GLBESeptember, Vol. 84 Issue 2

THE FUTURE OF VSTLunchless 16 Bullying 22 Family Matters 40

Cont

ents

PANORAMA Seniors Claim The Golden Greyhound (6-7)

UPFRONTWelcome Back GNN (8-9)Freshman in Symphonic Orchestra (10)Future Stars (11)Plastic Trombone (12)Camp Experiences (13)Clayton World Order (14)

FEATURESLunchless Students (16-17)Tower Grove Farmer’s Market (18-19)Paul Hoelscher Travels the World (20-21)Bullying at CHS (22-23)

COVER STORYVoluntary Student Transfer (24-29)

SPORTSFrom Lindbergh to London (32)Renovations of Shaw Park Tennis Courts (33)Boys’ Soccer (34)

REVIEWLouFest (36)Ruby Sparks (37)Imposter Movie (38)Jason Mraz (39)

COMMENTARYFamily Matters (40-41)Todd Akin’s Bad Biology (42)My Summer in Israel (43)Pro-Con: Galleria Age Restrictions (44)

STAFF ED.Voluntary Student Transfer (45)

Q&A Jane Klamer (46)

“When we’re surrounded by people just like us, it doesn’t give us the chance to grow.”-Dr. Dan Gutchewsky

PANORAMA Seniors Claim The Golden Greyhound (6-7)

UPFRONTWelcome Back GNN (8-9)Freshman in Symphonic Orchestra (10)Future Stars (11)Plastic Trombone (12)Camp Experiences (13)Clayton World Order (14)

FEATURESLunchless Students (16-17)Tower Grove Farmer’s Market (18-19)Paul Hoelscher Travels the World (20-21)Bullying at CHS (22-23)

COVER STORYVoluntary Student Transfer (24-29)

SPORTSFrom Lindbergh to London (32)Renovations of Shaw Park Tennis Courts (33)Boys’ Soccer (34)

REVIEWLouFest (36)Ruby Sparks (37)Imposter Movie (38)Jason Mraz (39)

COMMENTARYFamily Matters (40-41)Todd Akin’s Bad Biology (42)My Summer in Israel (43)Pro-Con: Galleria Age Restrictions (44)

STAFF ED.Voluntary Student Transfer (45)

Q&A Jane Klamer (46)

[ ]GLBEVolume 84. Issue 2

T H E G L O B E C A P T I O N C O N T E S Tget creative.

SUBMIT YOUR AMUSING CAPT ION AT CHSGLOBE.COM

L A S T M O N T H ’ S W I N N E R“The Mars rover has landed!”

- Noah Engel (Sophomore)

Editors in ChiefMeredith McMahonKatherine Ren

Senior Managing EditorsEudora Olsen Parker Schultz Shiori TomatsuArya Yadama

Webmaster: Dan Zeng

Senior Web Editor: Srijesh Panth

Photo Editors: Olivia MacDougalWillie Wysession

Editors:David Androphy Peter BaughAbraham BluestoneRachel BluestoneChris ChoNeil Docherty Emma Ehll-Welply Jeffrey Friedman Jessica JancoseNina MurovPeter ShumwayChristopher Sleckman

Business Managers: David Behrend Ben Diamond Richard Simon

Distribution Editor: Steven Zou

Web Editors: Peter Shumway Varun Chakravarthy

Reporters: Sophie Allen Zach BaylySonya LiuApril MyersRebecca PolinskyPeter Schmidt

Daniele SkorNoah Watson Steven ZouBridget BoegerGabby BoegerJeffrey Cheng Gwyneth HenkeSierra Hieronymus Audrey HoldsJoseph KatzJiHyun KimRebecca StiffelmanPhoebe YaoAlbert WangEunnuri Yi Richard Simon

Graphic Artists: Audrey PalmerMatt De La PazCherry TomatsuVictoria Yi

Photographers: Sierra Carrel Noah EngelSeth LewisMegan McCormickHanna Park Regine RosasMargaret SchedlAlexis SchwartzDana SchwartzAlessandra SilvaRebecca Stiffelman

The Globe Newsmagazine exists to inform, entertain, persuade, and represent the student voice at CHS. All content decisions are made by the student editorial staff, and the Globe is an entirely self-funded publication. Not every story that our reporters write is published in the print newsmagazine. Visit www.chsglobe.com for additional stories and

photos, and for more information about the Globe itself. For more information about advertising and subscriptions, please contact our office:

Clayton High School Globe1 Mark Twain CircleClayton, MO 63105(314) 854-6668Fax: 854-6734

globe@claytonschools.net

W hen asked to define what makes our district special, some common phrases of-ten come to mind. Clayton

is characterized by academic excellence, com-munity involvement, individual focus and com-mitment to diversity.

The idea that Clayton is a unique and cohe-sive community is an incontrovertible fact. Our days are filled playing the P-bone in pep band rehearsals, researching alongside college profes-sors as apart of the STARS program and sharing life-changing international experiences.

As for the cohesiveness of our community, homecoming embodies it all. I recently was able to witness my own class come together this week as we prepared our class float, decorated the commons and competed tirelessly in the games before the bonfire. Leaving the school at 10:30 p.m. after 7.5 hours of decorating the commons, I finally had a concrete example to

substantiate why my fellow Greyhounds were so proud of their home.

Within those 7.5 hours, I saw tremendous levels of cooperation among students, admin-istrators, parents and teachers alike. Together, we were able to walk two five-by-five feet dice down Gay Avenue, construct a PVC jail and turn the entryway of the commons into the head of a train.

So often, Clayton is lauded for its academic excellence and commendable standardized test scores. Yet, what is truly the defining character-istic of Clayton goes far beyond what a number can portray.

What makes Clayton Clayton lies in its abil-ity to turn its learning opportunities into an experience. In this community, camaraderie and cooperation exist far beyond the classroom walls. Likewise, it transcends all age boundaries as well as the artificial district lines.

In this issue, we call attention to the dis-

trict’s Voluntary Student Transfer program. As the Board of Education continues to discuss ways in which it can improve the efficacy of the program, this month’s upcoming vote will ulti-mately decide whether the district continues to participate in it.

In the past month, members of the Globe staff have sat in on the aforementioned board discussions and interviewed members of the community who have been and will be affected by it.

We provide for you all that we have learned in the following pages. Our only hope is, as the date approaches, let us not lose sight of what makes our community Clayton.

Graphic Artists: Audrey PalmerMatt De La PazCherry TomatsuVictoria Yi

Photographers: Sierra Carrel Noah EngelSeth LewisMegan McCormickHanna Park Regine RosasMargaret SchedlAlexis SchwartzDana SchwartzAlessandra SilvaRebecca Stiffelman

WHAT MAKES CLAYTON

EDITOR’S LETTER

Photo by Olivia MacDougal

KATHERINE REN Co-Editor in Chief

PANORAMA

Sept. 15, 2012

Seniors Claim The Golden GreyhoundThe Class of 2013 won the ultimate

Homecoming prize: The Golden Grey-

hound. The Greyhound is given to the

class with the most spirit. The senior

class blew away the competition with a

moonbounce in the commons, a killer

float and the loudest cheering. The

Golden Greyhound was awarded to ec-

static seniors at the homecoming foot-

ball game on Sept. 15, 2012.

Photo by Olivia MacDougal

8

he clock strikes 9:56. It is the end of second hour; the day has barely begun, yet the slap of feet on stone steps accents every second of each tension-filled minute for the crew of the

Greyhound News Network.GNN is the CHS broadcast network. It is the

main organization from which stems the new video-formatted daily announcements as well as Greyhound Exclusive Television. GET is a show which made its first appearance in 2003 (then known as GNN), but was on hiatus last year and is slated to return this school year.

Present“Every day is a rush. Normally when we’re

in there, every single day, it’s down to the wire,” Erin Castellano, one of the two video produc-tion advisors, said. “When class starts [during 2nd period], students come in and turn on the lights and the soundboard, the character gen-erator, the teleprompter and the cameras. They get all the equipment set up and run through

everything, making sure the machines are working.”

The crew receives the daily announcements from Activities Director Mike Nelke, and the announcements then have to be copied into the teleprompter. Once all of the setup is done they have only about 20 minutes to get a good take done to be played at the beginning of 3rd period.

More often than not, crew members have to stay late or film right up to the bell.

The GNN crew had their first fright on Fri-day, Aug. 30 when a recording device malfunc-tioned in the middle of taping.

“We realized we didn’t have enough time [to re-tape], so we sent everyone we didn’t need to class, and I said, ‘You need to stay, we have to go live in two minutes,’” Castellano said.

