May 2025 Issue

KEEPING THE FAITH

The Rubicon student newspaper of St. Paul Academy and Summit School 1712 Randolph Ave St. Paul, MN 55105

read more on pgs. 10-12

Volume 50, Issue 8 - May 27, 2025

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POPE PROCESS Students discuss Pope Francis’s legacy and the vision of Pope Leo XIV. Read more in NEWS.

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FAITH VS. FACT

Can religion and education coexist? What is the relationship between the two?

Read more in IN DEPTH.

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FINAL FAREWELL Teachers Scott Telfer, Randy Reid and Ethan Somes are moving on from SPA next fall. Read more in FEATURE.

IN THIS ISSUE: • 2-4 - News • 5-7 - Opinions • 8 - Good Question • 9 - Health • 10-12 - In Depth • 13-15 - Feature • 16-17 - Sports • 18-20 - A&E

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NEWS THE RUBICON - MAY 2025

PHOTO: Scott Streble, SPA Smugmug

DESERVED DIPLOMA. US Principal Minnie Lee announces Henry Giles (‘24) just before he receives his diploma from Head of School Luis Ottley. USC presidents organize diplomas, with 24-25 co-president Annie Zhang pictured.

With levity and love, class of '25 graduates meet the SPEAKERS CERENA KARMALIANI Karmaliani has led the class in myriad ways, from serving as co-president of USC, competing in debate and developing the sexual harassment and misconduct policy as a member of SASH. SERENE KALUGDAN As a leader of ASA, Intercultural Club and a member of SILC, as well as working on policy through SASH and helping plan the MN SDLC, Serene has devoted her high school years to creating inclusion and belonging at school.

She’s also a soloist with the jazz band.

ROLANDO CASTELLANOS Señor has taught in the World Languages department for decades, coordinating Spanish Exchanges, serving as an advisor and involved in school life in many ways.

HENRY CAMMACK THE RUBICON Spanish teacher Rolando Castellanos was chosen by the class of 2025 as the speaker for this year’s commencement. Three weeks before the big day, he was on the sixth draft of his speech.

To be selected? “It is an honor,” he said. The writing? A big deal.

“I am supposed to give a message of closing in their high school career, but also looking into the future as an individual,” Castellanos said.

Graduation from high school is always a day of tradition, and this ceremony will be no exception: music and flowers, speakers and degrees, family and photos ... and cake.

The seniors process onto the lawn to "Morii" composed by alumnae Clea Gaïtas Sur ('22) and performed by orchestra director Almut Engelhardt and choir director Tim Kraack.

After a welcome from Head of School Luis Ottley, a few words are offered from the Board of Trustees and Alumni/ae Association, but the longer speeches are unique for the class. Student speakers are Serene Kalugdan and Cerena Karmaliani, whose submitted draft speeches won the vote of the selection committee.

Karmaliani said that, in her speech, “I kind of talk about some life lessons I’ve been taught.”

Kalugdan shared no details about her speech before the event.

Seniors in choir choose a song to perform. This year's selection, "Homeward Bound" by Marta Keen will be sung live by the ensemble.

It's always good when the weather agrees with the day: not too hot, low

to no chance of rain, but the facilities staff plans for both, setting up chairs in and outside, as well as wiring for recording and sound.

The hope is always for a ceremony hosted on the north lawn. In case of overflow, there is indoor seating in the Driscoll Commons as well as the gym, where the ceremony will be live-streamed.

If there is rain, the event is held in the Huss auditorium, where each senior household is offered up to six tickets in the auditorium itself due to limited seating, with faculty and guests seated in overflow spaces.

For graduates, the dress code limits colors but not expression: seniors wear blue, white, khaki or light cream. Clothing options include blazers, dress shirts, dress pants, kneelength or longer dresses with straps or sleeves and blouses. Ties are allowed in any color as well as school-appropriate designs. Lastly, a blue, white or cream sweater can be placed on the graduate’s chair.

In the final recession, seniors walk through a tunnel of applauding faculty to the song "Waltzing Together" composed by Rylan Hefner ('21).

There is a brief reception in the Redleaf Commons and Lilly Courtyard after the ceremony.

The Class of 2025 commencement is at 4 p.m. on June 8, with seating opening at 2:30 p.m. All seniors must arrive by 2:45 p.m. for photos.

With additional reporting by Wynter Feiner.

CORRECTIONS POLICY Corrections are printed at the bottom of News p. 2. Corrections will be published in the month following the error and, if the story is also published online, will update following the online corrections policy.

Know before you go: COMMENCEMENT

PHOTO: Scott Streble, SPA Smugmug

Not a family member of a senior, but you want to attend the ceremony and celebrate with them?

DRESS CODE: the audience dresses in “garden party” casual: sundresses, khakis or cotton shorts and a polo or nice shirt. Wear flat or platform shoes, as heels make the walk on grass more difficult. Sandals are also okay. Sun hat or sunglasses recommended on clear days.

PARKING: For those who live nearby, walk if you can. Parking lots fill, and Randolph Avenue parking is not available the day of the ceremony.

SEATING: Grab a program as you arrive and find a chair. There are reserved sections for the Class of 2025 and for faculty; sit in open space in the family and friends section.

THINGS TO BRING/NOT BRING: There’s no expectation that you bring a card, gift or flowers to commencement for a grad, but you can. Some families bring fans or other items with their grads’ face but signs or other big items take up too much space and block the view. No pets.

PAGE ONE - "hurting" was misspelled; "deaf" was misspelled; NEWS 2 - the pull quote was incorrectly attributed to P.J. Bohjanen, who is pictured. The quote is from Ethan He. GQ 7 - "encourage" was misspelled; SPORTS 12 - "the" was misspelled; SPORTS 13 - "improve" was misspelled.

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NEWS THE RUBICON - MAY 2025

Elections bring new leaders and plans for change AMANDA HSU THE RUBICON As the final weeks of school approach, the student body is preparing to send off the seniors and settle into the new roles left behind. Prospective leadership in elected student organizations, which includes the Upper School Council (USC), the Student Activities Committee (SAC) and the Student Technology Committee (STC), each gave a speech May 8 to campaign for their respective roles. Voting opened shortly after the speeches and closed at 6 p.m., with results announced later that evening.

USC

Each organization allows a certain number of grade-level representatives to participate, led by more experienced members in specific roles, such as secretary, treasurer and president. On USC, former co-vice presidents Carys Hsiung and Thomas Chen returned to run unopposed for co-presidency, unsurprisingly winning 100% of the vote.

“We really enjoyed being vice presidents last year, and we do feel like USC is a group where we can do a lot with promoting student diversity and just overall student collaboration with different clubs, affinity groups, and just passing proposals that might benefit the overall school,” Hsiung said.

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I … THINK I HAVE A LOT OF EXPERIENCE ON USC THAT I CAN BRING, AND I THINK THAT WOULD HELP ZIMO AND I BOTH MAKE CHANGES FASTER. junior Evan Morris

Similar to their campaign last year, the co-presidents hope to continue maintaining transparency, being an outlet for student expression and fostering more diversity and a greater sense of connection through school events.

Also in USC, juniors Evan Morris and Zimo Xie won the co-vice pres-

idency against sophomore Zahir Hassan and ninth-grader Caleb Colton.

“I … think I have a lot of experience on USC that I can bring, and I think that would help Zimo and I both make changes faster [and] more efficiently,” Morris said.

Morris and Xie want to focus more on bringing back snacks, increasing communication between different student groups, specifically Students Against Sexual Harassment (SASH), increasing sustainability at SPA and planning more schoolwide events.

Sophomore Zack Berchenko also ran unopposed and won the treasurer position, honing in on policies regarding sustainability. He proposed to replace “Meatless Wednesdays” with “Carpool Wednesdays,” addressing the complaints of the lack of protein available on Wednesdays.

Former secretary Nabeeha Qadri also re-ran unopposed, winning the secretary position.

SAC This year, SAC scrapped the option to share roles, such as co-presidents or co-vice presidents. Juniors Raina Heidkamp and Zoe Huelster ran for president and vice president, respectively, against junior Nijiah Johnson, who ran individually for president.

Originally planning to run as vice-president, sophomore Florence Barrera opted to run unopposed as secretary instead. “[They got rid of sharing roles] because there were too many people and not enough work for the amount of people,” Barrera said. Johnson won president and Barrera won secretary.

ELECTION RESULTS Student Technology Committee: STC Co-Presidents: James Welsh and Mattias Halloran STC Co-Secretaries: Annika Kim and Sam Hilton Class Representatives: (‘28) Pete Hovan, (‘27) Theo McGuire, (‘26) Tommy McGill Student Activities Committee: SAC President: Nijah Johnson SAC Secretary: Florence Barrera Class Representatives: (‘28) Rory Kigin, Sara Karmaliani, Fiona Lambert and Darien Hull; (‘27) William Drake, Tallulah Dogwill and Caden Deardruff; (‘26) Raina Heidkamp, Nellie Larson, Lilly Spurgeon and Zoe Huelster Upper School Council: USC Co-Presidents: Carys Hsiung & Thomas Chen USC Co-VP’s: Zimo Xie and Evan Morris USC Secretary: Nabeeha Qadri USC Treasurer: Zack Berchenko Class Representatives: (‘28) Izzy Middlebrook, Sophie Karmaliani, and Caleb Colton; (‘27) Gavin Leuthold, Sofia Rivera and Aldegundo Brennaman; (‘26) Zain Kizilbash, Trevor Hou and Shefali Meagher PHOTO: Audrey Jansen

ANNOUNCING ACTION. Juniors Raina Heidkamp and Zoe Huelster delivered their campaign speeches for president and vice president of SAC, respectively, during assembly May 8. Junior Nijah Johnson won the role of SAC president.

CAMPAIGN PROMISES: PRIORITIES OF NEW LEADERS

USC

PRIORITIES:

SAC

STC

TRANSPARENCY

SUSTAINABILITY

FEEDBACK

INTER-SCHOOL COLLABORATION

STC For STC, the co-president roles will be filled by junior James Welsh, one of last year’s co-presidents, and sophomore Mattias Halloran, former treasurer.

“We’re looking to make STC as useful to students as we can. That’s going to involve a lot of student feedback and making sure that the students feel like we’re actually doing something and that it’s valuable,” Welsh said.

PROPOSED POLICIES

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Reaffirming the sexual harassment policy

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Diversifying SPA

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Bringing back snack

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Encouraging more school wide activities

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Reformatting the upper school’s weekly newsletter Open grade book proposition

INFOGRAPHIC: Evie Gardner and Wynter Feiner

POTENTIAL PLANS. The incoming presidents of USC, SAC and STC responded to a poll about which policies they prioritized during their campaigns. The next steps are to work collaboratively with the rest of the student leadership groups and propose these policies to administration.

Junior Annika Kim and sophomore Sam Hilton will also fill the roles of co-vice presidents, running unopposed. They voiced similar opinions on making STC more

useful to the student body.

These newly elected student leaders will officially start their new positions at the start of the 2025-2026 school year.

Scan this QR code to read more about student election results on RubicOnline.

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NEWS THE RUBICON - MAY 2025

New preschool program grows Spartan community IZZY MIDDLEBROOK THE RUBICON After 93 years of service to the St. Paul community, the Early Childhood Center at St. Catherine’s University closed May 24, 2024, due to low enrollment.

Taking over this space in the fall is the new Spartan preschool. The pre-K will be located on St. Catherine’s Campus, a St. Paul college for women, which is a block from the Randolph Campus.

The program finally became a reality over the past two years, following years of discussion among SPA administrators. Lower school Principal Beth Melin is excited that the pre-K is becoming part of the lower school division: “I look forward to spending time there and finding ways to build the bridge to kindergarten,” Melin said.

The pre-K application, open since March is extensive, including an evaluation by a former teacher, an individualized assessment and a playgroup assessment.

These rigorous applications are common among other private preschools. Tuition for the inaugural year is $25,000 with a typical class size of 20 kids.

