The Mentor Magazine: May 3

“I understand that it’s not as professional, which is my boss’s thing, but if they are just like ‘I don’t like it,’ then I’m just like ‘then mind your own business.’”

READ ‘BODY RESTYLE’ ON PAGES 6-7

TRANSGENDER BOYS SHED LIGHT ON UNIQUE LIFESTYLE Perhaps the hottest political topic as we near the November presidential elections includes transgender people and their rights.

SEE PAGE 2 FOR THE FULL STORY

STUDENT-LED BAND BRINGS EMO FUNK TO MHS The year was 4312, and a group of intergalactic all stars were traveling through the cosmos, liberating enslaved planets with the awesome power of their grooves. On their journey, they stumbled upon what had to be the most enslaved planet of all: Earth.

At least, that’s what members of Captain Funkatron and the Intergalactic All-Stars will tell you is how the band was formed.

SEE PAGE 11 FOR THE FULL STORY

the mentor VOLUME 103 // ISSUE 22 // MAY 3, 2016

MAGAZINE

THE MENTOR // MAY 3, 2016 // MHSMENTOR.COM der didn’t accurately represent how they identified.

Huslig’s decision to come out as a transgender boy following his eighth grade year was a long time coming. For as long as he can remember, he never felt truly feminine.

He didn’t like to wear his hair long, nor did he have many female friends. For that reason, when he first learned the term “transgender” in his middle school years, a lightbulb snapped on.

talked to are like ‘Oh, yeah, that’s OK,’ or I had a friend tell me, ‘It doesn’t matter what I believe in, because this is what you believe in,’” Kulscar said. “That’s really nice.’’

As smooth has the transition has been in their own circles, being transgender has allowed both Huslig and Kulscar to speak on larger issues concerning transgender people’s rights — which aren’t many. North Carolina recently passed a law ban-

Sophomore Simon Kulscar is a transgender boy, one who chose his name by elilminating names of celebrities and people he doesn’t like.

PHOTO BY ANNA ALANAZI

FLIPPING THE SCRIPT As transgender people and their rights become a hot-topic issue, the arguments begin to hit home at MHS, where two transgender boys discover themselves GREG WOODS

Editor-in-Chief

Perhaps the hottest political topic as we near the November presidential elections includes transgender people and their rights.

Arguments have and will be held, but oftentimes, transgender people themselves are left out of these arguments.

Two at Manhattan High School wish that wasn’t the case.

Freshman Finn Huslig and sophomore Simon Kuls-

car are two transgender boys at MHS, two teenagers who feel passionately as state lawmakers make decisions regarding where transgender people can and can’t go in public places.

But before they could insert themselves into these arguments, they had to make a decision: who they were.

Both were born female, but as they approached the threshold denoting their teenage years, they began to question their identity when it came to gender. And both decided their biological gen-

Freshman Finn Huslig is also a transgender boy, and he came out at the end of his eighth grade year.

PHOTO BY MAKENNA EILERT

“When I learned [the term], it just clicked,” Huslig said. “It’s just kind of like this innate feeling that you know.”

Before he acted on his decision, though, he pondered it. He came out to a few close friends first, then to his family.

From there, the process of becoming male began in a physical sense — Huslig began hormone therapy at the beginning of the school year, which allows him to take injections of testosterone. Among other things, the added hormone deepens Huslig’s voice, allows him to grow facial hair and reshapes his body to become more like a triangle.

On the other side, though, Kulscar is the opposite: he hasn’t began hormone therapy, nor come out to his parents yet. He first came out via Instagram the middle of last month and said the reaction has been almost entirely encouraging.

“Most of the people I’ve

ning transgender people from using the bathroom the gender with which they identify, an act Kulscar is frustrated by.

“Even after you transition, you still can’t go to the bathroom of your gender,” Kulscar said. “You’re stuck in some horrible hell.”

Huslig felt largely the same way, saying gender isn’t limited to just male and female, as suggested by restroom signs.

“It’s just something else in the spectrum,” he said. “People look at gender as male and female. But it’s literally everything in between and mixed.”

Coming out as transgender wasn’t easy for either boy, though Kulscar hasn’t made the announcement to his parents yet. But it has allowed them to be who they feel comfortable being.

“It was really hard [coming out],” Huslig said. “But it was the best thing I’ve ever done.”

PAGE 2 EDITORS: Greg Woods Editor-In-Chief Tracy Le News Editor David Fliter Opinions Editor Savannah Cherms Entertainment Editor Erick Echegaray Sports Editor Elizabeth Underwood Features Editor Angie Moss Trending Editor Cora Astin Photo Editor Andrea Lu Graphics Designer/Copy Editor Alan Brown Copy Editor Rick Brown Copy Editor Tara Magaña Blue M Assist. Verbal Editor OTHER: Staff Writers: Anna Alanazi, Lexi Bieker, Ale Flores, Anna Hupp, Megan Klug, Gavin Larios, Jordan Lutz Staff Photographers Hasan Al-Basri, McKenna Eilert, Lauren Race, Dylan Thomas Kristy Nyp Adviser Circulation -- Kim Schnee’s fifth hour class: Kristyn Baker, Caleb Barnes, Dalton Blake, Wesley Cattanach, Charlie Dickey, Karl Drown, Rachel Efken, Logan Jones, Lynne Jones, Colten Kirk, Josh Kohls, Douglas McCaskill, Faith A. Parker, Alesha Pearl, Megan Ritthisorn, Bradley Rollins, Mythias Satterfield, Amissa Self, Tedi Stein, Hannah Sullivan and Austin Tatum.