This provided the GNN crew with a unique experience.

“[Broadcasting] live is a completely different beast,” co-news anchor Emily Longman said.

Longman, now a senior, moved to the Clay-ton School District during her junior year. She has been public-speaking since her elementary school days as a morning news announcer, but that speaking experience was always over the intercom without any video.

“It’s kind of strange when people I don’t know in the hallways tell me, ‘Oh yeah, you’re

on the news. You’re really good,’” Longman said.Carly Beard, co-news anchor with Long-

man, who has also had experience as a news an-nouncer, explains how she deals with the stress of knowing that hundreds of people are listen-ing to her voice as well as seeing her face.

“I try not to think about [it] too much,” Beard said. “But coming from a performance background, anyone who’s in acting or in public speaking, [knows] one of the essentials that you need to know is that you have to put yourself out there.”

The same rule applies for all of the students taking the 7th period video studio production class, also known as GET.

The GET crew is hoping that they will be able to air a 12 minute news show on every alternate Friday to replace the daily announcements. Their production is based on Clayton stories and includes projects covering the school and community.

Last year the show was not broadcasted because of wiring difficulties within the new building, but the GET staff is looking forward to their work returning to the classrooms.

“With the new technology, I think that our video production group has a lot to offer, and I really hope that we’ll be able to tap into all those assets,” Beard said.

WELCOME BACK GNN

Tby PHOEBE YAO

Jake Brown takes his role in the Greyhound News Network seriously.

Above: Dominick Randle works hard to capture the exciting events which take place at CHS on film. Left: Emily Longman and Claire Centeno enjoy their time spent working together.

(All photos by Erin Castellano)

UPFRONTPast

A weekly show is what got everything started. When students expressed an inter-est for video production some nine years ago, Castellano’s predecessor, Nancy Freeman, decided to take a decisive step which would redefine broadcasting at CHS.

“We already had the closed circuit set up and we bought some software, and just started putting together shows,” Christine Stricker said, who advises video production along with Castellano. “I don’t know how we managed to convince them to build us a stu-dio, but we did.”

The story of how GNN has progressed from one tiny room to the lavish suite that it is today is almost one of a modern fairy tale.

“We said, we just need a bigger room; that’s where we started,” Stricker said. “And then it was like, ‘well why don’t we have a whole suite for all the journalism classes? And then, what would we want in a bigger room?’ And it just built from there.”

The money to build the new studio came from the bond issue, Proposition S, approved in April 2009 by Clayton voters. But inspiration for the remarkable project flowed in from far outside the Clayton community.

“We had seen a variety of other school’s plans, and we just took elements from those different schools,” Stricker said. “The suite situ-ation comes from Kirkwood, and we liked the video studio at Hillcrest High school, here in Missouri. [HHS] is one of the leaders in high school broadcast.”

FutureWith the help of the Clayton community,

this year will mark the beginning of a bright, opportunity-filled age for GNN.

“We’re hoping this year to have some great stories,” student co-executive producer of GET, junior Izzy Greenblatt, said. “We want it to be a fun show for the students, for the people work-ing on it, and kind of make it something that Clayton will be known for.”

GET is prepared to make big strides.“The Globe has been nominated for pace-

makers [a National Scholastic Press Association contest], and what we want to do is get GNN and GET ready to have some nominations for pacemakers as well,” Greenblatt said. “We’ve watched a ton of different school’s TV shows

and seen what they’ve done to get nominations, and it’s just been really cool because we all think we can do the same thing.”

The GNN crew has more than enough rea-son to be confident. Not only are they wired to every room in CHS, thanks to the new studio, but their community is one filled with unique people, captivating ideas and beautiful places. It’s every news reporter’s dream.

Both video production advisors, Castellano and Stricker, are hopeful.

“It is so open-ended, there are so many pos-sibilities,” Stricker said.

“I’m excited about the show and how it all comes together,” Castellano said. “I think it’s going to be good. The crew this year really seems excited about it, they really seem to care about it, and I think they’re going to do a good job.”

10

F reshman Lemuel Lan entered the sym-phonic orchestra for the first time this year after auditioning for a seat last

spring. And he’s not alone in taking up this challenging orchestra class. In fact, he is one out of the 16 freshmen in the ensemble.

This year, almost half of the CHS symphonic orchestra is made up of freshmen. With this many freshmen in the 33-person troupe, the group is up for some changes.

“Sometimes, there is a large number of graduating seniors and it impacts the group the following year as if we need to start over and develop the new sound,” orchestra direc-tor Julie Hoffman said. “With so many younger members we will spend time developing the group sound and getting everyone used to one another.”

The symphonic orchestra is an ensemble made up completely of CHS students. For many of the freshmen, entering symphonic orchestra was a way to challenge themselves to become better musicians.

Freshman Maddie O’ Reilly-Brown also tried symphonic orchestra to test herself, but was surprised to see that it was more difficult than expected.

“That’s really good though that it’s challeng-ing me,” O’Reilly-Brown said. “What I think will be the most helpful thing is that we have to do a lot of sight reading. A lot of us in symphonic are pretty good technically, but as far as improvisa-tion and doing things on the fly we need some extra help.”

Upperclassmen in symphonic orchestra also believe that the freshmen can get a lot out of the experience. Junior Sophia Rotman sees it as a positive experience for the freshmen, and be-lieves that they will enjoy playing in symphonic orchestra.

“A freshman might get intimidated,” Rot-man said. “When I joined symphonic as a fresh-man, I was surrounded by extremely talented people. Now that I’m an upperclassman, I see that there was nothing to be scared of. I encour-age the freshmen to play out even if they make

mistakes. We don’t judge.”Junior Brianna Latham also went into sym-

phonic orchestra as a freshman and believes that there is so much to gain from it.

“When I was a freshman, I found that being in symphonic was really helpful with getting used to high school,” she said. “Not only are you surrounded by other musicians that care a lot about the music, but Mrs. Hoffman is a re-ally good teacher with making everybody feel comfortable with each other, the class, and the school in general.”

Along with becoming comfortable with the group, Lan also hopes to continue challenging himself and achieve his other musical goals.

“A main goal of mine is just to do really well in orchestra,” Lan said. “I want to gain better orchestral skills when I’m in a class with upper-classmen. It makes me strive to be as good as them. Also, being submerged with better play-ing orchestra members will help sharpen my skills in general.”

by SHIORI TOMATSU

FRESHMAN RENEWALSixteen freshmen will be participating in symphonic orchestra,

one of the biggest turnouts ever.

Freshmen in symphonic orchestra pose for a photo in the music wing. (Julie Hoffman)

UPFRONT

11

H igh school students usually do not continue their educational pursuits during their summers. However, for

a couple CHS students, the summer was more than a day at the beach.

“An Electrochemical Study of Conjugated Nanoporous Gold Wires” senior David Behrend said when asked what the title of his research paper was. Behrend said he “wouldn’t have trad-ed his research experience for anything else.”

His paper was the result of six intense weeks where he and fellow CHS student, Sakurako Oyama, worked as part of the STARS program at UMSL and the Washington University School of Medicine.

The program assists top high school stu-dents in Missouri, California, Illinois and for-eign countries such as Greece, in carrying out

research at one of the three colleges in St. Louis including the University of Missouri St. Louis, St. Louis University and Washington Univer-sity. From listening to world renowned speak-ers to splitting cells, participants of the STARS program did it all.

After applying to the program during the spring of junior year, students are accepted based on academic merit and interest in sci-ence. Dr. Kenneth Mares, the director of the STARS program, makes the choice.

Mares brought in speakers from top univer-sities around the country to speak to students, partner students with accomplished research professors in the St. Louis area and plan social events that the students also participated in.

This year a record of 85 students partici-pated.

“[The mission of STARS is] to find the best high school students and introduce them to the challenges of bench research in the STEM dis-ciplines,” Mares said. “Eventually the student scientists must present their research findings to their peers both orally and in written form.”

With this in mind, students prepared to utilize many areas of their academic strengths while participating.

“The process improves the student’s abil-ity to work with others, help design a research strategy, and observe, record and present what happened in their laboratory to their peers and mentors,” Mares said.

More importantly, however, many past graduates have found success in choosing their future career paths after participating in the program.

For Dr. David T. Miyamoto, former graduate of STARS and now an MD at Harvard Medical school, the program sparked his interest in sci-ence.

“My participation … provided much of my early motivation to become a physician/scien-tist heavily involved in research,” Miyamoto said. “Educational programs such as this at the high school level are absolutely critical in en-gaging the interest of young scientists and fos-tering their development into researchers who will lead this country’s scientific and biomedical enterprises.”