The pre-K program follows the Reggio Emilia approach. Reggio Emilia is an educational philosophy for early childhood care centers, like the new preschool, that attempts to encourage children to be independent, curious and capable. A key element of this system of learning is seeing kids as active participants in their education. The children are encouraged to do so in order to build their curiosity.

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BEING IN A COMMUNITY [FOR] SO LONG TEACHES ME TO GET TO KNOW PEOPLE A LOT MORE. ninth-grader Jocelyn Rog

Melin is excited to implement the Reggio Emilia approach at the pre-K: “It centers child-initiated learning, utilizes inquiry and project-based learning and

nurtures the natural curiosities of children,” Melin said.

Sharon Johnson, the pre-K site coordinator, agreed.

She highlighted the child-centered aspect of the philosophy: “The Reggio approach embraces the many ways that children express themselves through working on projects, art, music, movement, as well as spoken and written language,” Johnson said.

The classroom environment is aimed at inspiring inquisitiveness and giving more autonomy to the children, allowing them to explore their interests. “The environment, both indoors and outdoors, serves as a catalyst for this student-centered learning,” Melin said.

The Reggio Emilia approach also encourages collaborative learning, making teachers, parents and students alike partners in learning.

These fundamental ideas are displayed throughout the schedule, which includes an hour for guided discovery. This allows time for the kids to make their own discoveries, with assistance from the staff at the preschool. The preschool also prioritizes time for STEAM activities – science, technology, engineering, art and math - which are a part of every day, encouraging different avenues of learning at a young age.

Johnson is excited about the pre-K’s focus on building bridges between the lower school and the pre-K by bringing specialists in from the lower school: “They will bring their areas of expertise to [the pre-K] and be familiar faces for the children at the start of [their] kindergarten year,” Johnson said.

Students who have been at SPA for their entire lives have been able to build meaningful connections with their classmates. Ninth-grader Jocelyn Rog, who has attended SPA since kindergarten, believes going to SPA for most of her life has led her to great things: “Being in a community [for] so long teaches me to get to know people a lot more,” Rog said.

She looks back on her time in the lower school fondly; her vivid memories of a joyful childhood at SPA make her excited for any student who may be enrolled in pre-K. “It’d be fun to have people get to know each other so young,” she said. Rog’s deep con-

nection with her class grew from kindergarten, which wouldn’t have been possible without her introduction to the community in the lower school.

SPA is unique in the fact that it is a K-12 school, in which many students stay from their formative elementary years to the moment they leave high school.

This new addition may prove to change what the term “lifer” at SPA means.

PRE-K PROCESS SPA’s preschool stands out due to its extensive application requirements for potential students.

REQUIREMENT 1: Application REQUIREMENT 2: Family Statement REQUIREMENT 3: Reference REQUIREMENT 4: Individual Assessment Children will be observed by themselves to gauge their level of proficiency in a variety of subjects regarding intelligence.

REQUIREMENT 5: Playgroup Assessment Students are also observed in a group setting. They are evaluated on their social skills with other kids their age.

REQUIREMENT 6: General Skills All preschools generally have required skills to guarantee admission for the following year. These skills include being potty trained, communication, ability to work in a group, follow directions and be away from parents.

INFORMATION: spa.edu

PRIORITIZING PREREQUISITES. SPA’s pre-K application includes six requirements, ensuring every applicant is a good fit for the community.

First American pope, Pope Leo XIV, inspires optimism among students FAIR USE IMAGE: Reuters

PEACEFUL POPE. Newly elected Pope Leo XIV, Cardinal Robert Prevost of the United States, appears at the balcony of St. Peter’s Basilica at the Vatican, May 8, 2025.

PEONY STEELE THE RUBICON History was made May 8 as Robert Francis Prevost stepped into the papacy, taking the name Pope Leo XIV and becoming the new spiritual leader of 1.4 billion Catholics worldwide. He is also the first pope from the U.S., as he was born in Chicago.

In his first Sunday address, the Pope called for peace in Gaza and Ukraine, making a direct statement to end all wars.

The pope preceding Pope Leo XIV was Pope Francis. He was elected in 2013, breaking down barriers as the first South American pope. He preached unity and kindness throughout his papacy until his death on April 21.

As a world leader, the impacts of Pope Francis’ actions were far-reaching for Catholic and non-Catholic individuals. The selection of a new pope can shape the

global influence of the Catholic Church.

Pope Francis was highly respected for his deep involvement in timely cultural issues and efforts to make the Church more inclusive. One of his most well-known contributions was his support for same-sex civil unions. His idea of LGBTQ+ individuals was tolerant and embracing.

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FINDING A CANDIDATE WHO’S WILLING TO MOVE FORWARD BUT ALSO KEEP EVERYBODY’S IDEALS IN MIND IS WHAT WE NEED. ninth-grader Sam Worrall

“His backing of homosexuality and same-sex marriage truly represented to me ‘love thy neighbor as you love yourself,’” sophomore Eliana Moser said.

Moser’s admiration for Pope Francis’ com-

passion is echoed by other young Catholics who valued his efforts to unite. Sophomore Stella Hunter also appreciated his humility and accountability, and hopes to see the same characteristics in the next pope.

On July 22, 2022, Pope Francis traveled to Canada to reconcile with Indigenous individuals, apologizing for residential schools and the history of unfair treatment they received from Catholics at the time.

“It was a very heartfelt message, especially as an Indigenous Catholic,” Hunter said.

Pope Leo XIV has also participated in influential work as a cardinal.

Prevost ran the office that manages bishops internationally. His work was inclusive, as he implemented women into the decision-making process for the Dicastery, the central governing body of the Catholic Church.

Ninth-grader Sam Worrall, an Orthodox Christian, understands the Catholic Church’s political structure and believes finding a balance

between progressive and conservative values is important.

“Finding a candidate who’s willing to move forward but also keep everybody’s ideals in mind is what we need right now,” Worrall said.

Pope Leo XIV diverges from conservative Catholicism in the U.S. His social media posts include criticisms of the Trump administration, such as calling out their immigration and family separation policies. In this way, he reflects the political and moral orientation of Pope Francis, who also emphasized compassion for marginalized groups and condemned harsh immigration practices.

Both leaders prioritize social justice and an overall more inclusive vision of the Church. This continuity may indicate a more progressive change for the Catholic Church, potentially influencing how the Church interacts with political movements and appeals to future generations of Catholics.

OPINIONS THE RUBICON - MAY 2025 OUR MISSION We strive to capture the spirit of the community through its stories while inspiring deeper conversations.

Above all, we stand for integrity in our pursuit to inform and engage our readers.

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THE RUBICON St. Paul Academy and Summit School 1712 Randolph Ave • St. Paul, MN 55105 rubicon.spa@gmail.com www.rubiconline.com @TheRubiconSPA

MAY 25 STAFF THE RUBICON EDITOR-IN-CHIEF MANAGING EDITOR CHIEF VISUAL EDITOR NEWS EDITORS OPINIONS EDITORS HEALTH EDITOR IN DEPTH EDITOR FEATURE EDITOR SPORTS EDITOR A&E EDITORS GOOD QUESTION EDITOR COPY EDITOR ADOBE INTERACTIVES

Sonia Kharbanda Juan Miguel Adams Amanda Hsu Wynter Feiner Evie Gardner Peony Steele Eva Burns Izzy Middlebrook Peter Ostrem Olivia Fox Sam Galarneault Henry Cammack Miles Huebner Lina Abid Ivy Evans Annika Kim

EDITORIAL CARTOON: Annika Kim

HUNTING HONORS. Success plays a central role in learning. However, stepping away from the “success above all else” mindset can create new opportunities for development.

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RUBICONLINE DIRECTOR OF RUBICONLINE PRODUCTION MANAGER BEATS MANAGER MANAGING EDITOR OF DIVERSITY AND COMMUNITY NEWS EDITORS OPINIONS EDITORS COLUMNIST FEATURE EDITORS IN DEPTH EDITOR A&E EDITORS SPORTS EDITOR PODCAST EDITOR CREATIVE DESIGN MANAGER RUBICON TV SOCIAL MEDIA MANAGER PHOTO EDITOR COPY EDITOR STAFF WRITER

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CONTRIBUTORS Carys Hsiung

OUR CLASS OF 2025 GRADS RUBICONLINE DIRECTOR SOCIAL MEDIA MANAGER FEATURE EDITOR NEWS EDITOR CHIEF VISUAL EDITOR FEATURE EDITOR THE RUBICON EIC

Aarushi Bahadur Mariam Malik Grace Medrano Johanna Pierach Georgia Ross Lucy Thomas Annie Zhang

ADVISER

Kathryn Campbell, CJE

PUBLICATIONS ASSISTANT

Scott Gillespie

MEMBERSHIPS

Columbia Scholastic Press Association National Scholastic Press Association MN High School Press Association Quill and Scroll Honor Society

CURRENT PUBLICATION AWARDS

2024 NSPA All-American 2025 Pacemaker Finalist (print), 2025 Finalist (online) 2025 CSPA Hybrid Gold Crown Award Winner 2025 SNO Distinguished Site 2025 JEM All State Gold

of the staff agree

Embrace failure and reject achievement culture to grow EDITORIAL THE RUBICON STAFF

Excellence is not only a professed value of SPA, but a tangible feeling within the school walls. No matter the activity, students expect to succeed. In particular, May at SPA is a time of accolades, from grade-level book awards to student organization elections to the bowls at Commencement. While these traditions undoubtedly honor students’ hard work, they also promote a deeply ingrained achievement culture.

It is important to separate the role of the institution in cultivating high standards and the competition among students that reinforces them. In addition to the stress of exams and looming transitions, students’ final weeks of the school year are rampant with toxic comparisons. As clubs and organizations select new leaders, it is common to hear students holding an all-or-nothing perspective: “If I don’t win this position, I’ll quit the activity entirely.” This outlook pits an individualistic pursuit of success against the purpose of extracurricular groups: to connect with others with shared interests and contribute to the community.

The search for achievement often continues even after school NO AWARD DEFINES ends. When a student complains that they “didn’t get anything done over the summer,” they mean they didn’t accomplish anything SUCCESS OR YOUR worth sharing. The little moments of relaxation and enjoyment – OVERALL WORTH. time spent with family and friends, ice cream on a hot day, splashing in the pool – are overshadowed by the need to build a well-rounded resume for college.

The pressure that students are feeling is understandable. In a sea of competitive peers, it is easy to feel that everyone has “their thing.” If they aren’t the best at any of their activities, how can they be expected to stand out? The fear of failure, of not having “your thing,” can be paralyzing. At the same time, defining oneself by a single talent limits potential. Participating in an activity purely for enjoyment, even if it doesn’t come naturally, is healthy. It takes bravery to try new things and struggle, but those challenges and failures are essential for growth.

The school, for its part, appears aware of the toxic potential of a rigorous college preparatory school -- mental health services and wellness days offer a break from academics. Certainly, high standards and competition for awards, titles and college push students to excel, but they also further a rigid definition of success at all costs.

Failure may be valued as a necessary setback on the path to success, but many in our community seem unconvinced.

The emphasis on finding excellence may leave graduates unready for their inevitable mistakes and unable to persevere past failure. Perhaps the act of failing requires a rebrand. Since everyone will face rejection and defeat in their lives, we can all embrace the courage to try.

As the school year comes to a close, remind yourself that your interests have value outside of a title or accomplishment. Reject toxic achievement culture that stifles long-term growth. Celebrate the accomplishments of your peers, but know that no award defines success or your overall worth. This summer, challenge yourself to reach outside your comfort zone, whether that be a new activity or social connection, to venture without fear of failure.

6Restorative conversations: helpful or ineffective?

OPINIONS

THE RUBICON - MAY 2025

LINA ABID THE RUBICON

In recent years, they’ve become more common in conflict resolution. But when are they needed?

Try something, fail and adjust: it’s how to learn what serves us and what doesn’t. When it comes to the discipline process in school, the more tools available to try, the better.

Restorative conversations in schools have gained popularity nationwide in the last five years. In theory, restorative conversations are a positive alternative for conflict resolution, but in practice, they don’t always live up to their name.