The Mentor is published each Tuesday that school is in session at Manhattan High School, 2100 Poyntz Ave. Manhattan, Kan. Telephone (785) 587-2114. More than 1,000 Mentors are printed each week and distributed free of charge to all faculty members and students. MHS journalists are members of the Kansas Scholastic Press Association. The Mentor is an open forum that accepts contributions from the public. E-mail us at mhsmentor@gmail.com.

MAGAZINE

THE MENTOR // MAY 3, 2016 // MHSMENTOR.COM

Sophomore Neely Joyce creates art to express her emotions and enjoys all forms of art from jewelry making to watercolor painting.

PHOTO BY TRACY LE

MEGAN KLUG

Blue M Sports Editor Art is defined by the Webster Dictionary as “something that is created with imagination and skill and that is beautiful or that expresses important ideas or feelings.” The reason sophomore Neely Joyce creates art is for those very rea-

CHIP OFF

OF THE OL’

BLOCK DAVID FLITER

Opinions Editor Near the end of a student’s time in high school, the question of what will they do in the future comes into play. While some will continue on to college, others choose the various branches of the armed forces. While it usually is for the federal armed forces, others choose private military corporations instead. Junior Jeremy Woolever is one of those people considering this occupation.

Q: Even though you still have a lot to consider

sons.

“I think it’s a way for me to express my emotions,” Joyce said. “So, when I’m angry it reflects in my art and it’s not as nice as my art when I’m happy. It’s cool because then I can look back on it and be like ‘Oh I was really mad when I painted that’, but it’s like that and that’s why I do it.” about whether or not you are doing it, but why would you consider private military in the first place?

A: I am a very versatile person. I learn things quickly and I do things quickly.

I am also good at physical tasks like lifting or shooting.

I hit a quarter from 100 meters away with a bolt action so that was nice.

JOYCE EXPRESSES THROUGH ART

Any style of artwork

“I do everything, watercolors, acrylics, ceramics and metal.”

-- Neely Joyce

you could imagine, Joyce creates. However, she does Q: What has influenced you to do it?

A: My father for sure.

He was in the military and did some contracting too.

Q: Why have you chosen contracting over the country’s armed forces or the reserves?

A: Neither of those pay enough to benefit my family at the moment. It wouldn’t change the situation enough to benefit anybody.

A: I have been interested in Academy, previously known as Blackwater. They had to change their name after supposedly a group of contractors slaughtered a group of civilians. In truth, a group of US soldiers reported that their was a legitimate firefight. The Afghani news mucked it up though.

Q: What kind of experience do you have with weaponry?

A: I have been on a firing

have a few personal favorites.

“I do everything, watercolors, acrylics, ceramics and metal,” Joyce said. “Watercolors or acrylics are my favorite because I just think it’s the best way for me to creatively express myself and I’m the best at it so it’s more fun for me to do because it actually looks O.K

PAGE 3 when I’m done with it.”

Aside from big projects, other creations vary on time commitment. They take more time to perfect and look at the painting itself several different times before completion.

“A lot of the art that I’m doing I kind of have to step back sometimes from it and you really have to look at it over a period of time until something comes to you,” Joyce said, “because I can do a bad piece of art in like 20 minutes. If I want it to look good it takes an extended period of time for me to perfect it.”

Joyce did not truly jump into creating art until the eighth grade and has increasingly made more as time progresses. She described it as “fun and relaxing” to make art.

“I was into jewelry making for a really long time and I made my own earrings and everything,” Joyce said. “I still do, but it kind of just progressed from there when I was like I can paint this and make it look cooler.”

“...Two people on my mom’s side were in the army and they both fought on D-Day.”

-- Jeremy Woolever

Junior Jeremy Woolever is one student who is considering joining a private military corporation.

PHOTOS BY ANNA ALANAZI

range more times than I can count. Also, both sides of my family refurbish weapons and I have gotten a few of those. I have had time to familiarize myself with weapons and how they work and the protocols to follow while using them and how to repair them if they jam or if a certain part breaks down.

Q: What branches of the military have your families served in?

A: Some of them have served in the marines and I think that two people on my mom’s side were in the army and they both fought on D-Day. They both did the exact same thing, they crawled through barbed wire to get to the wounded as medics. Only one of them got a Purple Heart, which is ridiculous.

MAGAZINE

THE MENTOR // MAY 3, 2016 // MHSMENTOR.COM

MAKING AN IMPACT Are there people out there who really make an impact? How is this measured?

ANNA HUPP

Staff Writer

A story playing out in the lives of 40 Manhattan High students delves into these questions. After USD 383 bus driver Jovan Griffin quit his job three months ago and left the students on his route missing him, they have not stopped asking for him to come back.

“Everybody on our bus has called the bus transportation place at least once,” sophomore Cassidy Meyers said.

“Everyone’s called wanting Jovan back. A lot of us text him too because he’s friends with a lot of us on Facebook and so we all text him about it. He said that he was wishing he could come back too, but he can’t because he works at Fort Riley now, so everybody’s just basically called bus transportation saying that we need to get Jovan back. It’s pretty hectic.”

The person students call is often Andrea Adams, USD 383’s Director of Transportation.

“When I get calls saying ‘we want him back,’ I say, ‘I want him back too, but there’s nothing I can do about it,’ Adams said.

Why do these students want Griffin to return to their

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route?

“He was basically like our friend on the bus,” junior Christina Godown said. “If we were down, he would help us get back up. He would cheer us up or he would try to make our day, stuff like that. He was kind of in our business, but we were totally cool with that and we basically talked to him all the time because he gave us really good advice.”