Many students that participate in the STARS program get accepted to top schools across the country, and colleges respect the challenges that students take on when doing STARS.

Behrend carried out his research at UMSL and his mentor was Dr. Keith Stein. He re-searched for as long as eight hours a day dur-ing the summer to study nanoporous gold as a binding surface for biomolecules.

“The most interesting part of the research was seeing how things that we learned in class directly correlated to things that were done in real laboratory settings,” Behrend said.

Dr. James E. Dairaghi, who teaches Elec-trical Engineering at Washington University, boldly stated that the “easiest way to describe STARS is that it gives high school kids another avenue to see that it is good to be a nerd, and shows that there are plenty of us around.”

FUTURE STARSSeniors David Behrend and Sakura Oyama participated in a summer research program that provides high school students the unique experience of working in a laboratory.

by CHRIS CHO

Freshmen in symphonic orchestra pose for a photo in the music wing. (Julie Hoffman)

Sakura Oyama and David Behrend participate in the STARS program. (Courtesy of David Behrend)

12

hen junior trombone player Jerod Wolf-gram picked up the cheap plastic trombone and blew, he was stunned.

Full disclosure: As a fellow trombone player I also was absolutely stunned by the pBone’s incredible sound quality and cheap price.

The pBone, at $130, sounds exactly like a brass trombone. And not only does the instrument have a high sound quality, but it is also incredibly light compared to tra-ditional brass versions.

During the homecoming parade many of the brass players felt like their arms were going to fall off. The pBone might just be the thing to remedy their fatigue.

“Last year my arms were dead by the end

of the parade so I think the school should buy pBones for the trombone players to use for homecoming and pep band,” Wolfgram said.

However, band director, Jennifer Shenberg-er disagreed.

“They would definitely be fun for pep band,

but in the long run, we need to see what the life expectancy and endurance record turns out to be for this new product before we spend money

on them,” Shenberger said.One of the best features is that the

pBone introduces the world of brass music to less fortunate families. Before the pBone, it was impossible to get a trombone for less than $500, but the in-strument offers a cheap alternative that doesn’t sacrifice sound quality.

When asked about the possiblilty of other plastic instruments Shenberger said, “I think that the valve instruments would be extremely hard to fabricate out of plastic due to the piston action, but anything is possible.”

The pBone offers a cheap, quality alternative to the traditional brass trombones and provides a great opportunity for kids in less fortunate families to experiment with music.

THE FUTURE OF MUSIC?

“They would definitely be fun for pep band, but in the long run, we need to see what the life expectancy and endurance record turns out to be for this new product before

we spend money on them.”

Jennifer ShenbergerBand Director

Junior trombone player Chris Sleckman practices with the pBone after school. (Photo by Erin Castellano)

Wby CHRIS SLECKMAN

UPFRONT

13

SUMMER CAMP EXPERIENCES

The bear warning that had been put in place earlier that day had been ominous, but it wasn’t enough to keep sophomore Noah Engel from go-ing down to a nearby river.

He needed to pump water for his campsite, and decided that he would simply keep an eye out for any animals. As he scooped up water, how-ever, a shape caught his attention.

Turning his head, he was met with the sight of a bear standing a few hundred feet away from him on the edge of the shore. Engel took off run-ning back to camp without a second look.

Not all of the experiences Engel has had while attending Camp Kieve in Maine have been as un-expected, but surprises and challenges fill each one. From hiking and rock climbing to art, Camp Kieve offers dozens of opportunities for teens to expand beyond the routine of their home lives.

Engel appreciates all of these chances, as well as the many life lessons that his camp has taught him.

“[I learned to] stay calm in situations that could sometimes be overwhelming,” Engel said, which is a valuable skill during high school and college years. Furthermore, the opportunity to see and experience different cultures, Engel be-lieves, can aid high schoolers in adjusting to col-lege life.

Sophomore Stefanie Getz, a camper at Camp Miniwanca in Michigan, agreed.

“[Camp] was really hard, but I’m glad I went,” Getz said. “I learned a lot about endurance and got a lot of camping skills.”

The openness that camp inspires in its attend-ees, Getz continued, is extremely important for any high schooler to possess.

Both students deeply believe that camp is a valuable asset for kids, and that it helps intro-duce students to new cultures and situations .

Research done by the North Carolina Youth Camp Association agrees with this belief. Of 3,395 interviewed families from 80 different camps across America, most parents and chil-dren all showed greater development in social, physical and mental skills and values after at-tending camp.

Engel certainly experienced this growth while at camp, and thinks that the majority of partici-pants who choose to participate in the future will also have a life-changing time. For most, how-ever, bears won’t be involved. Noah Engel and his friend pose for a photo while hiking in Maine. (Photo from Noah Engel)

Many students go to sleep-away camps during the summer. Journalist Gwyneth Henke sat down with a few CHS campers to discuss their exciting summer experiences.

by GWYNETH HENKE

UPFRONT

14

t the homecoming pep rally, the student body was cheering, sports teams were performing and sev-eral teachers were wearing mysterious t-shirts with the let-ters “CWO” on the

front during the pep rally on Friday Sept. 14 in Stuber Gym.This was the stage when a secret society of sorts was semi-revealed. In all the homecoming excitement some may not have noticed these black shirts with white font that many teachers, including master of ceremonies, Doug Verby, were wearing. However, for many it sparked some questions. What is the CWO?

The full name is Clayton World Order, and according to history teacher and co-leader, Kur-

tis Werner, they are not divulging more than that.

While they’re hesitant to release any infor-mation, they’re eager to express their excite-ment for what is to come. “I think this will be something large enough that future genera-tions of Clayton students will be able to partici-pate [in it]” Werner said.

They are also hopeful to get the student body amped up for their secret program. Unfor-tunately, they aren’t there yet.

Sophomore Gabe Remshardt had no clue-what the CWO was.

“Clayton Workers Operation?” he said. “I have no idea.”

Even though the plans are on lockdown, they were willing to release one statement. “It’s coming, it’s big, so get ready,” Werner said.

Junior Marcel Negrete noticed the shirts during the pep rally and had some ideas on

what they meant.“It sounds like we are declaring war on other

schools,” he said.Teachers are also in the dark. Yearbook

teacher Christine Stricker is curious about the phrase.

“Well, I don’t really know much about what it’s about, but I’m all for things that get kids psyched about Clayton,” she said.

Cooking teacher Lauren Compton laughed when asked about the CWO.

“I think it’s hysterical,” she said. “It’s like a secret club for super cool and awesome teach-ers. I can’t believe they didn’t ask Mrs. Boland or I.”

Is Clayton World Order a plot for world domination? Or is it the next global phenome-non? For now, all we can do is speculate. But, as school progresses, the plans will be revealed and the truth behind the CWO will come to light.

AWHAT’S THE CWO?

by EMMA EHLL

A secret group at CHS has formed and is trying to infilrate the Clayton community. Reporter Emma Ehll tries to find out what this group is all about.

Kurt Kleinburg and Mike Nelke sport CWO shirts at the Clayton High School rally. (Olivia MacDougal)

W hile at CHS, junior Carly Beard has only had a lunch period for only one of her three years. Beard exempli-

fies a growing trend among ambitious (or just unlucky) students at CHS, who forgo the favorite period of the majority of students.

With dozens of possible classes to take, seven periods and a zero-hour class, it all may not be enough for some students. Beard feels that hav-ing the extra class can make a great difference in her learning.

“I choose to give up my lunch because I want to take full advantage of the diverse classes offered here,” Beard said. “This year, by not having a lunch period, I will be able to add personal finance, U.S. government, Latin and two history classes. Would I trade a daily 46-minute break for the ability to take all of these courses? Absolutely not.”

However, there are some obvious downsides to skipping lunch; humans still need to eat. Passing periods are too short for any significant consump-tion, and lasting almost seven hours without food takes a toll on performance in school. Fortunate-ly, most of Beard’s teachers have been relaxed to-wards eating in class.

“The vast majority of my teachers have sup-ported or at least tolerated my eating during class,” Beard said. “I try to be a healthy eater, which definitely makes teachers more lenient in allowing me to munch during their class. I mean, what teacher would not allow a student to eat an apple or snack on carrots during their class?”

Another downside is that scheduling time Students consume lunch while in class. (Photos by Hannah Park and Dana Schwartz)

FEATURES

W hile at CHS, junior Carly Beard has only had a lunch period for only one of her three years. Beard exempli-

fies a growing trend among ambitious (or just unlucky) students at CHS, who forgo the favorite period of the majority of students.

With dozens of possible classes to take, seven periods and a zero-hour class, it all may not be enough for some students. Beard feels that hav-ing the extra class can make a great difference in her learning.