Without proper communication and consistency around their place in the community, restorative conversations end without restoring anything at all.

It has not been made clear, by administration or otherwise, when a conflict will be addressed with a restorative conversation or when it calls for other alternatives. Restorative conversations should serve to make both parties feel at ease in their community early on, or else they can be perceived as a means to simply placate students who are hurt. Too often students in the SPA community have said that they feel like restorative conversations resulted in no change.

Furthermore, if a restorative conversation goes on for extended periods of time after a disciplinary consequence, the desire for closure may negate potential benefits. With the mindset that one is still being punished, any attempt at fruitful conversation is negatively impacted.

According to a 2017 article titled “Why Shaming Doesn’t Work” by Krystine I. Batcho in “Psychology Today,” young people who feel shamed as a response to harmful or destructive behavior are consistently less likely to change their future habits.

Dialogue may not even be intentional in shaming someone but have the same effect.

This is an important factor to consider with restorative conversations, but regardless, the fact remains that students need to be held accountable for their actions. Practices like community service or counseling sessions maintain the aspect of restoration and may be received with more success. These practices are commonly used as alternative punishments in broader society.

Counseling is often employed as a corrective practice. According to Stony Brook University’s counseling guidelines online, counseling serves to privately confront harmful or disruptive behaviors by offering constructive feedback. As a tool in the upper school, this can eliminate the feelings of embarrassment that may cause students to shut down in conversations with their peers, and could still incorporate students’ voices if the given counselor could be open to receiving messages or relay feelings shared by others (with permission) that would help address relevant issues during the session.

Community service is another widely successful disciplinary alternative that could be well-applied in the SPA community. According to a 2022 study published in the “Academy of Criminal Justice Societies” by Gwendolyn J. Koops-Geuze, both groups of young people considered high-risk and low-risk for returning to criminal behaviors were less likely to do so when they received community sentences, as opposed to custodial (jail) sentences. While high-stakes, this is comparable to the choice between community service or disciplinary action like suspension or expulsion.

These alternatives far outweigh restorative conversations in their benefits, especially considering that in an escalated conflict, a student facing someone who has significantly hurt them may not be the appropriate solution.

Inviting a student in this situation into a conversation will either reject the option or engage in ways that are not constructive.

Conflicts between students, often weighted with personal histories, need lots of alternatives for restoration. The school would benefit from inviting other tried and true alternatives for conflict resolution. Expanding the tools offers more to try and success.

IZZY MIDDLEBROOK THE RUBICON

Imagine this: a fight erupts between two students during class. The teacher, needing to de-escalate the conflict, sends the kids to the office. An administrator tells the students they shouldn’t disrupt the class and sends them back. This may serve as a short-term solution, but it’s unlikely to prevent more harm in the future if kids get nothing more than a verbal slap on the wrist and their differences are not worked out.

This situation is common in schools across the country. The solution is restorative conversation, a process necessary for conflict resolution.

Students who are not actively participating in conversations regarding their own disputes don’t learn how to resolve those disagreements. Since restorative conversations encourage students to speak about their issues with the other people involved, they can better recognize their current situation.

When it comes to punishment, bias is inevitable. According to the Intercultural Development Research Association (IDRA), students of color are much more likely to be given harsh consequences, such as expulsion or suspension, due to unconscious bias. Addressing the foundational issues of the conflict will help prevent harm to these students. As written in a statement published in 2023 by the IDRA: “Exclusionary discipline is not the answer to bullying, harassment or discrimination.” By making assumptions and creating punishments, the administration cannot create tangible behavior change.

Taking accountability is undeniably difficult. It’s hard to admit one’s faults and wrongdoing, which is why having conversations during these conflicts is a valuable experience. Young people have a difficult time taking accountability, so if it’s optional, students may choose to opt out. Restorative conversations set the expectation that students recognize the impact of their actions in a way they may not have previously been aware of. While in an ideal situation it would be easy to see one’s mistakes and apologize, that’s not the reality. Allowing for differences in perspective helps students recognize the impact of their actions.

Restorative justice conversations allow for students to learn how to resolve conflict without judgment.

When exiting high school, students will engage in conflicts in college, workplaces and anywhere life may take them. Conflict is an unavoidable aspect of life, and having the tools at hand to resolve it is an invaluable skill to possess.

A major part of the restorative justice conversation process is using “I feel” statements. The statements consist of speaking about the feelings that “I” have regarding the conflict. While these types of statements may seem unnecessary, they are the foundation of building empathy. These statements allow students who may not understand their actions to recognize the harm inflicted.

Restorative justice conversations make an impact on conflicts down the line. According to the Learning Policy Institute, student behavior and overall safety in schools increase when using restorative conversations. However, in some situations, restorative conversations may feel uncomfortable for one of the students involved. These students would not be avoiding accountability but due to the severity of the situation, not engaging for their well being. In those circumstances, restorative justice does not need to be explored. This does not mean that these conversations do not provide clarity, empathy and conflict resolution skills. While it might feel uncomfortable, enter into a restorative conversation with trust and good intentions. The benefits may surprise you.

THE SURPRISING BENEFITS OF RESTORATIVE TALKS

TESTED AND FAILED: TIME FOR AN ALTERNATIVE

OPINIONS THE RUBICON - MAY 2025

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Highest compensations for CEOs of nonprofits in Minnesota in 2023

MEDICA $5.5M

MAYO CLINIC $4.3M

HEALTH PARTNERS $3.5M

FAIRVIEW HEALTH $3.2M

BLUE CROSS BLUE SHIELD $3.1M

ALLINA HEALTH $2.7M

INFOGRAPHIC: Amanda Hsu and Sonia Kharbanda INFORMATION: The Minnesota Star Tribune

DEBATABLE DOLLARS. While these top Minnesota nonprofits operate to serve the public good, the high salaries for their CEOs call into question whether donations to the organizations are funding the mission or the executive.

High nonprofit CEO salaries damage integrity IVY EVANS THE RUBICON In 2023, the highest-paid CEOs of Minnesota nonprofits – who claim to raise money for a public good – received annual salaries as high as $5.5 million. Yet the basis of a nonprofit is that it is not meant to generate a profit for its owners like a typical business; instead, the money it makes is used for the benefit of the public. It’s also important to note that nonprofits are tax exempt, so when donation money meant to fund the organization’s mission goes into the pockets of its leaders, it defeats the purpose of a nonprofit.

Typically, nonprofits are created to combat issues like poverty, hun-

FROM THE WEB

ger, misinformation and climate change – and the list goes on. Revenue from donations and grants are used to fund events, activities, volunteer services and, of course, the executives. In many cases, the money going to these executives is much more than is necessary for them to perform their duties as head of the organization.

While the amount of revenue generated by most Minnesota nonprofits is quite significant compared to what their CEOs make, the difference is still incredibly notable. For example, according to the Minnesota Star Tribune, John Naylor of Medica, who resigned in September 2023, was the highest-paid CEO of a Minnesota nonprofit

in 2023 yet worked for an organization that was only number five on the list of total revenue per nonprofit.

The problem goes deeper than only the CEO salaries: sometimes it has to do with the whole group. At Fairview Health, employees are paid significantly less than the head of their organization. Some employees, dissatisfied with the situation, met without their CEO to discuss the issue and possible paths to take.

Some argue that nonprofit CEOs’ salaries are important in creating an organization that works effectively for a public good. They believe that leaders need to be paid sufficiently in order to choose employees who

are willing to work diligently for the organization’s mission. But while it’s beneficial to employ hardworking, dedicated staff, CEOs can do so just as easily without the excess pay.

FUNDING RECEIVED IS FOR THE ORGANIZATION, NOT THE LEADERS, WHO SHOULD BE DOING IT FOR THE BENEFIT OF THE PUBLIC, NOT FOR THE PAY. sophomore Ivy Evans

Protect the boundary waters from drilling

NAOMI ZINS

RUBICONLINE

RUBICONLINE Trump’s executive order may damage one of the United States’ most pristine ecosystems.

PUBLICATIONS POLICIES

ANONYMOUS SOURCES Although it is always preferable to use names when reporting, there are times when it is necessary to protect those we report on. Use of grade level or first name only are the most commonly used methods of anonymity.

BY LINES credit the individual who conducted interviews, drafted, revised and fact-checked an assigned story.

Shared bylines are given to joint effort assignments. Stories that include supplemental materials include a credit at the bottom that states “Additional reporting by” followed by the name of the reporter.

lawmakers even spoke out, arguing that a leader of an organization modeled toward ending hunger should not receive a salary of nearly five times that of Minnesota Gov. Tim Walz.

CEO salaries should not be as high as they are in so many Minnesota nonprofit organizations. It goes against the mission of any nonprofit because when donations and grants go to one person, the goal cannot be accomplished as well as it could. The funding received is for the organization, not the leaders, who should be doing it for the benefit of the public, not for the pay.

Spending time outdoors boosts mental well-being

ALLAN WANG

ADVERTISING The Rubicon does not accept advertisements.

Despite the organization advocating for taxpayer funding, the CEO of Harvest Heartland, Allison O’Toole, earned $721,000 a year until she stepped down in April.

The organization’s mission was to combat hunger across Minnesota, assisting those without enough money to eat.

With so much of the money going to her instead of funding that mission, many Minnesotans felt deceived, sparking controversy within the taxpayer community.

Board member and radio celebrity Jason DeRusha stood by the amount O’Toole was being paid, but said he was willing to reconsider future CEO salaries. Public disapproval of her salary continued, and many

CONFLICTS OF INTEREST The Rubicon news and Ibid yearbook avoid conflicts of interest while also honoring the fact that our reporters are involved in the school and local community beyond their work on staff. Staff members avoid writing about students, teachers, student clubs, affinity groups, and organizations that they are closely involved with. The reporter is always responsible for disclosing conflicts of interest, but if a conflict of interest comes to light after publication, it does not warrant removal of the story.

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story. Photographing or videography of news events is never a conflict of interest.

EDITORIALS articulate the collective opinion of the staff, while minieditorials, opinions pieces, arts reviews, and columns belong to the author.

IN PRINT: Corrections are printed at the bottom of News p. 2. Corrections will be printed in the month following the error and, if the story is also published online, will be corrected following the online corrections policy NAME AND PRONOUN USE The Rubicon uses the name and pronouns shared by individual sources during interview. Each interview and survey begins with a request to say and

In a state full of cold months and in a world full of screens and indoor lifestyles, spending time outdoors has a positive impact on mental well-being.

spell the person’s name and to share the pronouns they would like to see published in the story, and the reporter is transparent about where the story will be published. If a mistake is made, a correction will be posted per the corrections policy.

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8

GOOD QUESTION THE RUBICON - MAY 2025

How do you start a great conversation?

WYNTER FEINER THE RUBICON

“How’s your day?”

“I like your earrings.”

“What’s your name?”

These are all ways to begin a conversation, but do they work?

Communication is universal, with billions of conversations circulating every moment in an estimated 7,000-plus actively spoken languages.

“

I THINK IT HAS TO HAVE GOOD COMMUNICATION AND LISTENING, AND I THINK BOTH PEOPLE SHOULD BE INTERESTED.

ninth-grader Lucas Laguna

In a study conducted by the American Psychological Association, titled “Conversations are powerful. Here are ways to embrace the awkward and deepen relationships,” published on Nov. 1, 2023, a group of strangers were paired up and asked to participate in two rounds of conversation. In the first round, two strangers would engage in a shallow conversation and in the second, the subjects were paired up again with a different person to take part in a deep conversation.

When the experiment was over, participants reported that they overestimated how awkward the conversations would be, especially when predicting the outcome of the deep conversations. The

participants also reported that they felt a stronger bond with the partner with whom they had a deep conversation.

These results show that miscalibrated presumptions can discourage meaningful conversations, veering people away due to fear of awkwardness; however, more accurate expectations direct deeper and more engaging conversations and stimulate deeper connections.

Ninth-grader Lucas Laguna feels that in order to foster a good conversation, both parties have to be attentive and engaged.