Junior Demonte Taylor also saw Griffin as more than just a bus driver.

“He talked to everybody; he was basically our therapist,” Demonte said.

Like Demonte, Meyers appreciated Griffin’s ability to reach out to the students.

“He talked to everybody; whether we were very talkative or not, he’d always say ‘hi’ every morning, and he’d want to know everything about you,” Meyers said. “He knew everything that went on in my life and he always helped me. He always gave me hugs if I needed a hug and always asked what I was doing. He cared about everybody and he wouldn’t write people up, because everybody really liked Jovan, so no one would really act up or yell at him.... He just cared for everybody and really didn’t let anybody be upset; he’d always ask you if you were okay.”

Griffin connected with the students on his route because he remembered what it was like to be a teenager and empathized with them.

“When I first got the job I didn’t know how to act with kids,” said Griffin. “I think I had to put myself back into when I was a teenager, and it made me think about my older daughter; she’s about to become a teenager and change and stuff and I knew how it was when I was a teenager. And I just, I don’t know, I just took myself back to when I was a teenager, and how it is to be a teenager, because I think as adults we get older and we forget how it was when we were teenagers. And these teenagers are, like, all different. These teenagers are all different and go through different situations.”

Students felt that Griffin met with them at their level.

“He really understood us,” Meyers said.

Maybe, just maybe, Griffin will be back at Manhattan High. He said there is a chance he could return next fall, for the kids.

Quit but still communicating, Griffin responds to Facebook messages from students on his old route, many of whom have reached out to him since he quit his job as a bus driver in early February. He says his students chat about what’s going on in the bus, their plans for the future, and jokes they think he’ll find funny.

PHOTOS BY ANNA HUPP

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‘ELEMENT OF THE UNEXPECTED’

Two of Manhattan High School’s English teachers, Brad Ficke and Susan Dils, were brought together one afternoon to discuss their second jobs and their lives as teachers. Ficke has been painting and doing light construction for 16 years while Dils has worked as a licensed zumba instructor to keep dance in her life.

TRACY LE

News Editor

ANNA ALANAZI

Blue M Photo Editor

BRAD FICKE I don’t sit still very well... so summers off have never ever been summers off and... If we wanted to do anything extra outside of what that income or combining income would allow we needed more money.

[My wife and I] could’ve survived without those jobs, but then again, if we wanted to take vacations, if we wanted cars that actually worked, if we wanted some of the luxuries of life then we needed more money.

SUSAN DILS It’s definitely nice to have that extra money and being able to do something that I love... it can be a pretty hit-and-miss, but when I do get that money it’s nice.

What is life as a teacher like daily?

FICKE

There’s always an element of the unexpected. Life everyday as a teacher for me is pretty all-consuming.

I think about it when I’m done teaching, I think about it when I wake up.

I would say kind of a day in life of a teacher is whatever you’re doing, whatever your expectations are, what needs to be done.

At least for an English teacher because that’s all I’ve ever done, it’s pretty much 24/7.

DILS Yeah, I would have to agree with that it is 24/7.

You get up in the morning you just have to be ready to take on whatever’s coming your way... Over the years it’s become a little bit more predictable but within that there’s still the element of

the unknown, which I think makes it an exciting job.

FICKE And it gives you lots of opportunities, I don’t think any teacher I know teaches just because they want to convey their curriculum.

They want to be around people and make a difference in people’s lives and no other job I can think of provides as many daily opportunities as teaching does to do that, to affect people. Hopefully positively.

classroom for multiple reasons.

So, it does get frustrating, but I always end up coming back to this is where I need to be.

FICKE

Same for me, there those moments of frustrations and you start thinking, ‘what else can I can do, is there something less stressful, make more money.’

But I, too, always come back to teaching at the end of all of it, because that’s where I’m meant to be.

What do you think about Have you ever had teachers’ salaries? second thoughts about DILS your decision to become I’ll be honest with you, a teacher?

I don’t really think that

DILS Not long lasting thoughts. Occasionally I get frustrated but I feel like I can’t see myself doing anything else. I’m capable of doing other things, but I really feel like I need to be in the

they’re unfair.

If you figure it in as a seven-and-half or an eight-hour day, and if you think about how much time we work in the course of a year and we get paid over 12 months, it probably does seem pretty logical and a pretty fair salary and I think one thing

people don’t understand though about teaching is that the only way to make more money is ultimately pay more money.

For example, I spent about $11,000 when I earned my master’s and it took me seven years to break even. I think what we’re making is okay. On the other hand, the opportunity to make more costs money.

DILS I know as a teacher I wish I made more money.

I’m glad I have a master’s degree because that definitely helps, but you’re paying for it. You’re not necessarily getting it all back.

FICKE And I think the American culture says, ‘the harder you work, the more money you can make.’ and that’s not really true in teaching.

You can work really really hard, and provide good education for your students, and not really see monetary outcome from that.

MAGAZINE

THE MENTOR // MAY 3, 2016 // MHSMENTOR.COM

Body Restyle

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1

Since the first tattoo was documented in 3300 B.C, body modification has gone through different stages of acceptance. Going through up and downs in popularity, changing one’s body has always been popular in teenagers. The type and reason for modifying their body is different for everyone, no two people are alike.

MAYA MINOCHA

There are lots of hair dying trends going around right now, such a bleached hair, dyed tips and ombre.

Many celebrities are influDyed hair A permanent change that encing the new trend.

