

Rangwala preparing for a wedding in India. (Photo from Adam Rangwala) Rangwala’s desire to connect with his culture is fairly recent.

“I think [my desire to reconnect] is more a recent thing,” Rangwala said. “In the past I didn’t really have as much of an interest — like for Bollywood movies, I just put the English subtitles on, but now I think it’s really cool to have a distinct culture … While being born in America [is cool], I think it’s really cool to hold on to your own culture and identity and to get more in touch with it. I think that’s a recent thing, and I think a big trigger for me wanting to get more in touch with my culture is from my travels, or from my trip to India this winter break because I felt a little disconnected from all of the stuff that was going on there.”

Though Rangwala has seen little dissonance between his parents’ cultures, he said that a large point of discussion for them was cricket.

“My dad played a lot of cricket, and I’m kind of split between rooting for Pakistan and India because that’s one of the biggest rivalries in cricket [ever], so all our Pakistani friends want us to side with Pakistan, and all our Indian friends want us to side with India,” Rangwala said. “I think it’s just really cool but also disheartening to see how much rivalry there is between them. I also think it’s kind of cool to be able to say that I’m from both places, or at least have backgrounds in both places.”

Conclusion Despite varying degrees of how much students felt they were “Americanized,” each student we interviewed said their own identity - what makes them who they are - is closely intertwined with the customs and values of their culture. Whether they have spent summers in Croatia or India, grown up in different places, or are influenced by the cultures their parents associate with, students are connected to a place they or their parents call “home.” What each of them has finally come to terms with is melding their identity out of a mix of their experiences that are defined by American and non-American values.

Hopefully CHS students will be reminded by this article of the widely diverse backgrounds which define people’s attitudes and values that make our school the culturally rich place that it is. CHS is not simply a place to learn facts and figures, but also a place where we can be shaped by others’ very different perspectives if we open our minds. In the end, it will be those whose backgrounds are very different that may ultimately end up shaping our own values the most. 

FOLLOWING A LEGEND

T

After Wally Lundt’s death at the age of 84, both the swimming and water polo teams had to find a new coach to follow the Clayton legend.

by PETER BAUGH

hough he passed away at the age of 84 in late 2011, Wally Lundt was on senior swim captain Jack Layden’s mind throughout the entire 2012 swim season.

Lundt coached swimming and water polo at Clayton for decades, leaving a legacy for the school’s aquatics program.

Lundt, or Wally as he was affectionately called by swimmers, water polo players and friends, was present with Layden emotionally throughout the entirety of his swim season senior year. Layden had one of the most successful swim seasons in Clayton’s recent memory, qualifying for the state competition in both

the 200-yard freestyle relay and the 100-yard breaststroke.

“When I got my state qualifying time, I was excited and [I thought to myself], ‘Wally, I hope you saw that. This is for you,’” Layden said.

At the state meet, Layden was not able to perform as well as he had hoped because he was disqualified due to a false start in the 100-yard breaststroke. Though disappointed, he thought of what Lundt would have said had he been present.

“I could just see Wally being like, ‘Shrug it off! That was great!’ Always cheering me up like he would do if I had bad at a race. It definitely helped me get over disqualifying at state,”

Layden said.

The challenge of adjusting to a new system emerged at the beginning of water polo season in 2012 - the first season of either swimming or water polo without Lundt at the helm of the Clayton team. Jeff Spector, who coached with Lundt for one season of both water polo and swimming, took over as head water polo coach.

In the fall, physics teacher Rob Laux became head swimming coach and math teacher Katelyn Long became assistant coach.

Layden feels that both transitions went smoothly.

“Spector … has the same secure feeling of water polo [as Wally],” he said. “He knows what

Current and former swimmers visit Wally Lundt’s grave. Lundt passed away in late 2011. (Photo from Julia Grasse)

he is talking about, he’s been in it for so long and that definitely reflects [on] our team.”

In 2012, Spector led the squad to a season of seven wins and 15 losses. The Greyhound team saw both senior Nico Salavaggione and Layden place in the top 30 players in the area goal scorers, with 48 and 47 goals, respectively.

Spector, who feels the transition has gone well, believes that Lundt provided a solid foundation for the squad, teaching the players important lessons that have helped them grow.

“I think Wally tried to teach how to work hard and go about your training and doing things right and staying focused on your goals,” he said.

Spector is also looking forward to his future with the Clayton water polo program.

“Clayton is a great place to work, and I appreciate the opportunity to be there and follow in Wally’s footsteps.”

As for the swim team, junior Auggie Mense was also happy with the transition.

“I think, like any change, it takes a while to get used to, but Coach Laux and Coach Long were both amazing. They both really helped the team, we sent our first swimmer to state in a couple years,” Mense said.

Mense also appreciated how the new coaches didn’t view themselves as Lundt’s replacements.

“I think, if anything, they handled it not so much as a replacing, but trying to build off of many of the things that Wally had taught us while he was there,” he said.

Layden agrees, and feels that Laux reminds him of Lundt in some respects.

“I look up to Coach Laux because of how he transitioned from Wally and how knowledgeable about swimming he is,” Layden said. “He seems just like Wally as in [being] selfless and a good person.”

With a new beginning of Clayton aquatics emerging under Spector, Laux and Long, Layden and Mense still have many feelings that they credit Lundt for evoking in them.

“He is definitely still our spirit of the game [water polo]. Whenever we play we have a tenacity and fierceness and … you just get so excited when you play, and it was definitely Wally passing this down to us,” Layden said.

For Mense, who hopes to qualify for state in swimming next season, he feels Lundt’s presence the most when he is trying to find enough energy to finish a swim, and gives him credit for being an exceptional leader and person.

“Wally is the best coach I’ve ever had, across any sport, the most inspirational guy I have ever gotten the chance to be with,” Mense said.

“And the way … he is still there for me is that whenever there is a set that I am really trying to finish, or it’s the end of a race and my body is about ready to give out, that’s when he is most visible in my mind. That’s when I remember Wally the most, just how he was always pushing you to do your best, that’s really when he is there the most for me.” 

SPORTS COACH’S CORNER:

SEASON RECAP Coach Heath Kent led the girls’ basketball team to a 12 win season. He sat down with the Globe’s Peter Baugh to discuss the team’s season.