“I choose to give up my lunch because I want to take full advantage of the diverse classes offered here,” Beard said. “This year, by not having a lunch period, I will be able to add personal finance, U.S. government, Latin and two history classes. Would I trade a daily 46-minute break for the ability to take all of these courses? Absolutely not.”

However, there are some obvious downsides to skipping lunch; humans still need to eat. Passing periods are too short for any significant consump-tion, and lasting almost seven hours without food takes a toll on performance in school. Fortunate-ly, most of Beard’s teachers have been relaxed to-wards eating in class.

“The vast majority of my teachers have sup-ported or at least tolerated my eating during class,” Beard said. “I try to be a healthy eater, which definitely makes teachers more lenient in allowing me to munch during their class. I mean, what teacher would not allow a student to eat an apple or snack on carrots during their class?”

Another downside is that scheduling time

with teachers outside of class is more difficult.“With my clubs and a zero-hour before school,

no lunch and then athletics and extracurriculars after school, it is difficult to schedule English conferences and help sessions with teachers,” she said.

Because of the many disadvantages of having a full schedule, most students choose to keep their lunches. Senior Noam Kantor chose to leave a lunch in his schedule this year after having a full schedule his junior year. He feels that lunch can be useful for getting work done while class is still fresh in the mind.

“I tend to either talk with friends or go to the library during lunch to rest or do homework,” Kantor said. “Although I could do these things af-ter school, it helps to have room during the day which is already sandwiched by intellectual ac-tivities during which I can do my work. Overall, I think it’s important that a student has lunch in order to meet people and have a break in the day.”

Others simply want to relax after a morning of work. Senior Jack Wei enjoys socializing and Fris-bee during his lunch and feels that it helps him prepare for an afternoon of classes.

“I think lunch is important to my school life because I like my food and don’t want to be hun-gry for the rest of the day,” Wei said. “I like having two free periods every day so that I can be relaxed before my next class instead of having class all day.”

Although the difficulty of making the decision of filling in the lunch period ultimately rests on the student’s shoulders, counselors play a large

role in the creation of the schedule. Tobie Smith, counselor for the sophomore class, believes strongly in the importance of lunch, especially for freshmen and sophomores.

“It’s not the eating aspect of lunch that I’m concerned about,” Smith said. “I know that the students can get the food in. It’s more about the freedom that comes with a lunch. It’s the only pe-riod in the day where students are totally in con-trol of their situations.”

Last year, Smith created the first set of sched-ules that enabled nearly all of the freshmen to have full lunch periods, with very few exceptions. However, as freshmen become juniors and se-niors, the decisions that counselors must make become more difficult.

“If a student has two languages and, say, a band or orchestra class, something that they have put a commitment to that can’t just be pushed off to junior or senior year, I think that’s a good enough reason,” Smith said. “But if it’s just for an elective that could easily be taken junior or senior year, then I think that lunch should take precedent.”

As a student with two languages, theater and a clear desire to learn, Beard certainly fits those guidelines. However, the choice between lunch and class is not always so clear. With the freedom to take more varied, specialized classes, combined with backbreaking workloads, it can sometimes be difficult to choose whether to trade lunch for a new elective or extra class. For most students, lunch continues to be an oasis, one restful period to look forward to in the long school day.

LUNCH-LESS

by JEFFREY CHENG

cool summer breeze on a weekend morning, delicious apples reflecting bright sunlight off its skin, tomatoes so ripe they can be smelled 100 feet away, cucumbers so fresh that it’s like a bite of coolness and people catching up with friends on what’s happened during the week. This is what patrons find every Saturday at the Tower Grove Farmers Market.

English teacher John Ryan’s brother-in-law, Patrick Horine, started the farmer’s market five years ago after Horine’s family moved from

California to St. Louis and missed the vibrant farmers’ market that Horine had shopped in California.

Since the start of the farmers’ market, the number of shoppers has grown from 500 per week to close to 4,000.

Along with the market, Horine also owns Local Harvest Grocery, and incorporates as much locally and organic grown food as he can into the store.

“The goal is to have 50 percent of our inven-A

KEEPINGIT

FRESHby STEVEN ZOU

FEATURES

tory come from within 150 miles of St. Louis,” Horine said. “In the summer months when produce is more plentiful, our percentage is higher then 50 percent.”

Horine says that when people shop at farmers’ market, they not only know where their money is going, but also know that they are supporting local business.

“When we buy institutionally-grown food, we have no idea who we are giving our money to,” Horine said. “But when we buy directly from the grower or producer, we can see the effect our spending is having on someone’s life and on the local economy.”

 Horine says that although organic food is more nutri-tious, an additional benefit of organic produce is in protect-ing consumers from dangerous chemicals often used on con-ventionally grown food.

“Organic food refrains from using pesticide and other harm-ful sprays, and that makes me feel better about eating it,” Ho-rine said. “Organic also means that is not genetically modified (GMO) as other conventional food often is, and to me, I would rather not participate in [that system].”

Although there is a percep-tion that locally grown organic produce can cost more, Horine says that that is not always the case.

“Locally grown produce can be more expensive, but not always,” Horine said. “This is especially true during the peak parts of the growing season. For example, during the peak of the tomato season, fresh picked, delicious tomatoes can be purchased for less than those at the large supermar-kets. And a lot of times, if you checked the provenance of tomatoes, you will find that they come from Holland, Mex-ico, California or other faraway places, and they don’t taste nearly as good as locally grown tomatoes.”

Although the regular operating season of Tower Grove Farmer’s Market is May to November, Horine said that famers manage a winter version of the market.

“The farmers have done a wonderful job in figuring out how to extend the growing season so they can offer fresh produce throughout the winter,” Horine said.

Ryan agrees with Horine.“There are a lot of root vegetables and farmers have

been able to sell their goods canned or jarred and they are delicious,” Ryan said.

Horine said that there has been an incredible amount of positive feedback since starting the market.

“The biggest re-wards for starting the market have been the outpouring of support from the neighborhood and witnessing the de-velopment of a vibrant community gathering space that buzzes and hums every Saturday,” Horine said. “We are also very proud that many businesses that have started at the farmers’ market now have brick and mortar establishments.”

Not only is the farmers’ market a success, but Ryan also believes that it brings the spotlight to Tower Grove Park as well.

“Tower Grove is a beautiful park and many people do not go there,” Ryan said. “They know about Forest Park, but they do not know about Tower Grove Park.”

As for those who are interested in becoming involved, but reluctant based on price, Horine gives a piece of advice, “come to the market for peak season produce and you will be pleasantly surprised by the price and even more so by the quality.”

“The biggest rewards for starting the market have been the outpour-ing of support from the neighbor-hood and witnessing the devel-opment of a vibrant community

gathering space that buzzes and hums every Saturday”

Patrick Horrine

Market Owner

Graphic by Audrey Palmer

Photo by Rebecca Stiffelman

20

While most CHS students are lounging at the pool or wilting in the murderous summer humidity, Paul Hoelscher is traveling the world. For most of his life, the history teacher and district social studies coordinator has been living and working in distant locations around the globe. He has shivered at eerie relics of the Holocaust and sweated in a dusty village in Tanzania.

With every adventure, he has learned to examine history from different cultures and perspectives. These travels have increased his fascination with history, a fascination that he passes onto CHS students every day.

Witnessing the condition of schools in countries like Tanzania, where he taught for two years, has affected Hoelscher’s opinion of CHS.

“The school that I taught at had electricity but it barely worked,” he said. “It had no windows, I mean literally no materials. . . I think the most obvious thing is the gratitude that I have for the amount of resources we have here [at CHS]. We’re literally lacking nothing.”

Hoelscher also learned that one difference between cultures is the students’ collective attitude towards education. He spent six months teaching on a Navajo Reservation where the school gradu-ated maybe 20 kids per class. Out of that 20, only one student every two or three years would go to college.

“They didn’t see many people in their lives that had gone to col-lege and had success outside of the reservation,” he said.

This cultural lack of motivation made teaching on the reserva-tion a difficult and depressing effort. In contrast, students at CHS are “easy to teach ... because the vast majority of the kids have bought into … [the idea] that school is going to get them someplace in life,” he said. “People in poverty don’t have that same instant awareness of how a university education will help them.”

Hoelscher’s experience of studying history in other cultures has altered the way he teaches. If anything, it has reinforced his opin-ion that history is not an absolute science.

“Having taught in different places, looked at textbooks pub-lished by different companies and [spent] time to absorb multiple perspectives ... As a historian I think it forces you to think about things differently,” he said.