“I saw a few photos I liked is a little less painful than undergoing a tattoo gun or on Tumblr and was like a piercing gun is color dying ‘those are cool, I could do that,’” Smith said. hair.

A concern lots of people “I have my hair dyed hot pink,” sophomore Shannon have with dyeing their hair Conner said. “I did it myself is the damage it can cause and I already have plans for over time to the hair.

“Well I know dyed hair next time.”

A lot of the time, people can get super damaged and that dye their was one hair to do “I was a very bored of my parsomething main d i f f e r e n t fourth grader with ents’ concerns and out of I the ordi- money and went into when first startnary. dying “I got hot topic and bought ed my hair,” bored of the first thing I saw,” Smith said. h a v i n g b l o n d e -Gabby Smith “I have a few deep hair so I conditionwas like ers that I ‘let’s do this’,” Smith said.

Smith has been color dy- use every other week” A lot of people have difing her hair since fourth ferent opinions on people grade.

“I was a very bored with dyed hair.

“I just like doing it and it fourth grader with money and went into hot topic and is a way I express myself,” bought the first thing I saw,” Smith said. “I understand that it’s not as professional, Smith said.

Some people like to dye which is my boss’s thing, but if they are just like ‘I don’t their hair more than once.

“I lost count of how many like it,’ then I’m just like times I dyed my hair after ‘then mind your own business.’”

35,” Conner said.

Blue M Organizations Editor

Piercings take it out for an extended In high school, you are giv- period of time can cause en a lot more freedom. With conflict. this freedom, some students “I have my nose pierced choose to make permanent and five on my left [ear] body modifications such as and six on my right [ear],” piercings. sophomore Addy Stone said.

“I have seven piercings,” ju- “After soccer season I plan nior Emily Cox said. “I was on getting more, but I have in third grade and I really to take them out for soccer wanted my ears pierced. I games.” thought it The decilooked reto “I was in third grade sion ally pretty get a perand I want- and I really wanted my m a n e n t ed to be piercing is the same ears pierced. I thought easier for way.” and it looked really pretty some, For some harder for people, un- and I wanted to be the others. dergoing “It’s up to a perma- same way.” the person nent body per-Emily Cox like modificasonally” tion somes o p h o times comes with pain. more Gabby Smith said. “I “My first holes [hurt] be- am planning on getting a cause I was only in third belly button piercing but, grade,” Cox said. “The oth- like, I don’t expect everyers I could barely feel when one to get one. But also I I got them pierced.” don’t want people to be like A piercing takes up to six shame on you, you little deweeks to become perma- viant.” nent, so not being able to

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Tattoos okee Hayden have endured One of the most popular the tattoo gun multiple times body modification that stu- as a form of self expression. dents undergo is a tattoo.

“The one on my wrist is The legal age of getting a tat- planets which connects me too is 18 years old without to my middle name,which parent consent, although it is star,” Hayden said. “I was is legal to get a tattoo under given that middle name bethe age of 18 with a parent cause of my parent’s wedconsent, most tattoo parlors ding song which had to do don’t take on clients that are with love and the stars. The minors for insurance rea- one under my elbow is a sons.

Celtic knot, which means “I have the Hebrew word protection and the one on for brotherhood and it’s on my shoulder blade is a comthe back pass with of my the moon “Well me and my brother cycle bearm on my triI both got the tattoo and cause cep,” selike the nior Josh we have a really good idea of Chapman travel.” and close relationship said.

W i t h Some having a and we always have. We p e r m a people get tatbody wanted to get something nent toos for a modificasymbolic permanent that symbol- tion done, meaning. it often ized our relationship.” c o m e s “ We l l me and pain, -Josh Chapman with my brothsuch as er both a tattoo got the gun. tattoo and we have a really “It was like a burning sengood and close relationship sation,” Chapman said. and we always have,” ChapAlong with a lot of the man said. “We wanted to decisions you make in high get something permanent school, a tattoo stays with that symbolized our rela- you for the rest of your life. tionship.”

“I’ve known that since I Other people get tattoos was young that I wanted one for aesthetic reasons. of these [tattoos],” Hayden “My tattoo is a goat on said. “Maybe one day when my forearm,” junior Jeremy I’m old and my skin is saggy Woolever said. “There is no I’ll be like ‘why did I think significance. It looked cool this was a good idea,’ but I and I liked the look of it and don’t actually think I’ll reI don’t regret it.” gret it.”

Students like senior Cher-

3

1. Sophomore Gabby Smith started dying her hair in fourth grade. She likes to die her hair to help express who she is.

2. Senior Josh Chapman chose his tattoo as a symbol for the close relationship between him and his brother, Ethan Chapman.

3. Junior Emily Cox is one of the many students that have piercings. Cox has seven piercings, receiving her first ones in third grade.

PHOTOS BY LAUREN RACE

MAGAZINE

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the lows of getting high ANGIE MOSS

Trending Editor Since 2011, there has been a 2.6 percent increase in instances of Manhattan High students using marijuana within the previous 30 days, according to Kansas Communities That Care surveys that 10th and 12th graders take every year.

Despite the outpouring of research that has been done on marijuana effects on teenagers and their brains, an anonymous MHS junior is among the increasing number of students who still continue to get high. “[I use marijuana] to release stress and just to escape everyday reality,” the junior said. “It also helps me think about things logically and just do things the right way with a clear mind.”

Despite the popularity of marijuana, teenagers tend to overlook the effects that marijuana has on the brain and other parts of the body.