Heath Kent talks to his team. (Sierra Carrel) What were your feelings about the team this year?

How much do you pay attention to JV or freshman games?

I think we had a really good year. We had a rough start, played a lot of ranked teams and won 11 out of … 15 [at one point]. We had a good finish, we had a good group.

We are always at the JV games, they play before us, so obviously them. And we try and catch as many freshman games as possible so we know what’s going on and who can do what.

Who are some players that have stood out to you?

What are you most proud of this season?

Lacei Sams has had a real good season, Carmen Plannels, Nina Murov. Carmen [was a] three year starter for us and Lacei has got a chance to play in college. Unfortunately, we lost Amelia Stubblefield before the season with a knee injury. We have had a lot of kids step up.

The fact that we went through some adversity with injuries for a while and grades with a couple kids and then our kids persevered and worked hard and never quit.

You had two freshmen and two sophomores play on the team at times. With so many young players, what do you think about the future of this team?

We are always looking to get better. We are going to lose a lot of scoring off of this year’s team, so we have got to find some kids that want to score.

I think we will be really young next year.

We have got a very good eighth grade group coming in with some kids that will probably … fill in on varsity. We had a good freshman team and a lot of good freshmen this year, so we will be looking at them too, and there’s a couple of kids coming up from the JV team. I think we will be really young but we are looking forward to that group.

What are you looking forward to most for next season?

What do you want to work on for next year?

I think trying to blend the young kids with the old kids, the experienced with the inexperienced. It will be a lot of fun teaching, a fun part of coaching is trying to get them all on the same page. I am looking forward to that. 

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EVERY BIT OF EFFORT

After a successful 2012 season, senior Meg Sutter hopes to continue to impress the Clayton soccer world.

W

by PETER BAUGH

hen sophomore Lindsey Anderson she feels her teammates made the transition “On the field, I can just trust her,” Anderson thinks of senior Meg Sutter, her smoother. said. “If I pass it to her, I know it’s going to get teammate on the CHS varsity soc”I was just really shy and it was really hard to the right place.” cer team, she thinks of someone who will put in adjusting, but the team made it pretty easy,” However good Sutter is at soccer, Hoelscher every last drop of effort. she said. feels that she does not act like she is better than “She is able to get around anyone,” Anderson Now, as one of the team’s seniors, Sutter has her teammates, a testament to her humble nasaid. “And, if she can’t, she just keeps trying.” embraced the responsibility the upperclassmen ture.

Along with being a strong presence while in her freshman year once had for her: being a “I think most people who understand the she plays, Anderson also feels that Sutter has team leader. game have known [that] she has been our most been instrumental in the team’s skilled player for a number of chemistry off of the field. years, but she never plays in a “She is a real leader. She really way that makes other kids feel “She is a real leader. She really tries to bring tries to bring people together and less about themselves,” Hoelpeople together and make us have fun.” make us have fun,” Anderson said. scher said.

“She is all about working hard, too.”

Going into her last season Paul Hoelscher, Sutter’s soccer of CHS soccer, Sutter has began Lindsey Anderson, sophomore coach at Clayton for three years, looking at the option of playagrees, and feels that Sutter’s huing in college. She has looked mility makes her someone that her teammates This season, Sutter looks forward to “coming at competing at the division three level, which can look up to. together as a team and seeing how we do and would give her the opportunity to enjoy the “She’s just a real quiet kid who doesn’t at- being a leader,” she said. game of soccer while leaving enough time to fotract a lot of attention to herself, and I think, A midfielder, Sutter is looked at as one of cus on academics. for that reason, she is very likable,” Hoelscher the top players in the area, earning first team With her time at CHS coming to a close, said.

All-Conference honors her junior year and help- Sutter’s teammates have begun to realize how Sutter’s hard work and dedication has paid ing lead the team to a first place finish in their much the program will miss her. off. She has played on the varsity soccer team conference.

“She is just all around a really great player for all four of her years at CHS. Anderson is impressed by Sutter in many and a really great person,” Anderson said. “I’m Initially, when Sutter made the varsity squad ways, one of which is the faith she feels when going to miss her next year, I think everyone as a freshman, it was hard for her to adjust, but Sutter has the ball. is.” 

Sutter dribbles in a 2012 game against the Ladue Rams. (Anna DiFelice)

REVIEW

THE OSCARS

by NINA MUROV

(Oscar Photos, Lawrence K. Ho/Los Angeles Times/MCT)

  

Hosting the Oscars is no easy task. Some of the most influential and famous people are sitting in a huge ballroom, staring at the host, hoping for easy entertainment. Not to mention the millions of other people around the world watching from their TVs at home. So take this into consideration before you judge this year’s host, Seth McFarlane.

Stakes were high for the first-time host. He is obviously talented, having created and voicing characters on Family Guy, and making a box-office smash hit, Ted. But he isn’t exactly known for his serious acting career.

The night started out well, calming the tension with William Shatner’s funny impression of Captain Kirk (from Star Trek) traveling back in time to try and stop McFarlane from becoming the “worst Oscars host ever.” “Your jokes are

tasteless and inappropriate and everyone ends up hating you.”

McFarlane did what he was expected to do, which was to make below the belt jokes about people in the room. But hey, he had to satisfy his Family Guy fans too. McFarlane then did an entertaining musical number, with appearances from Channing Tatum, Charlize Theron, Daniel Radcliffe and Joseph Gordon-Levitt.

And then the real show began.

There were three things that made these Oscars unusual from past shows. The third tie in Oscar history (in sound editing), a win for a film whose own director wasn’t nominated (“Argo”), and winners in the six biggest categories (picture, director and acting awards) each went to six different films.

Other highlights included Michelle Obama

presenting “Best Picture,” Jennifer Lawrence winning, then falling, and the “Les Miserables” cast’s live performance. Lowlights were Kristin Stewart looking bratty and bored while presenting, the random performances from Adele and Jennifer Hudson, and the fact that the show ran for three hours straight.

By the end, when Kristin Chenoweth and McFarlane performed a closing number for the “losers,” people, including the actors, were ready to check out. So the show wasn’t one for the books, but movies that deserved to win, like “Life of Pi,” and “Lincoln,” did. Underdogs like Jennifer Lawrence and “Argo,” won as well, satisfying every movie lover’s needs. Overall, McFarlane did as he was supposed to, and though not everyone will give him props, he wasn’t the “worst Oscars host ever.” 