He recalled his work on the Navajo reservation, where he taught American government to people whose families had been manipu-lated by the government for generations.

“American history to Native Americans, needless to say is a little bit of a different slant than what the textbook would [say],” he said.

Despite his appreciation for CHS, Hoelscher admits that Clay-ton can be an unrealistic environment. He has noticed that some students can become stuck in a “perennial pursuit for college, jobs and happiness.”

“There are a lot of poor people who don’t worry about that around the world, and they seem a heck of a lot happier,” he said.

A HISTORYOF TRAVELING

by PETER SCHMIDT

PHOTOGRAPHY BY HANNA PARK and COURTESY OF PAUL HOELSCHER

2000Hoelscher studies in Spain

Above: Hoelscher talks with citizens in one of his many travels. Below: Besides being a world traveler, he is also a CHS history teacher.

FEATURES

21

1996-98Hoelscher teaches in Tanzania

2006Hoelscher studies in Germany

1998Hoelscher teaches in

Uganda

2005Hoelscher studies in

China

2000Hoelscher studies in Spain

2003Hoelscher studies in

South Korea

Having taught in different places, looked at textbooks published by different companies and having time to absorb multiple perspectives . . . As a historian I think it forces you to think about things differently.

-Paul Hoelscher“ ”

TRAN

SFER

STUD

ENT

VOLU

NTAR

Y

For years, the VST program has been an integral part of the Clayton community. However, the fate of the program is currently in question.>>

by Meredith McMahonwith additional reporting by Eudora Olsen,

Katherine Ren, Rachel Bluestone and Jessica JancoseBus photography by William Wysession

Student photography by Olivia MacDougal

AAs the date draws nearer to Oct. 10, the day the Board of Education will vote on whether or not they will continue enrolling students in the Voluntary Student Transfer program for the next five years, it is time yet again to examine the program itself. There are often parts of the VST program that seem convoluted, and there are many misconceptions and questions that surround it. In the midst of such confusion, it is important to separate fact from fiction.

In our findings for the story, we have tried to uncover the truth about the program. We ac-knowledge that this is a difficult issue, due to its tricky relationship with race, a very sensitive topic. However, it is the issue of race that makes the VST program so important—not only the racial diversity that the program provides, but every type of diversity. Indeed, the program as a source of diversity certainly is one of its main selling points.

There are several aspects of the VST program that we will focus on: the logistics, finances, di-versity, achievement and opinions surrounding the program. All are vital to understanding the program itself and the complexity of its nature. By taking a holistic view of the program, one is better able to see its role in the Clayton commu-nity and understand what considerations will likely drive the BOE’s vote.

Legal Backdrop and Logistics

The story of VST began with the 1972 court case, Liddell v. Board of Education for the City of St. Louis. The U.S. Court of Appeals declared that the St. Louis Public Board of Education and the State of Missouri were responsible for having a segregated school system. In 1981, the Appeals court, along with the parties to the litigation, came up with a remedy. A voluntary interdistrict plan that would transfer African American students from the City of St. Louis into generally white St. Louis suburban dis-tricts and white suburban students into mag-net schools in the city. The program required a quota of city students in each county school district under the Court’s jurisdiction. A Settle-ment Agreement was reached in 1983, and the Voluntary Interdistrict Coordinating Council was born, which oversaw the transfer of the students.

That Court-supervised phase of the inter-district plan ended in 1999, when a new Settle-ment Agreement was reached among the party districts which chose to remain in the plan, and the federal court ended its role in the case. The program became truly voluntary, and the pro-gram was renamed as a non-profit organization, the Voluntary Interdistrict Choice Corporation. The VICC accepts students into the program on a lottery basis.

In 2004, due to a dramatic reduction in state funding for the program, the amount of money Clayton received from the state was cut in half. The BOE considered phasing out the program

and replacing it with a more financially benefi-cial alternative, but due in part to the lack of such an alternative and the evident commu-nity support for its continuation, including a CHS student walkout that year, the program was continued. The budget has stayed the same since.

In 2008, the District voted to extend the program for another five years, although it de-cided to only accept new VST students at the kindergarten and 6th grade levels, as opposed to at all grade levels, as they did in the past. This year, there are 371 students enrolled in the Dis-trict through the VST program (142 of which are at CHS), which is about 15 percent of the student body.

Money Issues

The financial aspect of the VST program is certainly an important part of the program that is often discussed at length. Although there is a common misconception that the VST program loses the District money by having to pay for non-residential students to come to the school, in reality, the case is quite the opposite.

An accurate metaphor for the program, de-scribed by former Chief Financial Officer Mark Stockwell of the District, is that of an airplane. A school, like an airplane, costs the same amount of money to run no matter how many seats are occupied. Therefore, the program works only to fill the unoccupied seats of Clayton’s classrooms with VST students. The District receives a reim-bursement of $7,000 per student who comes through the program, which amounts to about

“I think that education in a diverse environment helps to mirror the world in whicH we live.

“

-SHARMON WILKINSONDISTRICT SUPERINTENDENT

(ABOVE) The diverse classroom environment that VST contributes to at all the schools,

including Glenridge Elementary school where the photos were taken, is a positive

aspect of the program.

1%---On target to attend other career prepa-ration programs right after HS

27.1%---On target to attend 2-year college

6%---On target to enter employment right after HS

67%---On target to attend 4-year college

1.5%---Undecided on career plans

1.2%---On target to join the military right after HS

VST Students’ Plans After CHS

$2.7 million total per year, or 5.2 percent of the District’s budget. The District is reimbursed by VICC, who receives the money from the state that would have been paid to Saint Louis Pub-lic Schools for the students enrolled in the VST program. Since the reimbursement ultimately adds to the District’s revenue, the program is in fact financially beneficial.

An alternative and possibly more beneficial option that the BOE has looked at in the past has been to stop accepting VST students and to instead fill those empty spots with tuition students, who pay $10,000 to $16,000 per year, depending on grade level, to come to Clayton. That option became much more enticing in 2004 when the reimbursements for VST were cut almost in half.

Although $7,000 per year is less than the $10-16,000 per year that tuition students pay, the fact that there is a constant supply of stu-dents from VICC ready to fill empty seats out-weighs the fact that tuition students pay a high price individually because of the unpredictable volume of tuition students.

“It’s not quite like you can get rid of the VICC program and you’re going get tuition kids to replace [the VICC students],” Clayton’s Chief

Financial Officer Mary Jo Gruber said. “The de-mand is completely different. I mean we’re nev-er going see 360+ tuition students. The initial thought was that the two could be interchange-able, but over the past eight years, we’ve real-ized that’s most likely never going to happen. There’s not a demand for 360+ people to pay $10-16,000 per year to go to Clayton.”

Because the VST program is able to draw a higher and more predictable number of stu-dents, it is ultimately able to raise more revenue than a tuition program.

“Based on the demand we’ve seen, we just don’t see that [the tuition program] would be a complete replacement of the funding,” Gruber said. “If we ended the VST program the tuition program would not regenerate all of that rev-enue or fill all of those spots.”

Naturally, the question arises whether VST students currently take priority in taking emp-ty spots over tuition students, and the answer is yes. However, since the only grades in which VST students are being enrolled are kindergar-ten and 6th grade, there is minimal conflict.

“So when you start talking about tuition kids, those are the only places you can kind of exchange them and I don’t think we had any

students on the waitlist at Wydown this year at 6th grade, and there were four at kindergarten,” Gruber said.

Although it is clear that finances are an im-portant element of the equation, it’s equally evident that there are other issues about the program that the BOE is more concerned with.

“I don’t think they’re hanging their hats on the finances in order to make this decision,” Gruber said. “The finances are important, [and] the good thing [is that it] generates revenue ... and we know there’s no replacement of it, so it’s more of a philosophical question.”

Other aspects of the program, such as the di-versity and achievement pieces are not as clear-cut, however, as the financial aspect. These facets are much more difficult to evaluate, and must be examined in a careful, nuanced manner in order to obtain a more accurate, holistic view of the program.

Diversity

An important feature of the program is its role in cultivating diversity at Clayton, which is one of Clayton’s guiding principles and thus has always been a defining part of a Clayton education. Superintendent Sharmon Wilkinson spoke highly of the program’s contribution to diversity.

“Our community has spoken to the diversi-ty,” Wilkinson said. “I think that education in a diverse environment helps to mirror the world in which we live.”

CHS history teacher Samuel Harned agreed with Wilkinson in that the program will affect students in ways that reach beyond the walls of CHS.