Lungs: According to Healthline, marijuana is similar to tobacco in how it impacts users’ lungs and respiratory system. If users smoke regularly, they are more likely to cough, wheeze and produce phlegm. The risk for bronchitis and lung infections are also increased. The smoke that is released into the lungs contains carcinogens, but more research still needs to be done to determine whether or not there is a direct link to lung cancer.

Circulatory System: Within minutes of inhaling or ingesting marijuana, the user’s heart rate can increase 20 to 50 beats per minute. This can last up to three hours and increases the risk of a heart attack, especially for those with pre-existing heart complications. The bloodshot eyes that users get when high is due to the expansion or dilation of the blood vessels in the eyes.

Central Nervous System: After Tetrahydrocannabinol enters your bloodstream, it’s quickly transported to your brain and other organs. After it reaches your brain, a plethora of dopamines are released, which is what gives users the euphoric high. It also heightens your perception of time and senses. However, once it reached the hippocampus, the

center of emotion, memory and the autonomic nervous system, judgement becomes impaired and the ability to create memories becomes difficult.

Balance, coordination and reflexes also be-

come i m paired, w h i c h means it’s not safe to drive or play any sports that may require coordination skills.

Though marijuana is not typically known for hallucinations and delusions, it is still possible with large doses. According to the National Institute of Drug Abuse, marijuana use has been linked to depression and anxiety. Some users that suffer from schizophrenia may experience worsened symptoms. More research is still needed to confirm these links.

Only about 9 percent of marijuana users get addicted to the drug.

However, teenagers are exponentially more prone to addiction due to the underdeveloped brain and central nervous system.

Digestive System: Smoking marijuana can cause stinging or burning in the mouth or throat. Ingested marijuana is processed in the liver. Using marijuana Graphic by Andrea Lu can increase the appetite, which is often referred to as the “munchies.”

Immune System: There is still a lot more research that needs to be done in this area.

However, research that has been done on animals indicated that using marijuana may weaken the immune system, making users more susceptible to illness.

Medical Uses: Yes, marijuana can be used to treat several illnesses such as glaucoma, Alzheimer’s, cancer and seizures. However, according to the Leaf Science website, the marijuana that is used for medicinal purposes typically contains very low amounts of THC and rich amounts of cannabidiol. This makes medical marijuana different from recreational marijuana in several ways, one being it’s not psychoactive. Medical marijuana users don’t usually get high from it.

According to the 2014 Kansas Communities That Care student survey, 35 percent of students reported that it’s “very easy” to get marijuana.

Sixty five percent reported that if a kid smoked marijuana in their neighborhood, he or she would not be caught by the police.

“As perception of harm of marijuana decreases in our country, state and school use amongst young people increases,” MHS drug and alcohol prevention coordinator Kari Humes said. “The lack of perception that marijuana is harmful is an issue at Manhattan High School.”

Though MHS students are aware of some of the medical complications that come with smoking marijuana, they are not fazed.

“I mean if [teens] get addicted to [marijuana], then that’s on them,” the aforementioned anonymous junior said. “I can go without smoking it for months. The only time I really smoke is when I’m really stressed out about things.”

The use of marijuana by MHS students continues to increase and there are many factors that impact the stigma surrounding marijuana.

“Some of this perception is due to the legalization of recreational marijuana in other states,” Humes said. “This sends our students a confusing message. Marijuana is dangerous to the young developing brain.”

Although more research still needs to be done on marijuana, there is plenty of scientific evidence supporting the harm that comes with smoking or ingesting marijuana. It is dangerous and teenagers are more likely to be harmed than adults with fully developed brains and central nervous systems.

MAGAZINE

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The Generational Gap:

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Students, Teachers look into the diversity of Manhattan High School ELIZABETH UNDERWOOD

Features Editor

From “rocking chair retirees” to KGOYs, Manhattan High hosts the presence of five different generations.

The ever present generational gap between teachers and students is overlooked a lot of the time, but still holds an importance in the growth and development of both.

THE SILENT GENERATION (1927 - 1945) “The environment in which we live is very, very, important and I think that family is very important,” substitute teacher Jerry Humes said.

Humes was born in 1942 and raised amongst the happiness that swept the country after World War II. “We really as youngsters didn’t know war,” Humes said. “All we knew was the good things ... my dad and other men coming home from war. So our generation was kind of warfree.”

Being surrounded by five different generations has allowed “Silents” like Humes to become open to the changes with current youth.

“I would have to say that

I have gotten this from the last three years when I have been in public schools ... for the most part the students seem to know what they want to do,” Humes said.

“They seem to -- maybe not know the exact job they are going to get -- but they seem to have a purposefulness about education and about ... going out and getting a job and knowing that that’s what they need to do.”

BABY BOOMERS (1946 - 1964) “It was a fun time to be young in a lot of ways but, [in] a lot of other ways it was a very divisive time period in the country and it certainly divided friendships,” social science teacher Lee Woodford said.

Save-the-world revolutionaries and affluent teens helped define Baby Boomers.

Woodford was born in the middle of this generation in 1951. The Boomer Generation holds a common definition associated with the ‘60s: “sex, drugs, rock ‘n’ roll.” “[Most stereotypes] are not [accurate]; if they were, then I missed it,” Woodford said. “I was there, and certainly people’s perception is different than the reality. Those kinds of things were out there, but they were not the norm.”

Every day, Woodford has the opportunity to learn from the other generations.

“[The generational gap is] one of the reasons I stayed and one of the reasons why I enjoy my job,” Woodford said. “The nice thing about it is I still can learn and I have the opportunity to learn things that I believe most people my age don’t get exposed to.”