“I think that it just has to have good communication and listening, and I think both people should be interested, the conversation can even be about something [with less substance,]” Laguna said.

One tactic to promote good conversation is to use icebreakers. SPA teachers often begin class with a “go-around,” an icebreaking activity that usually consists of a short prompt that students respond to with their opinion.

Although the questions are typically brief and meant to serve as a warm-up to class, sophomore Isla Collins enjoys more in-depth responses. “I like the go-arounds where people actually will give in-depth and unique answers, where not everyone’s saying the same thing,” Collins said. “And then I feel like those are more meaningful as conversation starters because everyone can laugh and just bounce off each other’s answers.”

Junior Raina Heidkamp likes giving compliments and asking questions to spark conver-

PHOTO ILLUSTRATION: Lina Abid

DEEP DISCUSSION. The school day can offer many opportunities to talk to someone new, but students may not always feel equipped to do so. Familiar “go-arounds” are a start, but great conversation often requires more thoughtful questions.

sations. “I think [a good conversation comes] when you compliment someone’s outfit or when you ask them where they got something from, be-

cause then they can tell the story about their outfit,” Heidkamp said.

This tactic is scientifically proven to work.

According to research

conducted by the Journal of Consumer Psychology at Albany and Duke University, “Study Shows Talking About Products Can Lead to Better Con-

versations,” published on Oct. 26, 2023, by Michael Parker, product-facilitated discussions often aid conversations with strangers, especially when pointing out something the other person is displaying.

Similarly, Collins approaches by trying to observe the other person.

“Sometimes [I] observe them for a second to try to find things we have in common, or I try to make jokes, to see what they think is funny,” Collins said.

Connecting via similarities is another way to formulate a connection.

In a study conducted in 2023 by Diana Tamir, an associate professor of psychology at Princeton University, strangers’ mental states become more similar as their conversation progresses. Her research concludes that in conversation, people often navigate toward agreement, which converges mental states and connects people. Starting conversations with a commonality makes this easier and initiates an immediate connection, making it easier to bond with the other person.

Sophomore Oliver Stitzel uses similar observations to stimulate conversation. “Usually [my conversations are about] what people display on the outside, how they hold their fists, or their expression,” Stitzel said.

What constitutes a good conversation is subjective. However, giving compliments and using icebreakers and immediately initiating deep conversations can lead to deeper conversations and relationships.

GREAT CONVERSATION: STUDENT THOUGHTS

VIDEO: Sam Galarneault

ADMIRABLE ADVICE. Students share their experiences with conversations of varying comfort, and tips for successful conversation.

Conversations are not aways easy or simple. It might come easier for some and harder for some but the idea to have a good and healthy conversation stays the same.

SPA students explain their experiences and thought on what it means to have a good conversation. The students explore what makes a healthy communication and the importance behind it. Even when starting conversation with people you aren’t close with, there are tip and advice given to create a more comfort able environment.

Scan this QR code to go to The Rubicon YouTube and watch the video.

9

HEALTH THE RUBICON - MAY 2025

Food dyes: a rainbow of health risks

Synthetics added to products impact dopamine, histamine levels MILES HUEBNER THE RUBICON Most people would not be able to go a day without consuming something that contains food dyes. Because of that widespread use, most consumers would assume that U.S.-approved food dyes would be safe to eat, but the recent debate over their use may cause Americans to look twice at what’s in their food.

Robert F. Kennedy Jr., the new secretary of the Department of Health and Human Services, wants to ban synthetic dyes, but at this point food manufacturers aren’t mandated to stop using them.

The U.S. has been very lenient on the use of food dyes, only requiring them to be listed in the ingredients. But other countries, such as the U.K., restrict food dyes and require a warning label on any food that contains them.

Kennedy’s proposed ban would phase out all dyes from the food supply by the end of 2026.

Kennedy claims to have an “understanding” with the industry and the

Food and Drug Administration that food dyes will be phased out. The FDA will be creating a timeline for the banning process to transfer these synthetic dyes to natural alternatives, culminating in 2026.

“

I THINK I’D LIKE THEM TO CUT BACK ON THE AMOUNT [OF DYE] BECAUSE A LOT OF THOSE SNACKS I ENJOY. ninthgrader Sam Worrall

The FDA will begin the process to ban Citrus Red No. 2 and Orange B, two not frequently used food dyes. Kennedy plans to phase out the remaining six food dyes — FD&C Green No. 3, FD&C Red No. 40, FD&C Yellow No. 5, FD&C Yellow No. 6, FD&C Blue No. 1 and FD&C Blue No. 2 — by the 2026 deadline.

Food dyes are linked to three genes. One gene

produces dopamine, which makes you feel good. The other two genes produce histamine, which makes you feel more alert.

Artificial food dyes are incorporated into the everyday foods of children and teenagers, such as cereals, popular snacks and drinks. For example, Red Dye No. 3 is contained in over 3,000 foods.

Children deal with the brunt of food dye’s impact. According to Ohio State University, food dyes can worsen anxiety, ADHD and oppositional defiant disorder, which causes frustration and anger. However, some doctors do not want parents to prematurely fear for their children if they have a bag of Takis.

Dr. Jennifer Woo Baidal, an associate professor of pediatrics at Stanford University, says that food dyes overall are not good for children. However, consuming a small amount of dye will not cause the health issues some parents may fear. According to the New York Times, other doctors are urging

further research on food dyes and behavioral issues. The FDA will be partnering with the National Institutes of Health to conduct more research on children’s’ health and food dye.

As the debate continues in Washington, freshman Sam Worrall expressed the concerns he’s heard about some food dyes being linked to cancer.

Ninth grader Noah Miller-Fimpel has heard similar warnings.

“My mom told me ... that red food dye gives you cancer,” Miller-Fimpel said.

The FDA found that food dyes do not cause cancer in humans, but may cause cancer in rats.

Next time you grab a snack, look closer at what food dyes it contains, and try to limit your intake. Although there isn’t enough research to confirm that food dyes can cause behavioral problems and hyperactivity, it is best to avoid them to keep clear of potential risks.

Where do food dyes show up in our vending machine?

DORITOS contain Red 40, Yellow 5 and Yellow 6. Other foods with Red 40 are M&M’s, Froot Loops and Takis.

TROLLI GUMMIES contain Red 40, Blue 1, Yellow 5 and Yellow 6.

SKITTLES contain Red 40, Yellow 5, Yellow 6 and Blue 1. Other foods with Yellow 5 are Eggos and Lucky Charms.

MUNCHIES contain Yellow 5, Yellow 6 and Red 40.

SOUR PATCH KIDS contain Red 40, Yellow 5 and Blue 1. Other foods with Blue 1 are Gatorade, Prime and Airheads.

ORBIT GUM contains Blue 1, Red 40 and Yellow 6.

PHOTO ILLUSTRATION: Izzy Middlebrook

10

IN DE

THE RUBICON

RELIGIOUS RELICS. The Taj Mahal (left) in India and St. Stephens Basilica (right) in Italy are two iconic religious buildings.

RELIGIOUS REVELATIO Students balance faith with their education

FAIR USE IMAG

EVIE GARDNER THE RUBICON

“Do you believe in science or religion?” is a question often asked of those who express their spirituality publicly. For many, the answer is both. However, science and religion are so often pitted against each other that this isn’t the default expectation. Religion and science are regularly seen in opposition, and coexistence is deemed improbable.

Science offers observation-based explanations of the world, while religion provides spiritual interpretations of life. In a 2020 study regarding the global religious landscape, Pew Research Center study found that 8 out of 10 people globally identify with a religion, and similarly, roughly 80% of the population believes in science.

Religion and education most notably clashed when the Catholic Church forbade the works of notable scientists like Copernicus and Galileo and deemed them heretics. This effectively stereotyped religion as anti-science and science as anti-theist. However, the history of conflict between the two predates this moment in history.

The House of Wisdom in Baghdad in the 8th century was one of the first places where scientific discoveries were commonly influenced by religious doctrine.

In the U.S., these two sides of belief have remained relatively separate until more recent times. The beginning of these divisions was first mentioned in 1802 when Thomas Jefferson pointed out the necessity of the separation of church and state. The debate of religion in edu-

PERCENTAGE OF AMERICANS WHO IDENTIFY AS RELIGIOUS

cation took off of secular religi ciding religion in both theism In recent ye public educatio like such as Lo the Ten Comm school classroo SPA teaches approach to rel tween differen Fenton-Rutzick had a positive e ligions. “I think of different peo grows your kno

1950

1960

1970

198

98%

97%

96%

93%

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EPTH

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- MAY 2025

Some students think learning about the world’s religions is valuable. Head of the history department, Ben Bollinger Danielson shares a different perspective on the topic of teaching religion, as the teacher of the World Religions course. “I think you have to understand that religion is such an important part of how people experience the world, and I think there is a curiosity about that,” Bollinger Danielson said.

How does religion show up in your education?

“

SINCE THIS SCHOOL DOESN'T BELONG TO A RELIGION, I THINK THAT THOSE [VALUES] CAN BE TAUGHT WELL OUTSIDE OF A RELIGIOUS VIEW.

GES: Wikimedia Commons

from there. More recently, the rise ion boosted the popularity of coinand science, promoting the belief and science. ears, efforts to include religion in on have strengthened with states ouisiana passing laws mandating mandments to be present in public oms. s an objective and humanitarian ligion, finding the similarities bent ideologies. Ninth-grader Ruby k thinks that the school culture has effect on her views of different rek that being in a setting with a lot ople from different religions also owledge,” she said.

“

I really don’t see it come up in my education at all ... I really don’t pay attention to those things. sophomore Solomon Beardsley

“

sophomore Charlie Zakaib

ON

- SPA THINKS -

Ninth-grader Solomon Rutzick Bailey agreed.

“It’s good to know, because it’s important information and a lot of people have ties to it, so you can better relate or understand,” he said.

Head of the English department Anne Boemler has a unique perspective on religion in education, as many English classes teach religious texts outside of the context of religion. “I think it’s important to teach these texts because they have been such an important text throughout time and throughout the world, and a lot of different people who point back to those texts as they way they view the world, so I think they’re important to learn about,” she said.

Sophomore Charlie Zakaib shares a similar opinion as Boemler, but from the perspective of a student. “Since this school doesn’t belong to a religion, I think that those [values] can be taught well outside of a religious view,” he said. “But I think a religious view or a religious take on them describes them very well, and I think they can be more understandable that way.”

Some students who have past experiences in religious schools prefer a secular environment.

In many religions, there’s no correct way to practice or observe their faith, leading to a more complex dialogue and understanding. This method of teaching may work for some, but can also be increasingly confusing.

Rutzick Bailey previously attended King Solomon School, a Jewish school. “It was just a lot to keep track of, and there was no correct viewpoint.

I’d learn a lot of different ideas of what one thing would be, it’s just really nuanced,” he said.

The coexistence of religion and science remains prevalent even though SPA is a STEM-centered school. Many are able to cohesively incorporate both religion and science into their lives.

“I think people confuse them because they think God is on one side and science is on the other, and that they’re not overlapping at all,” sophomore Saif Mujahid said.

Religion and science complement each other in so many ways, but the paths individuals take to navigate them are unique. Whether the role played is simply in learning about religious beliefs or following one, religion’s impact on people and the world is undeniably vast and equally as rewarding to learn about.

I think the cool thing about SPA is there’s such a diverse amount of conversation regarding religion. junior Leah Passe

“

I think SPA is a pretty secular environment and religion doesn’t really affect people’s actions. ninth-grader Annika Kim

“

I don’t feel like religion shows up in my education at all ... I guess in history a little.

junior Minh Tran

“

There have been times where I’ve seen it really show up ... but there are also times where I feel like it never shows up. sophomore Ella Barlow

With additional reporting by Peter Ostrem INFORMATION: Pew Research Center, Gallup News INFOGRAPHIC: Lina Abid

80

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%

89%

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75%

12

IN DEPTH THE RUBICON - MAY 2025

Students find avenues to express religion at school OLIVIA FOX THE RUBICON As debates over freedom of expression continue across the country, students are navigating what it means to express their faith, or lack thereof, within the walls of a private, non-religious high school. While the First Amendment protects religious expression, how it plays out in classrooms, clubs and campus culture raises important questions about inclusion, identity and school policy, especially for students in a secular school like SPA. While ninth-grader Oakley Schonwald, who identifies as Jewish, and also uses shay/shem pronouns, believes that there is still room for improvement in acceptance of religious expression, shay is impressed with the level of accommodations shay has seen for certain religious events. “Taking off [school for] Yom Kippur, that’s really important to me. And I was really happy to hear that we did have the Passover-friendly options during Passover at lunch,” Schonwald said. “I think that the school is doing very well in supporting their Jewish students.”