“In the adult world, you’re going to meet many different kinds of people,” Harned said. From the VST Report for the School District of Clayton BOE

“The more different kinds of people you meet at school, the better it’s going to be. It gets you used to diversity. The world’s going to be full of different people, [so] it’s best to learn how to deal with that.”

Assistant Director of Student Services Greg Batenhorst agreed with Wilkinson that the program allows the students to gain new perspectives that they would not otherwise have seen. Batenhorst does not see a rea-son to stop such a successful program.

CHS Interim Principal Dan Gutchewsky agreed with Batenhorst in that the program is valuable to all students in the community.

“When we’re surrounded by people just like us,” Gutchewsky said. “It doesn’t give us the chance to grow.”

Besides the diversity afforded by the program, an invaluable aspect of the program is the personal effect that it has on the lives of students who come through the program. For CHS alum Montel Harris ’12, a graduate of the program who came to Clayton in kindergarten, his experience in the school district was life changing.

“Academically, I’d say that Clayton provides one of the best educa-tions,” Harris said. “Honestly, I think if I didn’t go to Clayton I wouldn’t be going to Saint Louis University right now and I wouldn’t be living the great life that I have now. Personally, I’ve met wonderful people here ... it’s why I love this place so much, it’s why I’m definitely connected to Clayton High. There’s no doubt in my mind if I hadn’t have gone here I wouldn’t have made all of the good decisions and everything in my life - I wouldn’t have been an actor, I wouldn’t have wrestled, I wouldn’t have been a sing-

er. Clayton High is invested in me and I have invested in it.” Another current VST student, senior Aaron Adams states unequivo-

cally that Clayton provided him a much better education than he would have received in a St. Louis City Public School. He went on to say that many of his friends who have graduated from CHS have told him that the education they received in the Clayton schools prepared them well for college.

Junior Ida Jones, another CHS student who has been in the VST pro-gram since kindergarten, agrees with Harris that her Clayton education has been invaluable.

“My family is able to see me doing well in a school that I love, instead of being involved in the troubles that some city schools encounter,” Jones said.

Harris attests to the difficult environment in some parts of the city that Jones referred to. Growing up, Harris heard at least one gun shot a week outside his bedroom window. However, being a Clayton student inspired Harris to be “more” than where he came from, and he would like more students to be able to have the empowering experience of attending Clayton schools.

“I know there was that feeling of coming to class, every single day, even when there were the days that I didn’t really want to come to class, I still felt, ‘Hey I’m a Clayton student, I need to do this because I can help change something,’” Harris said. “There was that feeling of being able to do something that really inspired me.”

Batenhorst said. (See pie chart for details). Batenhorst also stressed the importance of

the individual learner. “You don’t want to look at what is the gap,”

Batenhorst said. “You want to look at what is the level of proficiency that we as a district ex-pect of all of our students and are we meeting that need.”

While Batenhorst and Gutchewsky believe our attention should not be directed solely at the gap, Wilkinson said that the gap is simply bigger than the District.

“It’s a gap that is national,” Wilkinson said. “We have our students who are graduates and achieving and going on to four year colleges and universities. People talk about that gap but we just want to make sure that we provide a high quality education for each child.”

CHS Interim Principal Dan Gutchewsky agreed with Wilkinson and also stressed the im-portance of the individual learner.

“We don’t want to just focus on a gap be-tween a group of students,” Gutchewsky said. “We’re looking at the individual needs of the student, not on the needs of the group.”

There have been efforts by the District to help struggling students within the VST pro-gram. The District has had programs in the past targeted towards helping struggling VST stu-dents in general, and this year also emphasized building relationships with parents. However, Wilkinson said, one of the problems in target-ing a group is the difference in the individual needs of all the students.

“One of the things we did this year was we invited all of the parents of students who are new to the VST to meet to talk about what edu-cation is in Clayton and expectations,” Wilkin-son said. “It was a way to welcome the parents to the District ... But the problem you have with this experience is that every parent has a dif-ferent background, so every student that comes through the VST also has a different background and experience, so again that is why if you think about how you serve the needs of all students that anyone who is coming into the District is bringing their own experiences with them.”

Final Thoughts

In the end, it is important to remember that when looking at the VST program, one must see it in a holistic manner by thoughtfully assess-ing all of its components, strengths and weak-nesses, and not focus on simply one specific aspect. The next BOE meeting on Oct. 10 will determine the fate of the program for the next five years.

When considering the program’s influence on the entire student body, it is important to remember the fact that a student’s education is comprised of an amalgam of experiences dic-tated by their environment, and ought not to be evaluated by simply raw statistical data.

MIND THE GAP

Although there are many positive aspects of the program, these are accompanied by a host of problems. Batenhorst is concerned, as is Wilkinson, about the achievement gap.

“The achievement gap is still the biggest thing out there that needs our attention,” Batenhorst said. “But we are working hard with the principals to make sure we address that.”

The District is continually making improvements to close this gap. Administrators look at data from teacher’s tests, MAP tests, EOC’s, the PLAN, and the ACT to see where students struggle and what possible interventions can be made. Some test scores recently recorded accurately portray the sort of academic achievement gap seen between VST students and the rest of the school.

According to the VST Report for the School District of Clayton BOE, in 2012 the average ACT composite score for VST students was 19.9, while for the school overall it was 25.8. Other telling statistics include MAP scores (see line graphs). Although MAP scores didn’t separate VST students, and instead separated by race, by the nature of the program and the demographics of the district population it is accurate to say that the majority of African American students tested at Clayton were VST students.

Despite the obvious gap in scores, it is also wise to take into account that compared to the MAP scores in 2011 of VST students in other districts, Clayton often ranked first or second. Batenhorst also believes that viewed from another angle, that of preparing the VST students for the future, the program has been a success.

“It’s interesting to look at what students who are in the program are doing after graduation. We have quite an impressive list of colleges they are going to 67 percent are going to four year schools,”

allby PETER BAUGH

10

FSPORTS PREVIEW

Boys’ Swimming2011 Record: 11-6

Players to Watch: Jack Layden, Nico Salvaggione, Andrew Litteken

Football2011 Record: 3-7

Players to Watch: Tyler Walker, Jonathan Waldman, Jake Brown Boys’ Cross

Country2011 Record: Two

first place fin-ishes, two second place, one third.Players to Watch:

Andy Hodapp, Matthew Garrett,

Parker Schultz

Field Hockey2011 Record: 5-16-1

Players to Watch: Caroline Neville, Isabella Gaidis, Christina DiFelice

Boys’ Soccer2011 Record: 15-9

Players to Watch: Clarke Stacker, Adam Monterusso, Sebastian Juhl

by PETER BAUGHSPORTS PREVIEW

Boys’ Cross Country

2011 Record: Two first place fin-

ishes, two second place, one third.Players to Watch:

Andy Hodapp, Matthew Garrett,

Parker Schultz

Volleyball2011 Record: 19-30

Players to Watch: Meredith Joseph, Elodie Hromockyi, Ryan Fletcher

Softball2011 Record: 14-5

Players to Watch: Raime Cohen, Laura Markham, Izzy Greenblatt

Girls’ Cross Country2011 Record: Three third place

finishes, one second place.Players to Watch: Bridget Boeger, Lauren Indovino, Gabby Boeger

Girls’ Tennis2011 Record: 70-15

Players to Watch: Carly Cassity, Connor Cassity and Caroline Greenberg

Girls’ Golf2011 Record: 2-6

Players to Watch: Maggie Schedl, Megan McCormick, Molly Droege

Photos of athletes from Globe Archives. Map courtesy of Google Maps.

32

wo months ago, legends such as Michael Phelps and Missy Franklin dove into the Olympic pool in Lon-don. In early September,

athletes like Colleen Young dove into the very same pool, competing for medals in the Para-lympics.

As CHS began the school year, Young flew to Germany to begin training with Team USA for the Paralympic games. Young is 14-years-old and swims for the Clayton Shaw Park Tideriders (CSP) year-round, while attending Lindbergh High School. She is legally blind, meaning that her vision is less than 20/200 in her best eye. Young’s vision is 20/2400 and 20/2800.

“Before coming into London, I only knew maybe half the athletes that were on the team, but being with each other for a month brought us all together,” Young said. “It’s like we’re a big family now. Some people are definitely closer to me than others, but we all support each other just like a family would.”

Young is the youngest member on the team by a year, yet she holds five American records.

On Sept 1 and 2, she swam her first two rac-es, placing 12th in the 50-meter freestyle and 9th in the 100-meter freestyle, achieving best times in each. Later in the week, she also com-peted in the 200-meter individual medley and the 100-meter breaststroke, making it to the fi-nals in each and meeting her goal to come home from London with best personal times.