GENERATION X (1965 - 1980) “We went through, like, mock elections and stuff like that going through school, so there was always an interest in paying attention to different things,” math teacher Lisa Heller said.

Raised in the middle of a technological standstill, Heller, born 1980, grew up in a more social and invested society.

“It was more like, school-wise, you were there to go to school like everybody; went to class, you know, you did your homework every night; there wasn’t as many distractions,” Heller said.

With her students’ generation, Heller sees many differences.

“It almost seems like the current generation has a little bit more of a lack of understanding of politics than my generation, because it was something you really learned about and understood,” Heller said. “[And] I don’t know if this generation realizes some of [the] things that they do in high school will effect them on their job.”

GENERATION Y (1981 - 2000) “Maybe we haven’t made big enough mistakes yet ... or we haven’t done anything great enough yet to compare to,” social science teacher Jacob Theis said.

Born in 1982, Theis was one of the few teachers that led the beginning of the “Millennium;” which is characterized by respect for authority and a need to have their hands held.

“Really a change I’m seeing [is] a change in values just as far as respect, courteousness, dependability, that sort of thing,” Theis said. “But that’s the same thing every generation says about younger generations, so more than likely I’m getting old and forgetting what it’s like to be young.”

Being close in age to his students can make some things in teaching easier.

“The first part of teaching it was definitely my generation, which was pretty cool because what I thought they thought [and] what they thought I thought ... like I could give movie references and they’d all seen them,” Theis said. “I was more open with the students, more willing to tell them what they needed to hear rather than what they should hear; that sort of thing. Whereas that you become more reserved once you realize there’s not these common generational experiences and so things you say will generate dif-

ferent responses because of that lack of shared experience, which then makes it more difficult to teach a different generation.”

GENERATION Z (2001 - 2020*) “I’m kind of disappointed in some of the stuff that we do. Because, like, the kids are, like, horrible these days.

Like, they’ve been out drinking and doing drugs and it’s pretty sad,” freshman Kristan Thompson said.

Born in 2001, Thompson is one of the students leading Gen. Z. “I feel like [kids] should enjoy their childhood at the time before they start growing up, because when you start growing up it’s going to get harder, so they should enjoy their freedom while they can,” Thompson said.

Although the electronically dependent generation of the Boomlets provides for a new way of life as compared to the traditional values of the Silents, the gap allows for a learning and developmental opportunity for students and teachers.

“The people that [lead] ... [generational] criticisms are people that are not around you,” Woodford said. “Kids today are better informed and have better information.”

Junior finds future callings in designing programs ALE FLORES

Staff Writer

Many people might relate to the thought “I am a junior and I have no Idea what career I want to have.”

Junior Brent Morrill doesn’t have this problem.

Even though he was introduced to programming just this year when he enrolled

in Kathy Ricketts’ Java programming class. He has decided programming is going to be in his future.

“My favorite part is kind of, like, this feeling you get whenever a program actually works,” Morrill said. “Because so many times a program can just not work and you don’t even know why.”

Programming is a very complex career to take, but

Morrill is trying to learn as most as he can in high school, so college is less difficult for him.

“It’s kind of like making a recipe book,” Morrill said.

“You lay out what you are going to make and then you then start to figure out how to do it and then the computer will do it and you get a result.”

Morrill knows there are

a lot of ups and downs with the career he has chosen to take, but his passion for programming is bigger than the fear of it being too difficult.

“I think the hardest thing may be creating your own program,” Morrill said.

“Most of the time we do programs that people have done before ... making something new is very challenging, but my favorite part is that basi-

cally I can create whatever I want.”

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Hoffman finds passion in detail ANDREA LU

Graphics Editor Senior Connor Hoffman was only in sixth grade when he and his classmates started a unique form of art, clay sculpting. What began as a mere hobby has since grown into a full-blown passion that has motivated Hoffman to create roughly 100-200 clay figurines.

How did you first start getting into this art? -- It started mostly because there were a bunch of kids who were bringing in, not the polymer baked clay but they were bringing in, like, oil clay that you can’t bake; it’ll melt in heat. And, you know, it was a fun little gimmick that everybody was doing, and I brought [the clay] in and I played with it a little bit; it was fun. Eventually, people moved on but I never quite did. I continued to mess with [the clay] at home or bring it with me anyway and eventually, I thought ‘okay, I want to preserve these’ so I looked around and eventually I found a

type of clay called Sculpey III Modeling Clay, which you can bake and preserve your [creations] so that’s how it started with me.

What do you do? -- What I’ll do is I’ll find something that I want to make, say, a Pokémon ... I will find one that I like and then I will usually craft the head or the body ... I would perhaps make a clay core out of clay that I don’t use very often ... and then cover it in another core, like, an outer layer of a shell of the color.

I want to try and save clay ... I would take that base and add on. So I’d, like, stick toothpicks into its neck, for example, and then make a little head. In the head, I would put holes there and so that it can slide onto the toothpicks and then I could have the other head turn a little bit if it’s one toothpick or removable if its two. And for limbs, I would take, like, a little toothpick or a just a little, like, clay drill [to drill holes through the body], put some string through it, tie it off at the ends ... and then

mold clay around it for an arm so that when it bakes [275 degrees fahrenheit], the clay and the string don’t catch fire ... And I can repeat the process either way for the legs with toothpicks or string and tails, whatever, you know, all sorts of little things. And it’s all solid clay so it’s a little heavy ... and it can take anywhere from two hours, if it’s a small thing to, I’ve actually had one that took me 10 hours straight of work.