WARM BODIES

by NURI YI

  

“Warm Bodies,” starring Nicholas Hoult and Teresa Palmer, is one of those movies that seems just okay upon first reflection, but gets better the more you think about it. A slightly predictable (but very sweet) zombie love story, the movie is about R., an unusually verbacious zombie, and Julie, the human girl R falls in love with.

Taken at face value, “Warm Bodies” just barely skirts being ridiculous and saccharine in favor of being endearing and quirky but is actually thought-provoking. The movie parallels “Romeo and Juliet” in ways that range from the obvious to the more subtle.

There is also some resemblance to “Beauty and the Beast” in that R holds Julie against her will, which is problematic in that it justifies kidnap when it is ‘for the victim’s own good,’ but Julie’s character is sensible and resilient, which is a refreshing difference from Twilight, despite the paranormal similarities.

R feels nostalgic for a time when “everyone could express themselves, communicate their feelings and just enjoy each other’s company,” but what he remembers is people ignoring each other and being glued to their phones.

The zombies are gritty, to be sure, but the more important thing is the parallel between them and us. We are already metaphorical zombies: tired, unemotional, and ready to turn on each other at the slightest provocation. It’s this cynicism that makes us reject simple truths in favor of more complicated lies.

Hoult’s deadpan delivery of R’s thoughts adds some dark humor, and the music in the soundtrack (which is great) is drawn to our attention by the characters, which really reinforces the self-awareness of the movie. The modern-but-faded indie sound makes it hard to tell the time, as it conjures both nostalgia and pessimism.

The overall cuteness of the teenagers-in-love trope has a lot of potential to go horribly wrong, and the plot and resolution are predictable enough that it’s easy to dismiss the movie, but the movie is actually quite thought-provoking.

The message of “Romeo and Juliet” is that love transcends, but in the context of death.

“Warm Bodies,” on the other hand, really puts emphasis on the transformative power of love on life: living without love is just survival.  Wikimedia Commons/Public Domain

PICKELMAN’S      You are craving something delicious. You only have a few minutes for lunch, and last night you pigged out like there was no tomorrow.

I know exactly what you need. Pickleman’s Gourmet Cafe is quick, healthy and delicious.

It is a simple place that is conveniently located in downtown Clayton. Therefore, it is a new candidate for possible restaurants during school lunch periods.

Their soft, warm bread perfectly envelops the various meats and toppings, turning sandwich-making into an art. The numerous options of thin crust pizza will lead to the biggest inner struggle of your day. The fresh chopped salads and creamy soups make for a perfect supplement. “But what about drinks?” you may ask.

Well, I’m glad you asked. I bet you were exPhoto by Alessandra Silva

by JEFFREY FRIEDMAN

pecting me to say something like “they’ve got an excellent choice of soft drinks at very low prices.” But I’m not telling you that! I am saying that they’ve got an amazing choice of drinks at unbelievably low prices.

The Coca-Cola Freestyle machine, people.

It’s straight out of a futuristic utopian society.

Choose your favorite soda flavor on the home screen, and beyond that, choose what flavor you want of that flavor. For example, I might choose Coke and then specifically choose vanilla-cherry Coke. You literally have more than 100 options.

CHS, be sure to check it out. It’s no Tony’s or Morton’s Steakhouse, but it is surprisingly good value, and provides the customer with a friendly location which they can always count on during the lunchtime crunch. 

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RALLY FOR THE SEASONS

Junior Brianna Latham preforming an experiment (Abraham Bluestone)

TOO MUCH SCIENCE? Although there are great classes and opportunities for students with a passion for art, music, history or English, does Clayton put more of an emphasis on the value of science? Why are there no honors history classes offered to freshmen or sophomores? How can we change our possibly science-centric society? Should we?

When I was still an eighth grader, I remember the buzz amidst the rest of my class — who was recommended to what class, what classes everyone was actually going to take in high school. If there was one thing I remember the most though, it was the fact that out of all of the honors classes students were recommended to take by their teachers, there was one class that stood out in terms of the hot topic: who was taking Honors Freshman Physics.

I came to CHS without really thinking much about it, but then a year ago, my younger sister Cherry went through the exact same process.

She came home, and told me how everybody just kept talking about who was recommended for Honors Freshman Physics. I asked her about the honors classes, but she seemed to only want to talk about the science track.

Even last year for me, the talk of my class was always who was taking AP Bio-Chem and who wasn’t. It never seemed to be the topic of who was going to go on to Honors American Literature or who was going to take AP World or US. So then the question is, why is everybody so focused on the sciences?

There is no doubt that Clayton does a wonderful job providing opportunities for anybody’s interest. But it could very well be that Clayton puts much more emphasis on the sciences. Already, there is that notion that the smartest kid in the grade is incredibly amazing

32

in the science area. And if we look at the number of trophies in the science wing compared to the history wing, it’s fairly obvious that science is emphasized at Clayton.

Having a science-centric society is not necessarily a terrible thing, but all subjects should be emphasized just as equally. For example, for history, there is not an honors track for the freshmen and sophomores while there is always an honors track for the sciences. But if a student is intelligent in the history area, shouldn’t he be given the opportunity to challenge himself just like those who are stronger in science?

School should be a place where students can excel in their own interests, but sometimes it seems difficult when school focuses a little more on one subject compared to the others.

If this happens, of course more students are going to be geared to the science class, but that shouldn’t be the case. In fact, it could very well be that the smartest kid is not in the top science class. Intelligence isn’t necessarily about science. Intelligence can be in a musical sense, mathematical and logical sense, or in a linguistic sense. At times, I feel like those who are whizzes in history or English seemed to be understated compared to the science whizzes.

The change is definitely possible. For starters, maybe sophomores or freshmen who really love history can be allowed to take more difficult classes. Or maybe the school can put emphasis on the awards people receive through history competitions. All Clayton needs to do is show that it’s not just a science-centered school because the students here are definitely more than that. 

- SHIORI TOMATSU

Loud cheering, jumping up and down, all dressed up in the craziest outfits. Celebrating the upcoming sports for the fall seasons couldn’t get more fun than the annual pep rally.

But why don’t we have this celebration every sports season?