“Colleen’s got a hard work ethic; she made 100 percent of the practices this summer. Over the season, she was probably at about 90 per-cent of the practices,” Mark Imig, who has been Young’s coach since she was 10, said. “She’s just a natural swimmer.”

Imig described some techniques used to help athletes that are disabled. Young may be legally blind, but for fully blind athletes there is some-one at each end of the pool who taps them on the head with a tennis ball or piece of foam on a stick just before the swimmer needs to turn.

“When I’m in the water, it’s hard to see the wall on the other end,” Young said. “Sometimes I come in too close and slam my feet against the wall, but on a flip turn I usually just wing it.”

Because she is not fully blind, she relies on the black line at the bottom of the pool and the colors of the flags above the lanes.

Young also described the increase in popularity at these Paralympics. The aquatics center sold out for all of the preliminary and fi-nal events.

“I think everyone should take a chance to go see a paralympic meet, to see how these athletes compete and how much they enjoy themselves,” Imig said. “Whereas we look at them as maybe being disabled, they [the athletes] don’t see anything different with any of them.”

Tby DANI SKOR

FROM LINDBERGHTO LONDON

Above: Colleen prepares to swim at the London Paralympics (Courtesy of Colleen Young). Colleen at the London Paralympics (Courtesy of Colleen

SPORTS

33

he sound of rack-ets is absent from the usual home of the CHS tennis team, Shaw Park. With the tennis courts under construc-tion the JV and varsity squads have moved their training to West-

minster Academy.“The convenience of Shaw Park is certainly

missed. The court change limits the amount of time and space the girls have on the court,” JV tennis coach Adam Barbee said.

It’s true. There are only five courts at West-minister Academy, which is five less than the number of courts at Shaw.

In the long run, these inconveniences are things to be grateful for. (The renovated courts are slated to be done Sept 22 and will feature many scheduled activities on opening day.)

“The Athletic Office staff and Coach Lu-ten have worked hard to arrange alternative practice facilities,” Barbee said. “We were very fortunate to have Washington University and the Ladue School District allow us to use their courts. I am also thankful for the support and flexibility of each of the girls and their parents this season.”

Despite this change, the tennis team is still being held to the same standard of excellence the squad has experienced in the last few years.

“The varsity team is one of the four strongest teams in all of St. Louis,” Suzy Luten, varsity tennis coach, said. “We have three outstanding nationally ranked players at the top of our line-up. They are: Carly Cassity, Caroline Greenberg and Connor Cassity. We have a goal of winning districts and facing off with a two time state champion, Visitation Academy, for the oppor-tunity to go to the team state tournament.”

T

TENNIS CORNER

by JULIE KIM

The tennis courts in Shaw Park are in the final phases of renovation. The girls’ tennis squad has had to change locations as a result of this improvement project. (Photo by Seth Lewis).

Varsity Tennis: What they Say“Our team is like a family; we’re all really close. There’s never a lack of spirit or support which makes it fun to be part of this team.”-Hadley AlterSophmore

“Our goal is to make it to state, and to do that we will have to beat Visitation who we have had close matches with in the past.”-Marie WarcholJunior

“It’s a really great group of girls, our captains are wonder-ful and really sup-portive and I think we are going to have a really successful season.”-Caroline GreenbergSenior

SERVING UP NEW COURTS

Photos from Globe Archives

SPORTS

34

S tudents rushed out of CHS’ doors over an hour before school was supposed to end. The occasion? A boys’ state soccer

game against Marshall High School. The winner would take home third place in the 2010 state soccer competition.

After a 4-2 victory, the boys’ soccer team celebrated on the field. With a packed crowd watching, the Clayton soccer team had just capped off a thrilling state run.

This year, in 2012, the team looks to make it just as far, if not farther.

The Greyhounds feature a squad with three captains, seniors Sebastian Juhl, Clarke Stacker and Adam Monterusso. All three play midfield, which sophomore Malik Hadjri says helps make “really fast connections between the back and front” parts of the field.

“It glues the team together,” Hadjri said. “It makes sure everyone stays in position.”

Sam Schneider, the only freshman on var-sity, also feels the leadership on the team is very important, especially that of Adam Mon-terusso.

“Adam Monterusso has helped with organi-

zation and getting to know people,” Schneider said.

As a captain, Monterusso tries to make sure the team has the right attitude.

“I just to try and keep the whole team posi-tive,” Monterusso said. “As long as everyone has a good mindset, we are going to play well.”

With a good mentality towards the game, the Greyhounds also have a very strong team. Over 10 seniors are returning, and the team has four underclassmen on the squad. Despite the return of many upperclassmen, there is al-ways the annual struggle of adjusting to people graduating.

The 2011 squad was led by goalkeeper Char-lie Harned, who now plays soccer for Knox Col-lege. Monterusso credits Harned for pulling out wins last year, but feels the team will be able to step up without him.

“I think that we have such a good, even amount of skill per player, that I think pretty much everyone can be like that,” he said.

Hadjri agrees, saying this year’s team is “more balanced.”

Though the team has a lot of players who can

score in clutch situations and an even amount of talent, Juhl still thinks the Greyhounds have a lot of room for improvement.

“I think we are not quite [to the state level], but I think we can work up there and possibly get passed where we were [my] sophomore year,” Juhl said.

Juhl described the varsity team in one word: potential, and feels the biggest question for the season is whether they can utilize their talent.

All three of the captains were on the team that won third place in the state soccer tourna-ment. With the 2010 team still etched in their minds, the team is working to get back to that level.

“I think it is a goal for everyone on the team,” Schneider said. “Some of the seniors were part of that team and they want to do it again before they leave.”

Though he knows it won’t be easy, Hadjri is confident about the team’s chances this year.

“It’s a really good group of players and I think we were ready for all the teams,” he said. “If we could do it two years ago, we can do it again.”

FIGHTING FOR THE WINby PETER BAUGH

RECORD

Left: Zach Bayly dribbles the ball by the defense. Above: Alosha Lowery stays ahead of the competiton. (Photos by Hanna Park )

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36

REVIEW

A cross the country, there are music fes-tivals that offer different types of mu-sic for the tastes of different people.

There’s Lollapalooza in Chicago, the Governor’s Ball in New York City, and Coachella in Califor-nia. St. Louis, however, has its own music fes-tival, one that many St. Louis resi-dents haven’t heard about--Loufest.

Located in Forest Park, Loufest is a two day music festival that draws people and bands from across the country, and also the world. Lit-tle Barrie, a rock band hailing from London, performed this year, bring-ing along their own humor when the rain started pouring on the first day, August 25.

“Is it safe to play electrical instru-ments in the rain?” the lead singer, Barrie Cadogan, asked over the mi-crophone. Several audience mem-bers responded that the Loufest website said rain or shine. After the next song, Cadogan announced cheekily: “This rain makes us less homesick--the world could use a little bit more rain, America.”

It rained off-and-on during the festival, which took place on Saturday and Sunday, the 25th and 26th of August.

Junior Griffin Reed, a second year attendee of Loufest, found the rain to be something a bit like Woodstock. “It rained like it was the end of

days and yet the music went on,” she said. “The crowds waited it out without a grumble--in fact, a couple of kids I knew took a slide in the mud!”

Muddy as it may have been, that didn’t stop the show. Reed stayed for the show, for her favorite act of the weekend: the Flaming Lips. The Flaming Lips, a rock band from Oklahoma, are apparently impossible to explain in words. However, Reed gave it a shot:

“The Flaming Lips are basically what would happen if a giant hippie robot vomited psychedelic dream splatters all over the place” Reed said. “They had everything: back-up dancers dressed as fairies, wandering people dressed as rabbits and gorillas distributing hugs, and Wayne Coyne in a hamster ball.”

The party never ended, even though rain was pouring and the sky was dark-ening. 18 hours of music spread over two days is something exciting, espe-cially when it’s so close by in Forest Park.

“Loufest is a great event for CHS students from all walks of life and musical interest groups,” Reed said.

“It’s nearby, just over at Forest Park, and very reasonably priced considering the quantity and quality of the bands who play there.”

“The Flaming Lips are basically what would happen if a giant hip-

pie robot vomited psychedelic dream splatters all over the place.”

-Griffin Reed

The band Cotton Mather preforms at Loufest. (Rachel Bluestone)

by RACHEL BLUESTONE

LOUFEST

37

“Ruby Sparks,” directed by Jonathon Day-ton and Valerie Faris, is a refreshing modern tall-tale. Starring Paul Dano as Calvin Weir-Fields, a restless writer with an overactive imagination, and Zoe Kazan as Ruby Sparks, a product of Calvin’s imagination, “Ruby Sparks” is one of the best independent films of the year.