Biggest successes?

Proudest moments? -- The green and black one, Zygarde, he’s hands down one of my favorites. He’s very intricate, and I love him.

He’s such a great little character, but another one that I did really well on was the big one, [Kyurem], that took 10 hours. Like, just the time that that one took, I was exhausted at the end of day ... I was sitting in my bed working on those things for 10 hours straight. I was so sore when I was done. Like, some people take breaks; I don’t take breaks. I don’t take

PAGE 10

PHOTO BY TRACY LE

breaks because I’m afraid I’m going to mess it up or I’ll lose interest or something. I don’t eat. I only rarely get up to use the restroom; that’s it.

What do you hope to accomplish in the future artwise? -- It was always a thing that I just wanted to do it because I love the characters, and I wanted to have, like, little toys or little figures that I can look at. And that was the main inspiration. I have had dreams of sort of, you know, maybe making them as a sort of, aside from maybe just a hobby like a

minor job or something just to, like, sell them or do commissions but I’ve never actually tried that so I’m not sure about that yet. It’s, you know, things that are still [in my mind].

I’M AN ARTIST BECAUSE ... of love and

it’s fun. Some people do it because it’s a job but I just, I love it. It’s something that I really enjoy doing. -- Connor Hoffman

Todd explores music arrangements

Sophomore Claire Todd works on her music arrangments during her freetime between classes. The Varsity choir will preformed one of her arrangements to the elementary schools.

PHOTO BY CORA ASTIN

CORA ASTIN

Photo Editor

Sophomore Claire Todd, began arranging music this year shortly after Chad Pape introduced the idea of music arragements earlier this year. Todd became inspired to write her own pieces.

How long have you

been a musician? -- Since about third or fourth grade I have been involved in choir and stuff at school. But I really got into it once middle school started, because the choirs there were really great.

How long have you been composing or arranging music? ­­-- I just started arranging this year, because

Pape very close to the beginning of the year gave us a crash course in arranging music. I was like: ‘Oh! This is fun! I kind of know about music theory, and I could just hop into this.’

Why did you become a musician? -- It just came very naturally to me, kind of. It’s something I have always enjoyed ever since I was really little in Christmas pageants and stuff. It just kind of happened and developed that there were more opportunities for it. Like in high school you can be in different choirs.

What is your best accomplishment as a musician or an arrangement artist? -- I got really excited once I -- because like ‘Shut Up and Dance’ was the first piece I actually arranged and took to Pape.

He was like ‘Hey! This is re-

ally good.’ That kind of gave me a boost of confidence to keep going and figure out that this is what I’m good at and is what I like doing.

What’s your biggest failure and how did you overcome it? -- I think right now it’s a lot the partially finished songs hanging over my head. Because I’ve got hundreds of songs at home that I’ve gotten a page or two done on it. I’m kind of not feeling it right now, but I really want to get this done and I think the song will sound really good. Then, not having the actual knowledge to write the song. One song that I’ve just started working on, a lot of time you have to have other resources other than the actual, physical song to listen to because you need to hear the other parts and you can’t hear the other parts in the song. Then, you

can’t write it out. So, a lot of times the circumstances are really crappy.

Where do you see music taking you in your future? -- I mean, realistically, I hope that it would take me into the music industry and I could write music, sing songs and fun stuff like that. A more realistic take like that, would be arranging music for companies like Hal Leonard and other stuff, where people buy the music. Like ‘Hey! There is this arrangement of this song.’ Because all of the music for all of the choirs is always bigger music companies that would be fun too.

To read the full stories online, visit mhsmentor.com.

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Funk it up Student-led band brings emo funk to Manhattan SAVANNAH CHERMS

Entertainment Editor

The year was 4312, and a group of intergalactic all stars were traveling through the cosmos, liberating enslaved planets with the awesome power of their grooves. On their journey, they stumbled upon what had to be the most enslaved planet of all: Earth.

At least, that’s what members of Funkatron will tell you is how the band was formed. Composed of seniors Nathan McClendon, Ethan Levin and Rachel Chang and junior Jack Matthews, Funkatron has made their presence as a band known throughout Manhattan High. From performing at Battle of the Bands, to smaller gigs like Orange Leaf and Sisters of Sound, the band has been spreading their funky wannabemetal thrashcore sound across Manhattan.

“It was definitely fun,” lead guitarist Levin said.

“Once we started writing and getting together we knew we were going to be a fun group.”

Their practice space is just as unique as the band themselves. Surrounded by dismembered mannequins, coffee and trash, Funkatron’s practice may look like chaos to some, but to band members it is perfect.

“It’s really like us just hanging out,” Levin said. “It depends really. If there is a gig coming up it can be really high intensity, as in we all try to stay focused on something and worked until

we get it right.”

Despite the high intensity of some practices, squabbles among band members are rare according to Levin. On the opposite end of the spectrum, most of the band’s practices are just the four members goofing off and having a good time.

“Practice is alternating sections of really focused practice and being really stupid,” junior and drummer Jack Matthews said.

“Lot’s of inside jokes, goofing off.”

Despite the fluctuating productivity of their practices, Funkatron brings tons of energy to the stage and puts their everything into each performance.

“Performing feels like you’re falling apart the whole time,” Matthews said.

“Every gig is unique, and no gig is going to be as good as your best practice.”

While performances and shows can be fun, not every show is the best, and every band has their favorites.