The pep rally is a way for athletes to be recognized in the school, but it’s also a way to bring sports teams closer together. In the fall, teams prepare for this exciting event, but if there was a pep rally for winter and spring sports, those teams would get a chance to show their spirit as well.

The only possible drawback to this issue would be time. Some people may argue that there are only so many days in the school year, and it’s very difficult to find a day when there is not something major going on. And yes, at CHS there are always things going on, but all we need is two more times for a pep rally for each season.

Also, this experience would only take one period in the day, which would allow us to do an alternate bell schedule, which happens on late start days once every three weeks. In all, this wouldn’t take very long, but would have a great impact on the study body and the attitude towards athletics at CHS. This would give students something fun to look forward to participating in for each season.

It would also enable the athletes from the winter and spring teams to be recognized, and do something fun with their team.

At almost all times throughout the school year, classes are separate and rarely mix. The pep rally is one of the times that all grades are together, which unites the entire school.

It is very clear that the students display school spirit during the pep rally. This spirit continues on in each sports team, and allows students to display their love of Clayton With a pep rally for each season, student athletes at CHS could keep the gym roaring all year long. 

- GABBY BOEGER

Nico Salavaggione shows some school spirit at the fall pep rally. (Olivia MacDougal)

COMMENTARY

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Famous Olypmic athlete Oscar Pistorius (Brian Peterson/Minneapolis Star Tribune/MCT)

THE DANGERS OF STARDOM “The only true wisdom is in knowing you know nothing,” Socrates said. This advice is disturbingly ironic considering that many people view Socrates as the founder of western philosophy.

Socrates’ belief was a product of the society that he lived in. In Ancient Greece, the common belief was that people did not possess creativity, but instead they had a literal “creative spirit” within the walls of any artist, philosopher or musician’s home, that spoke to them.

Therefore, when the person failed, the creative person was not at fault. Rather, their spirits took the blame. This concept of spirit has arisen in ancient culture across the world.

In ancient Greece, it was called a “Damon,” and in the Igbo ethnicity residing in common day Nigeria, it was called your “chi.”

In ancient Rome, this “creative spirit” living within the walls of your home was called a “genius.”

In other words, humans have embraced the concept of creative spirits to dispel any liability of failure.

In a recent TED talk, Elizabeth Gilbert explained that “rational humanism” kicked in during the Renaissance. This meant the creative population got all the fame --or all the failure.

Gilbert’s speech speaks to how this ideas has sometimes led creative people to receive a

EAT FRESH

mind but also are fully stocked with tasty options.

Not only would the options be delicious, they would also fall in line with the national initiative from the Obama administration to provide kids with healthy food.

These vending machines offer a variety of foods including fresh yogurt, chilled drinks and healthy granola bars. In addition to that, there are organic snacks that can easily be taken on the go.

In each of these vending machines, there is something for everyone. Whether it is the healthy pre-popped popcorn to satisfy a salt craving or a chocolate chip flavored bar for a little controlled sugar rush, these machines have it all.

These fresh vending machines would be a great solution to the bare vending machines

One quick glance at the vending machines in the cafeteria leaves onlookers doubtful of their desire for a snack. The majority of the time, the number of spots in the vending machines are empty, and even when they are full, there are things like hard gummy worms and crunched up pretzels.

Yes, the vending machines are perfect for people grabbing a candy bar to cure a craving or getting a quick snack that isn’t expensive.

Why would we want to continue with these vending machines when there are better options?

One option is to explore the “Fresh” vending machines. The company, Fresh, makes a line of vending machines that not only keep health in

reputation as depressed alcoholics: some artists feel that they continually don’t match up to the world’s standard of creativity.

Oscar Pistorius’ murder of his girlfriend is a similar reminder of this complex issue. I personally remember watching the Olympics, and gaining respect for his courage and stamina.

Although it is unclear of Pistorius’ motives, I believe that it is because we give too much credit to athletes like Pistouris. This makes it easier for them to develop narcissism. When this attitude is fostered, athletes can feel that they are above others — as they are already constantly told so.

Barry Bonds is another example of this. Although he had already reached success within major league baseball, he simply was unable to be the best. Due to his narcissism and inability to accept failure, I think he looked for a coping mechanism. This is similar to the alcoholism associated with many authors and their continuing feelings of hopelessness. Instead of alcohol, it is suspected that Bonds chose steroids.

In a study released by the Michigan Department of Education, it showed that 86 percent of people believed parents’ involvement directly corresponds to the child’s academic achievements.

As students, teachers and members of the Clayton community, we need to restrain ourselves in giving all the credit to one person in any realm of ability, because nothing is ever one person’s complete success. We must remember that obtaining success is a journey that involves parents, teachers, mentors, family, friends and many other conditions of life and environment.

Genius is a collective effort - never an individual journey. 

- PETER SHUMWAY

(Regine Rosas)

- BRIDGET BOEGER

33

Harlem Shake Search:

By Nuri Yi

0:17/0:31

GNN-ers SHOW CHS HOW THE HARLEM SHAKE IS DONE

By this point, the Harlem Shake has peaked, with the fleeting brilliance of the many other memes that preceded it. Eventually, people will turn, and the same easy humor that defines a meme will become as obnoxious as it becomes ubiquitous.

If you’ve been living under a rock, you may be unfamiliar with the Harlem Shake. The videos are short, usually 30-45 seconds long, using a clip from the song “Harlem Shake” by American DJ Baauer.

For the first few seconds, one person dances clumsily and intensely while the surrounding people pretend to be completely absorbed in whatever they’re doing. When the bass drops, the camera cuts to everyone dancing (masks and costumes optional).

(It should be said that the dance being done in the videos is not the actual Harlem Shake,

which was a dance moved created by a man named Al B. in 1981, in Harlem, New York.)

There is a strange charm to the ridiculousness that a physical description can’t encapsulate — a certain je ne sais quoi that inevitably leads to comparisons to Gangnam Style.

But although both the Harlem Shake and Gangnam Style are viral music videos with catchy music and awkward dancing, the Harlem Shake is more of an involved attempt, with multiple people creating and uploading their own versions. Gangnam Style, on the other hand, was a totally manufactured and calculated endeavor, probably with more staying power as well, as it wasn’t so much a meme as an inescapable takeover.