“

EVERYBODY IS PRETTY OPENMINDED WHEN IT COMES TO RELIGION BECAUSE WE’RE NOT FORCING PREDOMINANTLY CHRISTIAN BELIEFS. ninth-grader Mariya Chaudhary

The school does not have a specific policy on religious expression in the student handbook, although its policies on DEI state that “SPA is committed to the principles of diversity, and strictly prohibits discrimination on the basis of … religion,” among other aspects of students’ identities.

While there aren’t many policies specific to religion, there are still accommodations for students’ needs during religious holiday observations and oth-

er practices, as well as different celebrations to bring awareness about religious expression to the student body.

Students who share the same faith can find a sense of community by attending religious affinity groups.

The Muslim Student Affinity is one of them. One of the new leaders of MSA, junior Zain Kizilbash, finds that affinity groups serve not only to provide a safe space for their members, but also to help the student body foster a greater understanding of Islam.

“The purpose [of MSA], I suppose, is just to provide a community space for the Muslim students at SPA to decompress and have fun, while also making it an avenue to share more about the culture and about the religion to the wider school,” Kizilbash said. “[A big part of MSA is] providing a glimpse into the faith for the wider school community as a whole.”

Students’ experiences with religion can be greatly impacted by their social climate. For freshman Mariya Chaudhary, who identifies as Muslim, her religion can sometimes set her apart from her peers.

“There’s some things as a Muslim that I can’t do that other kids can do freely,” Chaudhary said. However, she feels comfortable sharing her religious identity at school. “Everybody is pretty open-minded when it comes to religion because we’re not forcing predominantly Christian beliefs,” Chaudhary said.

Counselor Jake Turnbloom believes that everyone’s experience is different, so it is important to learn about individuals and their experiences in addition to cultures and beliefs. “It’s good to have a background knowledge of [diverse cultures] ... But, I think what we really need to practice is cultural humility and … lean into [learning about others] with excitement and curiosity for everybody, because everybody’s going to have a different experience,” Turnbloom said.

Supporting religious expression for all is necessary to foster an inclusive environment, as it allows students from both religious and non-religious backgrounds to feel safe. Making room for everyone in the community through simple things like holiday accommodations or affinity groups makes a big difference in the level of safety and comfort that is felt in school.

RELIGIOUS AFFINITY FAQ WHAT IS AN AFFINITY GROUP? Affinity groups can be a place for people in a community to come together to learn more about their identities and to feel more connected based on those identities.

WHO CAN BE PART OF AN AFFINITY GROUP? Only people who can speak from the “I” or “we” perspective with that particular group can be a part of it.

53% of religious students reported that they pray at school in some capacity.

58% of religious students reported that they never wear religious clothing or jewelry to school.

96% of non-religious students are open to having a conversation about religion.

60% of nonreligious students are open to going to a religious service with a friend.

PHOTO: Mispacha Instagram

AMAZING AFFINITY. The Jewish affinity group, Mispacha, gathers all students who share a Jewish religious identity.

84% of nonreligious students are open to taking an academicbased religious class.

AREN’T RELIGIOUS GROUPS JUST EXCLUSIVE AND DIVISIVE? We all benefit from interactions with people who share common identities or experiences.

HOW CAN I SUPPORT AFFINITY GROUPS I DON’T BELONG TO? Affinity groups are only one aspect of creating a diverse and socially just world by creating a brave space for people to build strength and pride.

INFORMATION: Rubicon poll with 42 student responses SUBMITTED PHOTO: MSA

INFORMATION: Reprinted from the National Independent School Association

Survey reveals students’ views on religion in school

CREATING CONNECTION. The Muslim affinity group, MSA, brings together people from all grades that identify as Muslim.

REVEALING RELIGION. While a small percentage of students identified as religious, the poll shows a large amount of students are open to learning more about religions, engaging in conversation around it and taking classes regarding religions.

FEATURE THE RUBICON - MAY 2025

13

Summer programs bring curiosity, connection PEONY STEELE THE RUBICON

REPRINTED WITH PERMISSION: Concordia College

EXTRA ENJOYMENT. Summer camps, such as the French program at Concordia Language Villages that sophomore Asha Peckosh took part in last year, offer social connections and engagement during the break. “I made some really good friends, I’m still super close with all of them,” Peckosh said.

The air is getting warmer, the grass greener and the sounds of birds chirping in early May give a preview of summer.

Ten weeks of leisure time allow students to participate in numerous summer activities.

Some travel, play sports or work, while others enroll in summer programs.

With all kinds of summer programs available, students at SPA have a variety of subjects and specializations to choose from that will best suit their skills and interests.

Ninth-grader Eric Zhang has one specific program with which he has built up multiple years of familiarity. Being predominantly interested in math, Zhang took an online math course called Awesome Math and plans to continue with it this summer alongside his friends to

better prepare them for math competitions.

“Recently, I took the AMC 10 and the AME, and my scores have improved from the previous year,” Zhang said. The AMC 10 is a 25-question math competition designed for students in grades 10 or below, while the AME is a more challenging competition for students who perform well in the AMC 10.

“

I REALLY LOVE FRENCH, AND SO I THINK IT WAS A REALLY GREAT WAY FOR ME TO IMPROVE. sophomore Asha Peckosh

Meanwhile, sophomore Asha Peckosh participated in a French high school credit program

at Concordia Language Villages during summer 2024. The goal of this program is to learn a year’s worth of French in just one month, which enabled Peckosh to skip a level of the language at school.

“I really love French, and so I think it was a really great way for me to improve, especially conversation skills,” she said.

Not only was the program an exceptional way to gain more experience surrounding the French language and culture, but Peckosh also loved the social aspect.

“I made some really good friends, I’m still super close with all of them,” she said.

Many students choose summer programs to work toward goals or explore potential future paths, while others are drawn to experiences that offer fun and personal growth, such as trying new activities with new

people to form long-lasting friendships.

Setting specific goals that work towards desired achievements has helped students like Zhang and Peckosh to choose the right learning environment for them.

Although they already had an idea of how their programs could benefit their futures, many students do not have a set intention when entering summer programs. Nevertheless, participating only requires intrigue.

“I would recommend [AwesomeMath] if you are interested in competition math,” Zhang said.

Whether it’s advancing in a subject they love, preparing for competitions or simply diving into new interests, SPA students continue to make the most of their summers, transforming time off into time well spent outside of the classroom.

AmeriCorps cuts hit close to home at Sanneh Foundation CARYS HSIUNG THE RUBICON From slashing the United States Agency for International Development to advocating for the dissolution of the Department of Education, the Trump administration has targeted nearly every aspect of the government through its notorious executive orders.

One of the administration’s newest developments hits close to home for volunteers across the nation: the cancellation of more than $400 million worth of grants from AmeriCorps.

AmeriCorps, a government agency that funds community service organizations surrounding education, disaster preparedness, climate conservation and more on a local and national scale, serves nearly 200,000 volunteers through stipend programs in over 35,000 locations throughout the United States.

“

WE’RE COMMITTED TO MAKING SURE THAT EACH AND EVERY [AMERICORP VOLUNTEER] ENDS UP IN A SITUATION THAT THEY WANT TO BE IN. Sanneh Foundation founder Tony Sanneh

The Department of Government Efficiency’s decision to call off grants that amount to 41% of the agency’s budget on Apr. 25 arose with the purpose of better spending taxpayer dollars and shrinking the federal government. However, the cuts will affect tens of thousands of volunteers across the country in the coming months, not to mention the hundreds of AmeriCorps members who were already laid off by the Trump administration.

One such organization that is affected by the cuts is the Sanneh Foundation, a local nonprofit that provides resources to underserved communities in Minnesota. Led by SPA board member Tony Sanneh (‘90), the Sanneh Foundation relies on a multitude of youth volunteers for their programs, which include free after-school care at the Conway Community Center, educational support, mentoring, sports camps and nutritional services.

The Sanneh Foundation has partnered with AmeriCorps since 2011 through a variety of intermediaries.

The organization started with Up2Us Sports, an AmeriCorps anti-poverty Volunteers in Service to America (VISTA) program that provides coaching and mentoring in sports to children. AmeriCorps then recognized the Sanneh Foundation’s Dreamline program, which supports students’ academic endeavors, and sent members to work in the schools there.

“Over time, that relationship grew, and then the city of St. Paul were intermediaries for the VISTA program,” Sanneh said.

AmeriCorps members who volunteer through VISTA programs focus on capacity-building and handle administrative roles instead of direct service work. At the Sanneh Foundation, the Volunteer Generation Fund enables infrastructure and outreach work to take place; due to the grant cuts, the Sanneh Foundation will have to eliminate positions or find other means to afford resources, which could ultimately result in lower-quality programming.

The Sanneh Foundation was seeking AmeriCorps members to volunteer at the Girls First program, an initiative that focuses on fostering inclusive environments for female-identifying youth, to assist with developing the program and giving the organization more resources to do so. Unfortunately, those roles were shut down by the recent grant cuts. “[It] is very disappointing because … we had done so much after COVID to stabilize [the Conway Community Center], and so the Girls First and the Conway coordinators were positions that were being developed to reengage teenage youth back to the community center,” Sanneh said. “It was good to help start a team to really be more intentional about our investments for women and girls through sports, but it takes people to do it … We just have to figure out how we’re going to do it with less people.”

After receiving an email at 4:45 pm on a Friday afternoon notifying the Sanneh Foundation of the grant cuts, the organization got straight to work to support their current 11 AmeriCorps volunteers. “[We] just let them know that we heard this, we’re on this, we’re paying attention, but just really letting them know that we’re committed to making sure that each and every one of them ends up in a situation that they want to be in and feel supported as they made these commitments to us,” Sanneh said.

As of now, the Sanneh Foundation is still gathering information on how to handle the grant cuts ef-

SANNEH STATISTICS

in 2023-2024

4,500

hours of educational support.

million pounds of food distributed to communities.

81

2.23

free community camps provided.

people supported at Conway Community Center.

3,500

INFOGRAPHIC: Amanda Hsu INFORMATION: The Sanneh Foundation

SALIENT SUPPORT. The Sanneh Foundation, led by SPA board member and alumni Tony Sanneh, is a nonprofit organization that provides assistance to Minnesota families and youth. President Trump’s recent cuts to AmeriCorps grants are affecting the foundation’s volunteer network and certain programs.

fectively. Despite the wait-and-see status, the organization is raising money for resources to support the AmeriCorps members and leveraging new avenues for volunteerism, whether that be volunteering at food distribution sites, coaching camps at the Conway Community Center or running programming.

“There will be a new call for action to get more interns and some volunteers for people that are willing to come in and support us through a different kind of volunteerism this summer as we need to keep continuing this work to serve the community,” Sanneh said.

14

FEATURE THE RUBICON - MAY 2025

PHOTOS: Diane Caravela (2015) and Via Campbell (2025)

LASTING LEGACY. Director of Bands Randy Reid conducts in the band room and on the Huss Stage. Reid has spent ten years teaching a inspiring the next generations of musicians through both middle and upper school. “I want the program to stay at least as strong as it was, and if it can get stronger, that’s even better … I would like to be able to come back next year or the year after, come listen to a concert and think, ‘Oh, those guys are good,’” Reid said.