“Battle of the Bands was the most fun because we got a stage and an audience,” McClendon said. “The worst performance was probably at Orange Leaf, if you can even call it that. We didn’t ever really practice and we didn’t have our real instruments. We were making stuff up as we went,” McClendon said. “But we got $50, so there’s the yin and yang of doing that.”

At the end of the day, members of Funkatron want listeners to know a few things about themselves. They’re here to have fun and jam out.

2.

1.

3.

SHUT DOWN

4.

1. Senior Nathan McClendon plucks at his bass during “With my Regards” at Funkatron practice.

2. Senior Ethan Levin looks to their drummer for his notes during “Way I Stay.”

3. Senior Rachel Chang begins “Now You See Me” during band practice at Varneys.

4. Junior Jack Matthews makes a suggestion to his band mates during “With my Regards.”

PHOTOS BY ANNA ALANZI

After getting the vote from Student Council and the junior class, buzz began to spread about Funkatron playing at prom. However, the band was shut down by Manhattan High administration under the guise of not wanting dances to become a talent show.

Despite the fans’ disappointment, the band hasn’t planned any sort of protest to their removal from prom.

“I think it’s so unfortunate that we can’t play but I respect Mr. [Dustin] Duntz even if I’m in a band and I’m supposed to hate authority,” Levin said.

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PAGE 12

Navigating the adult world

‘one step at a time’ TARA MAGAÑA

school work.

“I’m not going to lie, it’s kind of Blue M Assistant Editor stressful, especially when you’re for Verbal Content just trying to figure out everything Sitting in her room, trying to fill on your own and no one tells you out her FAFSA by herself, senior what to do,” Marshall said. “It’s like Lilly Marshall realizes her true so- someone gives you a board game but cial security number doesn’t match doesn’t give you the instructions on what is on her card. But Marshall is how to play it, so you basically kind unable to go to her parents for help. of go with the flow and honestly, I just take it one step at a time, while She is on her own.

Last summer, Marshall moved in also going around with like everywith her brother, Paul Angle, after thing I need to fill out. Like, ‘oh, I moving her mother into Meadow- need to fill out this college stuff, or lark Hills’ assisted living community I need to fill out this for job interwhen she showed signs of dementia. views, but then I still have school In February, Marshall turned 18 and work, so I have to study for tests and all that I became lejust kind gally emanof go with c i p a t e d -- allowing “It’s like someone gives you a board the flow.

Whatever her to rely on herself game but doesn’t give you the in- comes into the mail while still in structions on how to play it. now, it’s high school.

“I feel -- Lilly Marshall no longer birthday more like cards; it’s an adult. like bills Even before I turned 18, I was just more of an now and stuff about the governadult, and when I turned 18, it was ment and you know. I guess it’s part just an excuse to do more things like of growing up.”

Beyond a responsibility shift, go find a job and all that,” Marshall Marshall had to adjust to the new said.

In Kansas, teenagers who apply living arrangement when she for emancipation must give solid moved in with her brother. “[Our pets] don’t quite get along reasoning and prove they are able to financially fend for themselves. with each other, so I think it’s very But for Marshall, her mother signed interesting waking up at three in her parental rights away to Angle, the morning to hearing cat fights or and she became emancipated when the dog chasing the cat around the house,” Marshall said. “It’s also been she turned 18.

“When I was 17, I moved in with different because, before I moved in [my brother], and for a while noth- with my brother, I lived in a house ing really happened until just re- and now it’s a trailer park, but it’s a cently after my birthday,” she said. nice trailer.”

Angle also had to adjust to a teen“I got a bunch of letters from Social Security and then the government age girl living with him.

“I had to go from being a bachsaying ‘hey, you’re now emancipated and you have to fill out these elor to having a teenager around forms and turn them in back to us.’” that I had to make sure had food, Despite being now legally respon- had clothing, all that kind of basic sible for herself, Marshall is still stuff,” Angle said. “But overall, it’s supported by her 39-year-old broth- been fun.”

Despite the major life changes er and his husband, and looks to her this past year, and the stress that mother for guidance.

“My mother’s still here,” she said. came with it, Marshall is still able to “So, you know, I go visit her, and I look on the bright side.

“I still live in the town of Manhattalk to her about school and all that.

She kind of tells me a little bit of the tan,” she said. “I’m allowed to finish high school here. It hasn’t been that run-down of what I should do.”

Due to her legal status, Marshall bad, and plus, my mom’s still in the sometimes finds it difficult to juggle area. She’s still in town, so I get to go her adult responsibilities with her see her. So, it’s not awful.”

With her dog Max singing along, senior Lilly Marshall practices her saxophone in her brother’s living room. After her mother moved into a nursing home in July 2015, Marshall’s brother, Scott Angle, took guardianship of her. After Marshall became emancipated in March, she decided to keep living with her brother while still in high school. “My brother kind of treats me differently than my mother,” Marshall said. “My mother, I wouldn’t say she’s a helicopter [parent], but she kind of likes to make sure I have everything that I need, whereas my brother, he does care for me; he’s not going to, like, kick me out on the street or anything if I can’t help out around the house.”

PHOTO BY TARA MAGAÑA

Definition: Emancipation laws specify when and under

what conditions children become independent of their parents for important legal purposes.

Emancipation requirements in Kansas:

1: Be a minor who has resided in the county in which the petition is filed for at least a year. There are no specific age requirements given.

2: Legitimate reasonings and proof of allegations are needed to

determine eligibility. It is at the court’s discretion to decide if the reasoning qualifies.

DEFINITION FROM LAW.CORNELL.ED EMANCIPATION REQUIREMENTS ACCORDING TO KANSAS STATUTE 38-109