With the popularity of musical memes and viral music videos, the Billboard Top 100 has elected to take into account number of views

93,425,179 on YouTube. People have jumped on the bandwagon, as well: major media outlets have covered the Harlem Shake, and if you search “do the harlem shake” on YouTube, the screen will imitate the dance.

Of course, these trends usually last only a month or so, until it reaches overexposure and becomes hated, until there are only a few people still using it (ironically or not). Maybe it’s just that memes are only funny for a little while.

But the cycle of “cool one day, passé the next” is strikingly similar to the hipsters who claim they liked something before it was cool.

Instead of trying to surge ahead to escape the old and meet the new, maybe we should take a step back and stop being such fair-weather fans of the latest trends. Or, better yet, just go with the flow and genuinely like the things you like. 

THE EVOLUTION OF

‘Even Stevens,’ ‘That’s so Raven,’ ‘Lizzie McGuire.’ Do these names sound familiar? For most people in their teens and older, these shows represent a large portion of childhood memories.

To me, these shows bring me back to cozy Sunday afternoons with my brother; both of us nestled under a pile of blankets, singing along to the catchy theme songs.

Over the years, I have seen what I have called the “Evolution of Disney,” present not only in these TV shows, but also in movies.

Honestly, I am a little disappointed in what I see. Countless times, I have been told that I have simply outgrown the kiddy nature of these quirky shows. And countless times, I respond defiantly, asserting that I have not outgrown Disney Channel, but rather, Disney Channel has outgrown me.

Let me elaborate.

Although the new shows do not appeal to me, the old shows are still entertaining as ever. As part of my hypothesis, I ventured to watch some old Disney Shows. After a quick youtube search, I watched an old ‘That’s So Raven’ episode.

I found myself giddy as ever, feeling like I was an 8-year-old.

Now, to some of you skeptics out there, this may seem a little weird, but I’m not the only one with this view.

Senior Emily Gudmestad feels the same nostalgic way. “The old shows are definitely the best,” she said. “Now there’s one about a dog that can talk. And has a blog … yeah, not ok.”

She too has not let go of the youthful joy these shows brought.

“When I watch episodes of ‘Lizzy McGuire’ now I still laugh,” Gudmestad said. “I may have grown out of the old shows, but the new shows are just plain bad.”

These old shows appeal to all genders, as senior Jonny Waldman said. “Disney channel has gotten progressively worse as the years have gone on,” he said. “‘Phil of the Future’ was the last decent show that Disney channel put out. Ever since the ‘Suite Life of Zach and Cody,’ it’s been downhill. I couldn’t tell you what any of the shows are about anymore. ‘Dog with a Blog?’ C’mon son.”

All in all, it is pretty clear that Disney Channel’s demise has been slow and painful to watch.

It has lost the witty humor that once (and still does) appeals to its viewers. I am confident that everyone out there has, at some point, lamented the loss of those shows we grew up with, and along with them, those fond Sunday afternoon memories. 

-by AISHWARYA YADAMA

o l

a d e t

e o . e a s h .

Disney Channel Logo/ Disney Channel Photos/ Wikimedia Commons/ Public Domain

STAY

(314) OR OUT

One Globe reporter focuses on the benefits of staying close to home.

by AUDREY HOLDS

N

ear the end of the year, seniors face one of the most life-altering decisions of their lives: where to attend college. Although traveling across the country sounds very appealing to many students who crave independence, the advantages of staying close to home should not be overlooked.

Isabella Jacobs was a senior at Clayton High School last year and had to decide what college to attend. Today, she attends the University of Missouri in Columbia, Missouri.

“I chose to stay close to home for various reasons,” Jacobs said. “Not only was I extremely interested in the journalism school at the University of Missouri, but I wanted to feel comfortable being away from my family for the first time. When I was deciding on schools, I thought it was important to stay close to the people I love.”

Staying close to home gives students an opportunity to experience comfort and freedom simultaneously.

“The biggest benefit of staying close to home is that I am able to come home if I need anything. If I am anxious about school or want, simply, to have a home cooked meal, I am able to drive just two hours and I am back where I feel comfort and love from my family and friends,” Jacobs said.

Safety is a big issue when choosing a college, since staying in state normally costs less money, and if a financial or medical issue were to arise, home and help is nearby.

Of course, many worry that if they stay in Missouri, they will not achieve a full college experience with new people. Jacobs argues otherwise.

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“People at Clayton tend to think that everyone from Missouri goes to Mizzou.

Being enrolled in the journalism school, I am able to meet plenty of people from out of state. I am absolutely getting the full college experience here at Mizzou.”

As for visits back to Saint Louis, Jacobs has only visited a couple times for labor day weekend and a Cardinals game with her sorority sisters. The option to return home always remains open, however.

There is also state pride and a closeness that all of the students share at Mizzou, since it is a state school. The colleges in Missouri present new opportunities and experiences that many people from Missouri can relate and connect to.

Jacobs loves being able to represent her home state. She feels that she has so many opportunities presented through the University of Missouri and every single day she is able to learn new things about the wonderful university. 

UT THE DOOR?

AWAY

Another focuses on the benefits of going away for college.

by RACHEL BLUESTONE

T

he location of a university is one of the most important aspects of applying to one - urban or country?

Somewhere in between? Another thing students look at is distance. To be spe-

Art by Audrey Palmer

cific, distance from home.

Near or far, every student takes it into consideration. Yet many students choose to stay close to h o m e for various reasons: they get homesick; they want their parents to do their laundr y; in-state tu ition is less expensive.

Regardless, te e n a g e r s often overlook the opportunities and experiences they are losing when they go to college so close to home.

Generally, when a student enters college, they are newly 18 and are still trying to comprehend what being an adult means. They’re independent. However, when they spend their first few years of independence so close to home, they often don’t fully grasp the true meaning of the word. They can become disenchanted with it too soon, go back to being dependent on their parents, and never quite reach their full potential as an independent being.

That’s not the only loss.

By going to school so far from home, students are intro-

duced to a society, a culture, that they’ve never been exposed to previously in life. It’s an experience they’re unfamiliar with, and, at first, they have no one to lean on. This experience is crucial to becoming an independent adult, and is lessened when a student can simply go home every weekend, instead of mingling on campus.