STORY AT THE START (2015)

Reid directs band with a strong note BREANDAN GIBBONS THE RUBICON

Walk into the band room and it’s not uncommon to hear loud melodies and syncopations and, until his sabbatical, to see US band director Bill Mayson in front, conducting the band. For the first semester, while Mayson is away, Randy Reid is the man leading the Intermediate and Advanced Jazz bands, as well as the middle school band.

“When I was at Mounds Park Academy many years ago, I had two Jazz Ensembles there, and I really enjoyed doing the Jazz ensemble aspect of the program,” Reid said.

“

THE INTERMEDIATE JAZZ BAND HAS BEEN REALLY GREAT TO WORK WITH. Director of Bands Randy Reid

In his first weeks at SPA, Reid has seen a lot of great things in the band room.

“The Intermediate Jazz Ensemble has been really great to work with. They’ve made lots of progress in just the first three weeks of school,” Reid said. “The Advanced Jazz Ensemble has really blown me away with their ability to learn stuff quickly,” he added.

Reid will be the first band director to lead the bands in the new Huss Center.

“It’s a beautiful space,” Reid said of the auditorium, “I’m looking forward to being the director that gets to have the Jazz Ensemble play in there for the first time— It’s really cool.”

More than just jazz: mentor and creative inspiration, Reid retires

JUAN MIGUEL ADAMS MANAGING EDITOR

After ten years of teaching, conducting and holding together the SPA band and orchestra programs, Director of Bands Randy Reid is retiring.

Since 2015, Reid has directed both the middle and upper school bands, led the orchestra woodwinds and taught countless students wanting to be involved in music.

Reid didn’t come to SPA with a plan to stay long. Hired initially as a one-semester sabbatical replacement, he filled in for former band director Bill Mason. Then another opening emerged, and he stepped in again, parttime at first, then fulltime.

Before SPA, Reid had been a stay-at-home parent for nearly a decade, played trumpet in community bands and previously taught music at Mounds Park Academy.

But it was at SPA where he fully returned to directing, known for his familiar presence in the music wing.

His start in music wasn’t about ambition; it was about connection: “I was a mediocre trumpet player, and I didn’t have a whole lot of friends.

And then I started making friends in my high school band … and I realized through just goofing around on my instrument with my friends, that if I actually practiced a little bit, I got a lot better,” Reid said.

“I wanted to be that person who could open doors for kids who had that same feeling.”

At SPA, Reid made that philosophy a reality with his ensembles.

“My goal was mostly just wanting to … be that person that facilitates kids sort of finding their place … discovering aspects of music that they might not have discovered on their own,” he said.

One of Reid’s most lasting contributions was turning the spring jazz concert into the now-beloved cabaret.

“The spring concert was just like an ordinary concert … just jazz … and there wasn’t a huge audience so I thought it would be much better if we got everybody on stage with some snacks and a glass of water at the tables and have [just] the difference in atmosphere,” Reid said.

He also expanded what music at SPA could sound like, whether through jazz fusion stan-

dards or cinematic pieces like his arrangement of the “Wonder Woman” theme for full orchestra, a favorite of his.

“It’s a very aggressive piece … that was kind of fun because I think it sort of stretched the orchestra’s idea of what an orchestra could sound like,” he said.

As for the future, Reid’s hopes are simple: “I hope that there isn’t any step back. It’s kind of natural if a student is sort of on the fence about whether they’ll continue or not, they might use the fact that the band director is changing as an excuse,” he said.

“I want the program to stay at least as strong as it was, and if it can get stronger, that’s even better … I would like to be able to come back next year or the year after, come listen to a concert and think, ‘Oh, those guys are good.’”

Ten years may not sound like a lifetime, but in a school, it’s long enough to leave a lasting imprint on students who passed through the band room under his teaching.

Reid was there, ready, thoughtful and always listening.

“

[MR. REID] IS ENCOURAGING AND UPLIFTING AND TRIES TO MAKE YOU THE BEST MUSICIAN [THAT] YOU CAN BE. junior Howard Huelester

“

HE WAS THE CHILLEST TEACHER EVER AND HE HAD REALLY GOOD STORIES.

sophomore Stella Hunter

This story was originally published in the Sept. 2015 print issue of The Rubicon as part of a Feature spread on new faculty.

Scan this QR code to read a digital copy.

FEATURE THE RUBICON - MAY 2025

15

FOND FAREWELL

A perpetual temp, Telfer holds a permanent place in hearts JUAN MIGUEL ADAMS MANAGING EDITOR

Scott Telfer’s career path took a turn after a conversation in 2001.

“My wife pulled me aside and said, ‘You’re not very happy,’” he said.

“And I said, ‘Yeah, you’re right.’ She told me I needed to either find a way to be happy in law or do something that makes me happy.” Telfer didn’t hesitate to move into education; that conversation marked the beginning of his transition from the legal world to the classroom.

Telfer’s interest in teaching wasn’t entirely new. He came from a family of teachers, with his father teaching eighth grade, and his uncles and aunts teaching high school. As a child, he considered both law and teaching as potential careers. He chose law first but found the practice unfulfilling.

“The way their practice of law was, at least at that time, it was all about maximum billing and less focused on really helping your clients, and that was not a good fit for me,” Telfer said. Though he doesn’t regret his time in law, Telfer knew he needed a change.

Shortly after switching into education, Telfer and his family moved to China, where his wife

worked with 3M. He taught a range of subjects, including math and English, at a British International School. After returning to the U.S. in October 2020, his previous role, training teachers, was eliminated due to the COVID-19 pandemic.

Telfer then reached out to SPA. He began at SPA as a full-time assistant and later transitioned into an English teaching role.

Within a year, his role expanded to include longterm substitute teaching and, eventually, history classes.

Telfer’s teaching philosophy has been shaped by his experiences both in the U.S. and abroad.

Having taught in Texas, China and at SPA, he’s seen the wide variation in educational environments.

He found the difference between the rigid curriculum in Texas, focused heavily on standardized testing, and the more flexible, student-driven approaches he encountered in both the British School in China and here.

“The biggest difference I saw was how much latitude I had in teaching, compared to my time in Texas,” he said. “Here, teaching is more adaptable to students’ needs and interests, which is

“

[MR. TELFER] WAS A VERY POLITE AND CHILL TEACHER.

junior Ella Barlow

“

I HAD [MR. TELFER] IN EIGTH GRADE AND I ALWAYS LIKED THE CANADIAN QUIZZES .

PHOTO: Juan Miguel Adams

WORLDWIDE WISDOM. History teacher Scott Telfer challenges his World History II class with some primary sources. Having taught in a British International School in China, Telfer has lots of experience teaching in different environments and subjects.

sophomore Lachlan Gaspard

better suited for a learning environment.”

Critical thinking is also at the heart of Telfer’s teaching style.

He encourages students to think independently and challenges them to engage with the material.

Telfer aimed to promote a space where students felt comfortable

challenging his views. “I love it when students argue with me. That’s the best way to learn … when students feel comfortable disagreeing and discussing different perspectives,” he said.

While Telfer’s career has been marked by leadership roles and recognition, such as being

named Teacher of the Month in Texas, he considers his most significant achievement the decision to leave law behind. “I do not for a second regret it … teaching has truly been much more fulfilling for me,” Telfer said.

Looking ahead, Telfer hopes SPA will continue to prioritize a balanced

junior Elzie Bieganek

junior Frances Matthews

junior Taryn Karasti

approach to education. “I hope SPA stays true to its mission of teaching students to think for themselves … It’s important to challenge students, not just teach them what to think,” he said. For Telfer, teaching at SPA has been the ideal way to conclude his career.

Somes leaves a blueprint for living JUAN MIGUEL ADAMS MANAGING EDITOR

US Math Teacher Ethan Somes is leaving after four years of teaching in the math department. Somes taught Geometry and taught in the middle school as well, teaching Math to eighth graders. They were also the faculty advisor for the student affinity group Rainbow Connection and organizer/chaperone for the annual Q-Quest, run by the Minnesota School Outreach Coalition.

Always up for a moment of connection, Somes is known for attending sporting events in support of advisees and competed on the winning faculty Quiz Bowl team.

In the “Meet the New Teachers” article from 2021, Somes said “I think math is just like... the blueprint of the universe. It explains everything in such a perfect, beautiful way,” they said.

Somes declined to be interviewed for departing teachers story.

“

HE REALLY HELPED ME WITH MY GROWTH MINDSET IN MATH, AND HE WAS A VERY FUN TEACHER.

“

HE IS ALWAYS REALLY FRIENDLY IN THE HALLWAYS AND MAKES A POINT OF, LIKE, SAYING HELLO OR SMILING.

“

WHEN I HAD HIM FOR GEOMETRY, I ACTUALLY UNDERSTOOD EVERYTHING, AND HE EXPLAINED EVERYTHING REALLY WELL.

Read about Somes involvement in the community during his four years in the math department at RubicOnline.

16

SPORTS THE RUBICON - MAY 2025

SPRING SPORTS WRAP-UP

Scan the QR code to find team pages to keep up with latest scores and post-season information at the Spartan Athletic Hub.

Spring sports are in the final stretch before the season comes an end. SPA offers eight sports and three club sports in the spring. Read about each team’s transition into post-season and their reflections on the year. Team records are as of press time.

BASEBALL

BOYS GOLF

JUAN MIGUEL ADAMS THE RUBICON

PETER OSTREM THE RUBICON

Junior Oliver Bisanz has enjoyed individual success this season because he has been taking the sport more seriously. “I used to take it less seriously, and I’m still doing it for fun, but this year I’ve started to play in matches, started to play better, all while still maintaining the fun vibe of golf,” he said. Bisanz has also enjoyed the more relaxed atmosphere that the sport provides. “It’s more loose, less structured and strict, and the community is all like friends just playing golf together,” Bisanz said. The team has three coaches: Coach Pope, Coach Werner and Coach Nick. Bisanz attributes some of the team’s positive culture to these three. “They all work very hard at making sure everybody has a good time, while still pushing players to work hard and be better golfers. It’s really fun,” Bisanz said. Balancing the relationship between the relaxed feeling and team success isn’t easy to pull off, but the boys golf team seems to have done it this year.

Despite a tough 5-12 season, the boys baseball team is staying focused, and sophomore Gus Hembre is helping lead the way from the pitching mound.

Now in his 11th year playing the sport, Hembre is a key player on the team, with one of the lowest earned run averages in the conference.

“I always go out there with the mentality that I’m better than the batter,” he said. While the team has faced inconsistencies, he believes this year’s roster is more committed than in the past. His standout performance came in the season opener against Eagle Ridge Academy, where he pitched three scoreless innings. As the team prepares for the playoffs, Hembre is focusing on improving his fastball and the energy he brings onto the field.

Win or lose, the team remains strong. “The team feels like a real good sense of community … and I think everybody’s dedicated,” he said.

BOYS TENNIS EVA BURNS

THE RUBICON

The boys tennis team has enjoyed a successful section run, with a record of 21-0. The team feels confident in its abilities to win the state for a fourth consecutive year. Doubles player Isaak Senaratna’s goal is to get first in the state with his partner Allan Wang, a step up from their third place finish last year. Citing the pair’s major win against Wayzata earlier in the season, Senaratna has faith in their potential to achieve success in this goal. However, after the spring ends, the team is already looking ahead to training in the off-season. Senaratna’s plan is to “make sure my game continues to rise, and just play a lot of tennis,” he said.

GIRLS GOLF PETER OSTREM THE RUBICON

The girls golf team is a sizable amount smaller than it was last season. Ninth-grader Sara Karmaliani has noticed this, but believes it has had a positive effect. The team is coached by math teacher Lauren LeMinh and technology coordinator Angie Kritta. Karmaliani has enjoyed their coaching style during her first year on the team. “They are both incredibly supportive of each player and really understanding,” Karmaliani said.

One of the biggest challenges Karmaliani has faced this season has been the unpredictability of the sport. “The sport has a very up-and-down nature, depending a lot on a lot of different elements,” Karmaliani said. Because of this, on an individual level, the season hasn’t gone as well as she hoped. Despite this, she’s still having a good time on the team. “For me personally, the season hasn’t been the greatest, but it’s still pretty enjoyable,” she said. This positive and team-first mindset is part of what has made the girls golf season worthwhile.