Students who stay close to home for school tend to come home more often than those who go away for school. Spending weekends at home is detrimental to the social life, as well as the happiness, of a student. If a student is never at school on the weekends, they don’t meet and get to know new people, so they don’t make very many friends. And, when someone has very few, if any, friends, they’re likely to not enjoy themselves as much as they could, causing their college experience to be less than satisfactory.

Another beneficial aspect of going to a school far from home is for the travel which is necessary to get there. The traveler is introduced to places they wouldn’t have gone otherwise: to towns, cities, and states that they had previously known nothing about. Traveling leads to new opportunities, to learning new things and to meeting new people, all of which are helpful later in life, and all of which are key experiences that college students need to go through.

That’s not to say that going to college close to home doesn’t give a student new opportunities and experiences, because it does. It just doesn’t provide them with the large quantity of opportunities that going to a school far away from home does. Going to college far away from home makes someone more independent and strong, which is essential later in life. 

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G Photo by Oliva MacDougal

STAFF ED

WALKING A FINE LINE

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refrigerator magnet in the CHS journalism office poignantly summarizes one of the Globe’s greatest obstacles as a high school publication: “Freedom of speech is not a license to be stupid.”

This advice becomes especially significant every spring when we writers enjoy our sole opportunity to poke fun at the Clayton community in the Gloob satire magazine.

But while it certainly was refreshing to report Mr. Rice’s permanent CHS residency and the CWO’s plans for world domination, pure satirical amusement wasn’t our only goal. In fact, the Gloob represents another, far more important privilege that CHS students often take for granted: the student body’s unique freedom of expression.

One of the most turbulent conflicts over student’s freedom of speech occurred exactly ten miles away and thirty years ago on the campus of Hazelwood East High School, 1983. The dis-

pute was born on the pages of The Spectrum, a student-run newspaper which was released every month and funded by the Hazelwood Board of Education.

As procedure dictated, the journalism staff advisor submitted a copy of The Spectrum to Hazelwood East principal Robert Reynolds before it went to press. However, Reynolds objected to several articles, one of which investigated teen pregnancy and birth control, a topic which Reynolds considered to be inappropriate for Hazelwood East’s younger students.

In response, several student editors sued the Hazelwood School District for infringing upon their constitutional freedom of speech. The resulting case, Hazelwood v. Kuhlmeier, elevated to the Supreme Court, where the nation’s foremost judges ruled that administrators had the right to restrain student expression in schoolrelated activities.

Despite this ruling, the CHS Globe staff enjoys the freedom of expression in a degree that

rarely permeates the walls of America’s public schools. This right was granted to the Clayton students by former superintendent Don Senti and the Board of Education.

In the simplest terms possible, the Globe reports and publishes exactly what the student editors deem appropriate, without the supervision of Principal Gutchewsky and the School Board. But, to quote America’s foremost arachnid crimefighter, “with great power comes great responsibility.”

When we, the Globe Staff, poke fun at Mr. Dunsker’s vocabulary or the budding Nicholas Cage club, we tread a fine line. Our goal is to celebrate the many quirks which make CHS an exciting place, not to bluntly criticize them.

So read on, parents and students, teachers and staff, to unveil Dr. Gutchewsky’s masked alter ego or discover the identity crisis threatening the Harry Potter club.

Revel in the rare opportunity to make a joke of yourself: it’s what makes Clayton, Clayton. 

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contents.

CWO: A MISSION TO DOMINATE p. 41

WHY TAKE AWAY, WHEN YOU CAN AD? p. 42

CLAYTON TREASURE p. 43

MERRIAM-DUNSKER?! p. 46

briefs.

THE NEWS IN SHORTS AND NOT THE UNDERWEAR KIND

District steals prom money from junior class to help alleviate deficit.

Globe adviser Erin Castellano hires John Zlatic to guard Globe office food.

All Clayton students forced to do Kumon in attempts to improve District standardized test scores.

Students complain that they are getting “too much sleep.� Teachers look to give more homework to alleviate their boredom.

Politics club stops offering donuts at morning meetings due to budget cuts.

Students line up after school dance to ask DJ for his playlist.

Mr. Rice decides to not give any homework.

CHS Memes replaces school Board.

Librarians found secretly eating between the stacks of books.

In light of recent budget cuts, District decides to cut the Freshman class.

* The Gloob is purely satirical. The articles that appear in the Gloob are intended to entertain the Clayton community. All stories are FAKE.

A

WORLD DOMINATION fter months of anticipation, Clayton students can finally rest assured with the revelation of the CWO’s true purpose. The CWO, or Clayton World Order, is a secretive group of teachers, including Kurtis Werner, Kurt Kleinberg, Mike Nelke, Heath Kent, Lauren Compton and Doug Verby. Earlier this year, CWO members wore CWO shirts at the Sept. 4 pep rally and released the following statement: “It’s coming; it’s big, so get ready.” Big? According to a reliable anonymous source, the CWO is plotting to take over the world.

A student who would like to remain anonymous recounted “There I was ... walking down the hall late after school to go to my locker, when I noticed that one of the doors in the history department wasn’t locked like all the others. The door was slightly ajar, and I heard suspiciously hushed voices. I peeked in through the small opening in the doorway and saw Mr.

Photo by Noah Engel

jeffrey cheng

Werner in his CWO shirt. I deduced that this was a Clayton World Order meeting. I heard a few words thrown around, like ‘military’, ‘revolution,’ ‘world domination’ and ‘Attila.’ I remember contemplating how out-of-place these words seemed in a history classroom and then gasping as I realized that the CWO planned to become a world domination force!”

Surprisingly, most Clayton students are indifferent and disinterested towards world domination. Sophomore Ethan Leong was not startled by the new developments. “It’s not really a surprise to me. I mean, those guys would be the ones to do that,” he said.

Jake Shepard was also apathetic about the CWO. “All I know is that this is a blatant ripoff of the NWO,” Shepard said. The NWO (New World Order) refers to the conspiracy theory about a secretive group of elites plotting to establish a worldwide totalitarian government.

Kurt Kleinberg, a math teacher and CWO

conspirator, admitted the derivative qualities of the CWO. “Yeah, we did get the idea from the New World Order, but I don’t know about the world domination part. We were parodying the wrestling stable.”

“I am not a member, apparently I was not deemed worth enough for membership,” CHS Principal Dan Gutchewsky said bitterly. “However, based on my limited knowledge of the leadership of the group (CWO), I don’t think we have anything to worry about.”

CWO co-leader and history teacher Kurtis Werner adamantly denied the allegations of military activity, instead taking an existentialist approach. “It [the CWO] doesn’t exist,” Werner said. “It’s kind of like Area 51. Just accept this and you will sleep better at night.”

In other news: the Clayton science department builds a potentially deadly Ping-Pong cannon. 

WHY TAKE AWAY WHEN YOU CAN AD?

Globe Archives

audrey holds

D

istrict-wide budget discussions became personal when a peaceful protest on school grounds turned into a full-blown riot between Clayton athletes and band members.

Sophomore Noah Engel was in the middle of the throng and described the chaotic event. “Everyone was just so riled up,” he said. “The band kids got into an argument with the jocks when a few musicians said they would rather cut sports funding than stop the elementary strings program. Of course, the jocks weren’t very happy about this and a football quarterback full out body slammed a member of

the pep band. This created a frenzy among the crowd, and the jocks and band kids went at it.”

Eighteen band kids were hospitalized in this incident, while sophomore Gabe Remshardt suffered a broken pinky and will not be able to participate in this week’s lacrosse practice.

“I really feel a loss without my pinky,” Remshardt said. “It was a tragic accident and I don’t know if I’ll ever be able to recover from the time I lost in practice this week.”

This incident is only one among the several violent events that have plagued the school in recent weeks. The Clayton Board of Education has met to discuss the very strong student reaction to the different budget cut propositions.

They’ve been trying to explore alternatives, and believe they have finally come up with a plan that will halt the band versus sports riots.

“We’ve decided to put billboards up in the quad,” an administrator said. “These billboards will display ads for several local companies. Instead of taking away many programs from the school, we’ve decided that utilizing advertising options will both provide money to the school and add to the overall Clayton atmosphere.”

The billboard will go up in the later days of May. With this alternative the Board of Education hopes that the student gangs that have formed will calm down and finally reunite into a Clayton student body once more. 

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CLAYTON TREASURE

Actors Adam Beach and Nicholas Cage on the set of John Woo’s new film, “Windtalkers.” (Bill Hogan/Chicago Tribune/MCT)

neil docherty

There is a conspiracy going on in CHS. Through the very halls that students walk through and the very classes they learn in, there is a mystery.

The mystery is the secret behind the Nicholas Cage Club.

The name is a clever distraction arranged by its founders, for nobody in their right mind would join a club named after such a horrible actor. Only a special few with certain knowledge have been inducted into the society.

Out of suspicion, the Clayton School District sent a spy, who wants to remain anonymous, to infiltrate the secret society. For the purpose of the story, he will be referred to as Joe. “The club is not what it seems,” Joe said. “It is merely a distraction from the bigger plan going on. There are people who believe that there is a national treasure buried under CHS, and when the recent renovations took place it shifted the ground underneath giving access to the sacred tomb which holds the treasure.”

This may seem hard to believe, but Joe says that there is evidence that the tomb exists.

“The Nick Cage Club found old documents from WWII showing blueprints to a tomb,” Joe said. “When the US believed that Germany was a threat they hid sacred artifacts so they would not be destroyed. One of these places was CHS. Word got out about the treasure and many people were killed, and all knowledge of it was lost, until now.”

Joe said that the plan to form the club started a few years back with the discovery of the tomb. The founders of a the club formed a decisive plan to infiltrate the District in order to insure their success.

When former principal Dr. Louise Losos got wind of the situation she tried to step in and announce it, but by that time the club had such strong influence within the District that they created a diversion and forced her to resign.

“Over the past few years the club has gained so much power, and when they finally became a ‘real club’ at CHS I knew it was time to get out,” former club member Henry Jones said. “I saw where it was going and what they were willing to do in order to get the treasure. I knew I had

to leave as fast as possible, they said I would receive severe consequences if I spoke out, but I believe it is the right thing to do.”

The club has made appearances on posters and recently on GET to gain the trust and respect of the school. They just recently made their first of three necessary excavations to get to the tomb.

“On that Friday where the roads were supposedly bad and we got off school, that was all part of the plan. The club needed a day where nobody would be there, not even janitors, to dig,” Joe said. “While the students were sleeping in late, the club was using this time to start the tunnel.”

The start of the tunnel is said to lie just under the engineering room, where a bit of dust and rubble wouldn’t be noticed.

“The plan was to make their next move towards the treasure over spring break, but hopefully with the release of this information that won’t be possible,” Jones said. “I’d really like to see these guys go down in flames for all the lives they have destroyed.” 

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B peter schmidt

y day, CHS Principal Dan Gutchewsky may appear studious and mild-mannered, handing out birthday cards and cheerily greeting students before school. However, when the last student exits the building, Gutchewsky hangs up his smile for the night – and dons a blue and orange crime-fighting cape.

It’s really no surprise that our new principal at CHS is a vigilante superhero with fantastic powers. “I could tell the first time I met him,” physics teacher Rex Rice said. “What was it about him? Probably his determination, the heroic stances he always assumes, or his ability to start a fire with his eyes.”

Spanish teacher Teresa Schafer learned Gutchewsky’s secret when she saw him casually pick up and reposition a student BMW that

Photo by Alessandra Silva

RUNNING FOR COVER was parked in the staff parking lot.

However, Gutchewsky’s powers extend beyond the realm of automotive disobedience.

Several CHS students have reported seeing his distinctive blue and orange cape ruffling in the night sky as he zooms overhead. And numerous drama students have stumbled across what appears to be a high tech crime-fighting lair in the theater basement.

But exactly what kind of crime does our masked hero combat? “Anything from bullying and academic dishonesty to bank robberies and weapons of mass destruction,” an anonymous insider said.

Some CHS students claim to have a personal experience with the “G-Hound,” Gutchewsky’s alter ego.

Sophomore Gabe Remshardt recalled walking to World News last Tuesday when several thugs jumped out of a dark alleyway and confronted him. Fortunately, “this blue and orange streak of light came out of nowhere and fought them off,” Remshardt said. “My hero!”

Senior Johnny Waldman says that Gutchewsky rescued him from a burning building.

Twice.

In light of recent emphasis on school safety, our principal’s superpowers are particularly comforting. CHS school resource officer John Zlatic says that it makes his job much easier.