Top to bottom: TIDY TIME. Sophomore Theo McGuire quickly makes his way to catch a flying ball at CHS field.

PHOTO: Caden Deardurff. PERFECT PUT. Senior Carson Granberg gets ready to make a final put at his golf tournament. PHOTO: Zahir Hassan. FREE FOR ALL. Sophomore Richard Romans fights for the ball in a game against Proctor public school. PHOTO: Izzy Middlebrook. GETTING READY. The boys tennis team groups together in a cheer before they start their match. PHOTO: Eva Burns. PRACTICE MAKES PROGRESS. Girls golf captain Peony Steele practices her swing. PHOTO: Sophie Karmaliani.

BOYS LACROSSE PETER OSTREM THE RUBICON

The boys lacrosse team is joined with nine other high schools to form the TriMAC Blackhawks. The season is off to a rough start, with a 2-10 record, the only wins coming against Providence Academy and Holy Angels. Senior Josh Holloway is one of three captains on the team and has played since ninth grade.

“The season hasn’t gone like I hoped, but I’ve really enjoyed the community of my lacrosse team and the positivity and effort,” Holloway said.

In past seasons, Holloway has looked up to the upperclassmen for guidance and support, but this season, being a senior, he hasn’t been able to do that. In turn, he has become that role model for younger players.

Holloway also praises his coaches for their hands-on coaching style.

“They’ve been very involved with the team and have a lot of passion in practicing and games, which is echoed by the players,” Holloway said. Although the season hasn’t produced the desired results, the lacrosse team has built a strong sense of a hardworking community.

SPORTS THE RUBICON - MAY 2025

GIRLS LACROSSE

17

JUAN MIGUEL ADAMS THE RUBICON

For sophomore Harper Larsen, this lacrosse season has been about confidence and growth. After not scoring last year, she stepped up as a consistent offensive player. “This year I scored a lot,” she said. “Once you start getting better [at lacrosse], you just gain confidence, and everything starts to click.”

Larsen plays attack, a position she’s grown into since she first picked up a stick in seventh grade. She now plays year-round, including with club team Minnesota Chill. However, Larsen has always found a strong connection with the school team. “I love the team culture at SPA,” Larsen said. “You get to know people better, and it’s just a really fun team.”

One of her favorite moments was in the season opener, a win against a team they lost to last year. “Everyone saw how much better we’d gotten … and knew it was gonna be a fun season,” she said.

SAILING EVA BURNS

THE RUBICON

Leaning over the boat, the sailors steer their way as the wind gusts through the sails. A sport marked by unpredictability, the sailing team held its own against tough weather and fierce competition. As a club sport, sailing might stay out of the limelight throughout its season, but it is still a demanding, high-competition sport that requires coordination, focus and an understanding of the water and wind. Last year, the sailing team was ranked 33rd out of 60, but they have seen lots of improvement so far this season, led by senior Lorenzo Good and sophomore Adi Narayan. The team is small and also includes a few students from the middle school.

Narayan believes that his and the team’s growth has been exponential. “It’s a big learning curve, and once you get going, you learn a lot and keep growing and practicing,” he said.

This year, the team reached its goal of getting to the national qualifiers. From there, even though they didn’t make it to nationals, this young team is achieving one milestone at a time.

TRACK AND FIELD EVA BURNS

THE RUBICON

As one of the sports with the highest participation, track and field helps students stretch the boundaries of their athletic abilities. The team has grown a lot in size this year, but they have also grown in skill level. A model example of achievement this year was when senior Oliver Thompson broke the school 400 meter record with a time of 48.03 seconds, marking a high point in an already impressive season. The biggest challenge so far this season has been practice cancellations due to weather.

Ninth-grader Sophia Obi thinks that losing practice time and consistency can be detrimental to the team, but “as long as you do work outside of practice, it’ll be fine,” she said.

Despite these setbacks, the team has remained committed and focused.

As the season wraps up, many athletes will turn their attention to summer training, other sports and preparing to return even stronger for next year.

SOFTBALL EVA BURNS

THE RUBICON

Influential players leaving and teams shifting are a common occurrence, and the softball co-op with Minnehaha Academy, Twin Cities Academy and Great River School reflects this trend. Last year, the girls earned the conference champion title, but now this title seems less achievable. With a current record of 1-17 compared to last year’s 13-8-0, times have definitely changed. Captain Helen Frost mentioned that the team has lost a lot of players, but is “doing a good job building up as the season goes,” she said. Even with fewer wins, this co-op with other schools continues to give the girls an opportunity for friendship and bonding outside of the normal school environment. As the season wraps up, the team’s composition of mostly younger students with one senior hints at capacity for growth within the coming years.

ULTIMATE FRISBEE PETER OSTREM THE RUBICON

The ultimate frisbee team has built a strong sense of community this year. Sophomore William Drake has specifically enjoyed the team culture and spirit. “There is a lot of excitement around the team, and everyone has been supportive of one another. I think everyone is happy with how we’ve been playing, whether we win or lose,” Drake said. He credits the coaches for a large part of this positive team culture. “They are both volunteering, which makes it feel like they really care about the team,” Drake said. Furthermore, he credits their rotation of players and evenly distributed playing time. “A large component of having a successful season is that everyone is getting a lot of playing time.”

Even though they have had a successful season, there is much concern regarding next season. “Because of the school cutting funding, there are very few underclassmen on the team. This has led to a lot of concern about there being a team after next season,” Drake said. Despite the concerns about the future of the team, the ultimate frisbee club team has enjoyed a successful season.

TRAP SHOOTING JUAN MIGUEL ADAMS THE RUBICON

Junior Johnny Rog, a co-captain on the trap shooting team, has seen real progress this season, not just in his performance, but in the entire team’s growth. “We’ve definitely improved a lot,” Rog said. “There are a lot of new shooters who got the hang of trap shooting really quickly, and I think we have our coaches to thank for that.” While the team didn’t set strict goals this season, improvement was clear. “We’re playing a lot better in tournaments, everyone’s shooting a lot better … there’s more teamwork, and we’re more connected,” Rog said. That mindset has paid off: this year, a few teammates even hit perfect scores of 25, something the team hasn’t seen in years. With stronger performances across the board, the team is closing the season confident, with a lot of young talent.

Top to bottom: FACE TO FACE. Lacrosse captain Lucy Thomas faces off against a Blake player. PHOTO: Naomi Zins. READY FOR ACTION. Sophomore Leif Rush and senior Finn Cairns await to spring into action. PHOTO: Eva Burns. COMES IN CONTACT. Ninth-grader Jay Tilton prepares to strike the ball at a game against Breck School.

PHOTO: Caden Deardurff. TIGHT TIMING. Ninth-grader Annika King leaps into the air while contorting her body to get pass the high bar at a track and field meet. PHOTO: Clara Lovelace. FAST FEET. Junior Roman Farley runs to catch the flying frisbee at a game against Saint Thomas Academy. PHOTO: Yasmin Khan. READY SET FIRE. Sophomore William O’Brien focuses to shoot his target, a flying clay disk. PHOTO: Darien Hull

18

ARTS & ENTERTAINMENT THE RUBICON - MAY 2025

2

3 1 PHOTOS: Ivy Evans

1. MAJESTIC MANNEQUIN. Artist Maddison Pye’s “Fairy God Mother” is featured at the entrance of The G.W. Carver Cultural Center. 2. CREATIVE CORNER. These colorful pieces are located in the corner of the art exhibit at ArT at 967 Payne. 3. COLORFUL CANVASES. These are three of Filipino artist Judy Anne De Veyra’s acrylic paintings at Roots Cafe.

Spring Art Crawl spotlights local artists IVY EVANS THE RUBICON Since 1977, St. Paul’s sprawling celebration of the arts has returned year after year in late spring for the public to enjoy.

From paintings to stuffed animal art to paper cutting, artists create pieces for fun, to comment on current events, reflect on their lives and everything in between.

The St. Paul Art Crawl has run for longer than any other art crawl—a display where multiple businesses or buildings feature various pieces of art-—in the United States.

Growing from a simple art gallery at Union Depot to a multi-building showcase a little over a decade later, the Art Crawl has become a citywide event where over 300 local artists have the opportunity to display their work.

Organized by the St. Paul Art Collective, the 2025 spring Art Crawl spans three weekends, with art galleries spread out across ten neighborhoods and 44 locations.

Visitors can attend as many buildings as they want, following the guide provided at most loca-

SAINT PAUL ART COLLECTIVE has hosted the Art Crawl since 1977.

Go to see and buy work from local artists.

tions either on a sheet of paper or a poster somewhere near the entrance.

The art doesn’t disappoint. There’s a different amount of art at each building; some have only a few pieces and some have a large number throughout the entire space, with varying numbers of featured artists.

At the G.W. Carver Cultural Center in the Payne-Phalen neigh-

borhood, patrons were greeted by a colorful display as soon as they step inside: artist Maddison Pye’s “Fairy God Mother.” More of Pye’s photographs and paintings are featured on a nearby wall. Patrons can also order coffee, various flavors of lemonade and other beverages and pastries like muffins or danishes from the cafe inside.

Another coffee shop on the Art Crawl map was Roots Cafe, which had a pleasant vibe and plenty of places to sit and enjoy a snack or drink.

Featured there was Fil-

ipino artist Judy Anne De Veyra’s artwork: three acrylic paintings titled “Ethereal Meadows,” “Lotus Veil” and “Ocean’s Whisper.”

Another location that stood out was ArT at 967 Payne. it showcased a new style of art at every turn of the two-level space. Various artists were featured with multiple pieces each, and many had booths with art for sale. There was a lot to explore, and a huge variety of art forms and styles.

Overall, the Art Crawl is a thoroughly enjoyable way to spend an open

weekend, a free Saturday or just a few hours.

It’s a great opportunity for local artists to showcase their work, and it’s a unique and interesting experience for all ages.

The St. Paul Art Crawl promotes not only artists, but the businesses and people involved in its organization. It teaches future generations about the importance of art and creates a city full of people who appreciate and support the artists and art around them.

The fall Art Crawl takes place Oct. 10-12.

Melchert speaks fluent guitar ANNIKA KIM THE RUBICON The strum of guitar strings has filled the sound of junior Josh Melchert’s life for several years, an instrument that has helped bring him not only connections, but the ability to connect as well.

Growing up with musician parents – a piano and cello instructor mother and a father who plays the drums -Melchert’s previous interactions with music involved playing the drums on his father’s kit before he branched out to take guitar lessons at age five.

“I feel like it’s given me an opportunity to meet so many new people and express myself to people.

You know, like play actual shows now and play some gigs in front of real people. It’s opened a lot of doors for me,” he said.

Melchert’s guitar playing also finds its way into

other aspects of his life, especially in interacting with and understanding others, a skill he considers integral to making music.

“

I FEEL LIKE [GUITAR HAS] GIVEN ME AN OPPORTUNITY TO MEET SO MANY NEW PEOPLE AND EXPRESS MYSELF. junior Josh Melchert

“Learning how to play in groups has taught [me that] you communicate non-verbally. You can communicate through music, through expressions and through gestures,” he said. “That has helped me with how I can talk to people in discussions and school …

sometimes people understand stuff in different ways that you kind of have to figure out.”

The importance of connection and understanding became more clear to him through a formative memory of his musical journey, where he would be performing on the guitar in front of an audience for the first time during his firstgrade talent show.

“I was super nervous to play guitar, and I was just gonna quit before the talent show,” he said.

“I had a music teacher … he kind of gave me a pep talk, and he actually came up on stage with me and played with me.

So that was kind of like a small moment and a small thing that someone did for me, but it had a huge impact on how I play guitar.”

Consistency over time is another hurdle in prac-

ticing an instrument, and Melchert acknowledges his past struggle with finding his musical direction and whether he wanted to continue at all.

However, discovering his unique form of expression through the guitar has become his motivation to persevere.