“Criminals are much less likely to enter the building when our principal can, you know,

freeze them in a block of ice,” he said.

Sophomore counselor Tobie Smith also said that Gutchewsky’s mind-reading ability has helped prevent cheating on standardized tests.

The discovery of the secret identity of the CHS principal as a crime-fighting superhero has raised many questions. The most important of these suggests the presence of yet another supernatural crusader within the halls of Clayton: Where is the G-Hound’s archnemesis?

While Gutchewsky would not specify exactly who his evil counterpart might be, he strongly insinuated that the masked villain might work in the student activities office.

Junior Aaron Argyres believes that Gutchewsky’s hint is valid. “It takes a real supervillain to make students pay their book fees before they can get tickets to [Peppers and Homecoming],” he said.

As of press date, the identity of Gutchewsky’s nemesis remains unknown.

Shortly after the District learned of Gutchewsky’s alter ego, the BOE released a District policy banning discrimination based on “superhuman strength, speed, flight or other inhuman abilities.”

Despite many job offers from the Clayton World Order, the CIA and Marvel’s Avengers, Gutchewsky assured us that he doesn’t plan to quit his day job. 

MR. RICE MOVES IN

Photo by Noah Engel

peter baugh

Last Thursday, Rex Rice unpacked his moving truck to officially move into his physics classroom.

Not many students were surprised.

“I already thought he lived here,” one AP physics student said. “No matter what time of day I have questions, he is always in his room to answer them.”

Rice himself grew tired of the daily struggle of getting home before midnight.

“Some days I have TEAMS after school, then I have to prepare for bowling club, then physics club,” Rice said. “I have to wake up really early to get to school in time to open up the rocketry room for students. I already was trying to be at school for at least 14 hours a

day, so I thought it would be worth it just to move in.”

Rice also noted that he needed more time to be at school to grade lab reports and other various assignments he gives to students on a daily basis.

School administrators have declined to comment on Rice’s new home, and it is yet to be decided how much he will have to pay in rent each year.

Rice, however, is not concerned. If the district tries to evict him, he knows he has an army of loyal students in robotics club, run by his fellow science teachers, all willing to loan him however many robots he needs to protect his new home. 

MUGGLE STRUGGLE steven zou

On a bright March afternoon, milky white envelopes were delivered to members of the Harry Potter Club in CHS. This was their moment. The time had come to determine if they would be admitted to Hogwarts School of Witchcraft and Wizardry. Slowly, the letters were opened. Boom, just like that, they found out the truth - the letters stated that the members would not be admitted since three members were muggles.

Club President Rachel Bluestone was very disappointed and angry with the letter’s content.

“Honestly, I don’t know what they were thinking,” Bluestone said. “I mean, the others and I are the biggest fans of magic ever. I have been reading up on all the potion books and sharpening all my spells from Accio to Wingardium Leviosa. I even read all the history about the Wizarding World.”

Fellow member Carly Beard wasn’t too surprised when she received her letter.

“I knew I was a muggle when I couldn’t find the Leaky Cauldron when my family was in London this summer,” Beard said. “My point was reinforced when I could not even conjure the freezing charm with my wand.”

With the Ministry of Magic banning international apparating and the recent spike in airline fare, some are relieved that they did not get accepted. Member Rilke Griffin was one of the members that agreed.

“The cost of the airline fare was just too much this year that it would be too financially burdensome,” Griffin said. “Plus, leaving my family and pets back home for over six months is just too much time spent without my family.”

Due to the recent retirement of potion master Horace Slughorn and the death of potion master Severus Snape, chemistry teacher Mike Howe applied for Slughorn’s position as the potion master. When Howe was rejected for the position, Howe was furious.

“They said that my sense of humor is not the same as Snape’s,” Howe said. “I thought they would want a professor who had a better sense of humor and can lighten up the mood of the students better than Snape and Slughorn. But clearly they want someone with Snape’s sense of humor.”

So if you are wondering if you are a wizard or witch, look up in the sky to see if you see any odd creatures flying. Or if you are happen to be in London, see if you can find the Leaky Cauldron to try their famous butterbeer, or the fire whiskey if you are daring. 

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MERRIAM-DUNSKER?! richard simon

English teacher Adam Dunsker gives his English students vocabulary quizzes on a weekly basis, either in written form or as a Stand and Deliver, in which students are quizzed upon a single word throughout all of the units, leading to high anxiety every Friday.

In order to better prepare his students for the tests, Dunsker has decided to go into the business of selling dictionaries.

No longer will students have to be confused by dictionary brands like Webster or Random House, when they can be confused by Dunsker’s ACT/SAT Prep Dictionary.

“There was a time when only the Websters, the Merriams, or the Random Houses could make money by confusing students with unnecessarily complex or self-referential definitions,” Dunsker said. “Now, if my plan becomes successful, even humble public school teachers can get in on that racket.”

Dunsker viewed it just as a new way for students to expand their learning out of the classroom.

“A lot of teachers work on study aids to help their students better understand the material we cover in class,” Dunsker said. “I used to spend time each week going over the definitions, answering student questions, discussing nuances, etc. Finally I figured that if I put together the dictionary, students who wanted good grades would pay me money for the information, and we could devote more class time to watching bad

Photo by Olivia MacDougal

movies and catching up on our texting or instagramming, or whatever the young people are up to nowadays.”

While some people are afraid of the big name companies, Dunsker is prepared to go head to head with this highly competitive industry.

“Typically I turn and run from competition,” he said. “It was how I learned to survive middle school gym class.”

Every student has a binder, calculator and pencil as a needed tool for school. Dunsker’s ACT/SAT Prep Dictionary should have room made for it in every student’s backpack at CHS. The cost has not been determined yet.

“I’m still trying to figure out the perfect price point,” Dunsker said. “It’s difficult, because if students can do well enough on the quizzes without this extra help, no one will buy it. So I need to figure out how I can make the quizzes so difficult and complex that the students will realize that the only way to succeed is to buy this dictionary. The students won’t want to see their grades suffer.”

If interested, you can make a deposit to reserve the dictionary. A $5 deposit (non-refundable) helps support Scholar Quiz club, which is headed by Dunsker.

Go support a local CHS teacher and club by getting this dictionary today! 