“I think I like playing guitar because it is a way that I can express myself, because sometimes it’s hard to express yourself in words or in writing … it really represents myself and who I am, especially in improvising and stuff,” Melchert said. “That’s something that’s very powerful, and I think that’s something that I’ve been drawn to my entire life.”

For Melchert, the reward for years of practice

has been the voice the guitar has given him, and he has never regretted the decision to keep playing.

PHOTO: SPA Smug

GRAND GUITAR. Junior Josh Melchert plays the guitar as part of the Juan-Miguel Quartet’s performance at the cabaret concert April 16.

ARTS & ENTERTAINMENT THE RUBICON - MAY 2025

SAINT PAUL SCOOPS

Ice cream picks to sweeten the summer EVA BURNS THE RUBICON

As summer nears, it is time to relieve stress with a frozen treat. But where to go? Here are some St. Paul favorites:

19

La Michoacana Monarca La Michoacana Monarca opened up last summer, and it is an under-appreciated gem.

Visitors are greeted with a variety of options: La Michoacana Monarca doesn’t just have ice cream, they have popsicles, crepes, flan and Mexican food like elote and chicharron.

I tried a sample of mango ice cream, which had a good tartness to it. I ended up getting cherry and taro in a small cup for $4.60. The

small cup had a good portion at a reasonable price. Taro had a slightly nutty and sweet vanilla flavor that tasted similar to coconut. The cherry tasted exactly like you’d expect and was surprisingly not too sweet. Perhaps the best part of the establishment was the customer service, and the variety was also a bonus. 80 Snelling Ave N - monarcamn.com

Treats Cereal Bar and Boba Treats brings a twist to its desserts by combining timeless cereals with its ice cream. There is outdoor seating, whereas the inside is home to a cereal mural, more seating, really bright lighting and cereal pillows. I tried Crisp n’ Cream in a cone, Berry Kiss in a cup and Butter Puff in a cup, which ended up costing $25.91. All of the ice cream had a nice smooth texture, with Butter Puff taking the prize for smoothest consistency with the help of its buttery flavor. The best-tasting ice cream was probably Berry Kiss, because of the Fruity Pebbles and Fruit Loops’ vibrant taste.

Crisp N’ Cream was a classic option because it was mostly Oreos, perfect for the less adventurous or cereal dislikers. The cone was fine, but it did add a dollar to the price. All of the ice cream was very aesthetically pleasing, aided by the toppings. There were gummy bears for Berry Kiss, mini cookies for the Crisp N’ Cream and Reese’s Puffs for Butter Puff. Treats is the priciest store, and had the smallest portions. However, it is definitely the most unique because of the cereal flavors, outdoor seating and boba selection.

770 Grand Ave - treatsmn.com

Wonders Ice Cream Tucked away next to a barber shop, enter a black and white themed ice cream parlor. Besides rolled ice cream as the obvious favorite, Wonders Ice Cream also offers crepes, milkshakes and boba. If there is a line, expect a long wait because the rolling process is captivating but lengthy. I ordered a small matcha berry for $9.25 and a regular peanut butter cup for $14.15. There is definitely a big price jump between the sizes, but the portion matches this big increase. The peanut butter cup ice cream tastes exactly like the famous Reese’s,

and has a nice touch of mini peanut butter cups for toppings. For matcha berry, the ice cream was not too sweet and unique because it did not taste like grass, like some other matcha-flavored desserts. A pinch of sweetness was added with the syrupy strawberries. At Wonders Ice Cream, the rolls add a nice texture and the inventive flavors offer a break from the ordinary, making it well worth the weekend night wait.

298 University Ave W wondersicecream.com

PHOTOS: Eva Burns

Hook.Line.Sinker. Let’s talk fishing 101 HENRY CAMMACK THE RUBICON Walking into a fishing store for the first time, it can be overwhelming to decide from the thousands of lures, reels and rods lining every wall and aisle, and it’s difficult to know where to begin.

When looking for the best gear, first decide what type of fish you plan to catch. In the Midwest, there are three main categories: Bass, which is the most common type of fishing.

Pan fishing, which is best if you want a large quantity of fish.

Muskie/pike fishing is for people who are looking for the most elusive fish in the Midwest.

For bass fishing, the first thing you need is a rod and reel, and these come in a broad range of prices and types. If it is your first time getting a rod, it’s best to find something in the medium price range, probably around $50-$100. Some brands popular among professionals are Shimano, Lews and Abu Garcia. Look at the weight, length and type of rod for

bass; a common starter is a 7-foot casting rod with a medium action. For the reel, choose the gear ratio, which changes the amount of line that gets reeled in with each turn of the handle. For the gear ratio, a good size to start with is 7:3:1, which gives the reel a medium retrieval speed. For size, a good medium is 150.

When it comes to lures, there is no one answer; it’s all dependent on the lake, the time of year and the weather. Spring fishing is the slowest type of fishing due to the cold waters and the fish being slower. It’s often best to use soft plastics, which give the fish more time to react to the lure and are more likely to bite.

In summer, the water gets warm and the fish are more energetic as they prepare to spawn, making them attracted to faster-action lures.

Some options for this are hard plastic lures such as single-blade spinner baits and frogs. These lures move faster across the water and trigger the fish’s hunting instincts with their vibrations and flashes.

Fall fishing is the easiest of all the seasons.

It’s the time to catch the biggest fish because they are starting to get ready for winter, when food is scarcer, so they will eat more food and be less picky about what they eat. In addition to those already named, whopper plopper, small crank baits and swim baits are all meant to target more aggressive fish.

Moving on to bluegill and pan fish, not much changes throughout the year, and in general, lighter setups are better.

A 5-foot ultra-light spin combo will help you cast lighter baits more easily, and for bait, you can use any sort of small worm, corn or even bread. Bluegill and pan fish mostly sit under large docks and trees and in large groups.

If you’re looking for bigger fish, consider northern pike and muskie. These are the biggest and most aggressive types of predatory fish in the Midwest. While northern pike are less picky, the muskellunge is considered one of, if not the hardest, freshwater fish to catch, with the nickname

the “fish of 10,000 casts” due to its tendency to sit and watch a lure without biting.

To start, you want a much heavier setup because these fish can get big. An 8-foot-long casting rod with heavy weight and high action works great, and consider a 300-400 series reel with a 5:8:1 or a 6:3:1 ratio, depending on the options for the reel you are looking at. This is good for the heavier, bigger baits used for northern and muskie.

For lures, the main idea is the bigger is better, especially for muskie, which will take lures anywhere from 5 to 20 inches. Muskie season doesn’t open in most areas until early June, northern season usually opens in early May, and there are a lot of options for lures to use.

In general, northern are more likely to bite if they’re angry, so any lure that makes vibrations is good during typically slow spring fishing. Some examples are chatter baits, crank baits and rapalas.

During summer, northern are looking to eat

PHOTO: Henry Cammack

BIG BASS. Freshman Henry Cammack holds a 5.2lb largemouth he caught last summer.

fish that catch their eye, and any sort of spinner, spoons or inline spinner baits should work well.

In the fall, northern will bite anything that looks appealing to them, with large whopper ploppers, 14-inch inline spinners and bulldogs being some of the most popular lures.

In general, there is really no wrong way to fish, and everyone has their opinions on tackle and lures. But this guide is a good start if you’re new to fishing and want to have a great day on the water.

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ARTS & ENTERTAINMENT THE RUBICON - MAY 2025

THEATER REVIEW

PHOTO: Via Campbell

WE KNOW HOW IT ENDS. Missus Hermes (Aarushi Bahadur) holds up a blooming rose at the end of show. “Hadestown” ends with a moment of resilience after tragedy.

The heavenly world of Hadestown Captivating performances and a Grecian tale make musical unforgettable ELIZABETH TUTTLE RUBICONLINE

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Hadelstown (Teen Edition) earned spotlight honors from Hennepin Arts’s Spotlight program. It is the most for any single production, to date.

What happens when love, fate and poverty collide? “Hadestown” answers this question. The critically acclaimed musical with music and lyrics by Anaïs Mitchell, premiered on Broadway Mar. 22, 2019, at the Walter Kerr Theatre under the direction of Rachel Chavkin. Its Spotlight Award-winning adaptation, “Hadestown: Teen Edition,” performed on the Huss stage May 16-18. Narrated by Hermes (Aarushi Bahadur), the production explored the love story of Eurydice (Maddie Pierce) and Orpheus (Coda Wilson), intertwined with the influence of Hades (William Hanna), Persephone (Ellie Putaski), and the Fates Eva Johnson, Frances Matthews and Kate Tuttle).

“Hadestown,” set in a post-apocalyptic world and inspired by the Greek myth of Orpheus and Eurydice, blends blues, jazz and folk music to tell a story of love tested by poverty and fate. When hardship drives Eurydice to accept Hades’s offer of a better life in the underworld, Orpheus sets out to rescue her. Hades agrees to let her go, on the condition that he must lead her out without looking back. As doubt creeps in, Orpheus questions Hades’s intentions, Eurydice’s loyalty, and his faith in love; if he looks back, Eurydice will be trapped in the underworld forever.

The musical explores themes such as love versus fate, the corrupting force of greed, and sustaining

power of hope. Eurydice and Orpheus’ pure love contrasts with Hades and Persphone’s disintegrating relationship, highlighting how love can challenge destiny but not always escape it. Hades, portrayed as an industrialist, embodies greed and exploitation, showing the danger of unchecked power. However, despite the darkness, hope remains essential, offering a reason to believe in love, redemption and resistance.

Given the talented cast, lighting crew, and musical ensemble, the show was a must-see. Some notable performances include Pierce’s interpretation of Eurydice, Wilson’s execution of Orpheus and William Hanna’s rendition of Hades. The leads, Pierce and Wilson, were cast perfectly. Pierce’s vocals stunned the crowd, her vibrato echoing off every panel of the theater’s walls. She captivated the audience with her elegant, persistent tone and evocative dramatics. Wilson embodied the ideal Orpheus: a strong actor and an even better singer. Throughout all three performances, he showcased the perfect balance of charm and vulnerability.

Despite playing a supporting role, Hanna was vital to the production’s success. With their commanding presence and chilling vocals, Hanna tackled the complex role of the god of the underworld. An equally tal-

PHOTO: Elizabeth Tuttle

PHOTO: Via Campbell

SINFULLY STERN. Hades (William Hanna) is seen intimidating Hermes (Aarushi Bahadur) while Eurydice (Maddie Pierce) and Orpheus (Coda Wilson) huddle behind them.

MY HOME. The love story of Eurydice (senior Maddie Pierce) and Orpheus (senior Coda Wilson) brings joy and tension to the storyline.

ented singer and actor, their true talent shone in their frisson-inducing “His Kiss, the Riot,” solo.

In the performance, standout songs were “Chant,” “When the Chips are Down,” and “Wait for Me (Reprise).” In “Chant,” the melody dynamically shifted between the characters and the ensemble, creating a layered, echo-like effect. The production made the number especially immersive by having ensemble members move through the aisles, drawing the audience directly into the action. “When the Chips are Down” stood out for its eerie triad harmonies sung by the Fates. One moment that particularly struck me was Pierce’s delivery of the line “Oh, my aching heart.” Her vocals were so powerful and emotionally charged, giving the line a raw intensity. “Wait for Me (Reprise)” left me speechless. With Pierce again delivering a standout performance, the song was filled with breathtaking moments that fully captured the heartbreak and hope at the show’s core.

Overall, the upper school rendition of “Hadestown: Teen Edition” dazzled with its standout vocal performances, emotional depth, and immersive staging. Despite the complex material sometimes being confusing, the production’s ambition and execution paired with the talented cast’s dedication made it a memorable showcase of talent.

RATING: 5/5

PHOTO: Elizabeth Tuttle

WHAT WOULD YOU DO? In “When the Chips are Down,” the Fates (Kate Tuttle, Frances Matthews, and Eva Johnson) sing to Eurydice (Maddie Pierce), urging her to choose between betraying Orpheus to benefit herself or remaining on Earth and suffering.