Calvin is a successful, yet discontented, writer who is looking for love (and a better therapist) after a rough break up. The recluse pecks away at his typewriter until he finds the one thing he is missing: love. Calvin fills this void by writing about Ruby: a quirky, complicated, artsy, beautiful girl with bright red hair and magenta-colored tights. In Cal-vin’s dreams, Ruby comes to life. But he nev-er expected his dreams to turn into a reality.

Ruby appears one day in Calvin’s kitchen - a living, breathing manifestation of Cal-vin’s imagination. Kazan, who also wrote

the screenplay, plays the part on point. Her choices at times seem overly dramatic, but Kazan’s tendency towards exaggeration is fit-ting because Ruby is essentially a caricature. The more Dano writes about her, the more she is under his control. But when Dano does not write about Ruby, she becomes resentful and, ultimately, human.

Dano plays the introspective, obsessive writer beautifully. The actor is convincingly anxious and simultaneously impressed and frightened by his creation. Kazan and Dano have uncanny chemistry - the two actors have been dating off-screen for several years.

The story moves quickly. In one instance the love between Calvin and Ruby seems undeniably real, and in others the aspects of surrealism reveal themselves and the love crumbles.

This film is both heartbreaking and warm-ing. But the message is clear: there is no “per-

fect match.” Trying to control one’s partner is impossible simply because we are all human - mood swings and all. Once one accepts his or her powerlessness, as Calvin does, then others can accept them as they are.

SHE’S OUT OF HIS MIND

LINE OF INFAMY

by EUDORA OLSEN

by RACHEL BLUESTONE

LOUFESTFor those moments

when you just want to scream.

Mark Boster/Los Angeles Times/MCT

It’s in times like these that we wonder why Mitt Romney’s campaign managers let him insult 47% of the population.

Arrow Press/Empics Entertainment/Abaca Press/MCT

So . . . in six months, will we have an iPhone camera that can take pictures of Kate Middleton topless from half a mile away?

After week two, the St. Louis Rams already have as many wins as they did during the whole 2009 season.

Chris Lee/St. Louis Post-Dispatch/MCT

Since every review of the iPhone 5 is a good one, we’re going to mix it up and just say that it’s awesome.

Laura Kratcha

We obviously knew that the whole fake cop assault thing was a lie, because, you know . . . the Clayton police are flawless.

Laura Kratcha

(Lionel Hahn/Abaca Press/MCT)

In July of this year, 34-year-old South Ko-rean rapper, Park Jae Sang, more commonly known as Psy, made an explosive comeback with his song “Gangnam Style.” His comeback was different from those of most artists be-cause he not only wrote and sang the song, but he also choreographed the dance and directed the music video. The video has received atten-tion from CNN, ABC News and popular sing-ers like T-Pain and Katy Perry. He also got calls from Justin Bieber’s manager and is planning on doing a collaboration with the young artist.

“Gangnam Style” has received more than 190 million hits since its release, which is very impressive for a Koren Pop (K-pop) video. Psy’s goal wasn’t to make it into the American mar-ket. He didn’t even think about international audiences. He just hoped it would do well on the Korean charts. However, his video had great success internationally, mainly because the song was in the genre known as electro-

pop, which is the most popular genre in North America and Europe. Making the song sound catchy and addictive didn’t hurt its sales, either.

The song at first sounds like your typical pop song about a guy who just wants a classy girl. But if you delve deeper into the lyrics, you’ll see there’s more. The main message of his song is to criticize those who care too much about how much money they have. In fact, Psy pokes at Ko-rean culture as a whole, and implies that both women and men spend money each year for mainly arbitrary reasons.

At one point in the video Psy stops filming and says, “Human society is so hollow. Every frame by frame I feel pathetic.” Overall, Psy’s main goal was to shed some light on the mate-rialist views of his country. The result though, was much more than he expected. When he ap-peared on the Today Show, Psy said, “I uploaded this video only for Korean viewers [on] You-Tube. Somehow, within sixty days, I’m here!”

by JULIE KIM

GANGNAM STYLE

After a year of planning and practice, the CHS morning announcements have finally gone to a video system. Last year, the school was not properly equipped to do video announcements, but with the new equipment in, the announce-ments are off to a booming start.

The show features two news anchors, senior Emily Longman and junior Carly Beard. Sopho-more Jake Brown handles the sports announce-ments. The anchors are eloquent speakers and set a bar for anchors to come.

However, there are still some technical spots that need to be fixed. Often, as the camera is on the anchors, the graphics in the top right corner of the screen do not match what is being said. This leads to confusion for the viewers.

Overall though, the daily production is strong. Announcements over the intercom were nice, but having them on a screen in front of you makes it much easier to focus. The set is vi-sually appealing, providing a nice backdrop of the globe entrance.

It is refreshing to see all the elements of the school being used to their fullest potential. With the new video room, it is safe to say the

by PETER BAUGH

new features are being used properly.Though they aren’t yet perfect, the morning

announcements are well on their way to being a show that students and teachers can look for-ward to every morning.

A photo taken in the control room of Emily Longman and Carly Beard reporting from

the studio during a take of the daily announcments. (Erin Castellano)

ANNOUNCEMENTS

Psy performing his hit song. (Photo by Tistory Studio/ Wikimedia Commons).

39

James Watt, a famous Scottish inventor, once said, “A lie can run around the world be-fore the truth can get its boots on.” Turns out, Mr. Watt wasn’t that far off.

On June 13, 1994, 13-year-old Nicholas Bar-clay went missing in San Antonio, Texas. Four years later, the Barclay family received a phone call that their son had been found in Linares, Spain. Nicholas’ sister hopped on a plane, flew to Spain, drove a few hours to a small village, and identified her brother. The U.S. embassy arranged for the two siblings to fly home, and once they were on American soil, the rest of the Barclay family identified Nicholas as their son that had gone missing four years ago.

This sounds like a miracle, right? Well, as it turns out, this story didn’t necessarily end hap-pily. A French imposter, by the name of Frederic Bourdin, pretended to be the missing teenager and fooled everyone. He lived with the Barclay family for five months, claiming to be Nicholas Barclay.

This incredible story is the one that British

filmmaker, Bart Layton, tells in his thrilling, psychological documentary “The Imposter”. How could a dark haired, brown eyed 23-year-old man play and convince a family that he was their blue eyed, blonde son?

Layton interviews the real Bourdin and the real Barclay family members in the film. Each shares their point of view, leaving the audience to put the puzzle together. As Bourdin shares his side, he says what the audience is thinking, “I couldn’t believe I was getting away with this.”

There is more to this mystery, but I can’t say much. All I can tell you is that Layton shows the story in a way so that each audience member can feel like they are the investigator, analyzing this chilling tale.

Though this story has been told before (“The Chameleon,” 2010) it has never been told like this. Layton exposes a master manipulator in a well-made, fascinating documentary, that I highly suggest. But don’t make assumptions too early, because just as the film’s tagline says, “There are two sides to every lie.”

“This true story plays like a grip-ping psychological thriller, offer-ing hard speculation and harder

truths. You won’t be able to get it out of your head.”

Peter Travers-Rolling Stone

by NINA MUROV

pop, which is the most popular genre in North America and Europe. Making the song sound catchy and addictive didn’t hurt its sales, either.

The song at first sounds like your typical pop song about a guy who just wants a classy girl. But if you delve deeper into the lyrics, you’ll see there’s more. The main message of his song is to criticize those who care too much about how much money they have. In fact, Psy pokes at Ko-rean culture as a whole, and implies that both women and men spend money each year for mainly arbitrary reasons.

At one point in the video Psy stops filming and says, “Human society is so hollow. Every frame by frame I feel pathetic.” Overall, Psy’s main goal was to shed some light on the mate-rialist views of his country. The result though, was much more than he expected. When he ap-peared on the Today Show, Psy said, “I uploaded this video only for Korean viewers [on] You-Tube. Somehow, within sixty days, I’m here!”

JASON MRAZby ARYA YADAMA

One of the most anticipated concerts of this summer was Jason Mraz’s tour of his new al-bum, “Love is a Four Letter Word.” Known for his outstanding live performances, Mraz’s fans had high expectations for his concert in St. Lou-is Sept. 11.

Christina Perry, hit singer of “Jar of Hearts” and “A Thousand Years” opened the show. Her live performance was amazing and a great way to start out the night. After the opening act, Jason Mraz came on stage. His easy going con-versation with the audience created an imme-diate connection. From the time when he sang the first song to the sad goodbyes at the end, Mraz captivated his audience.

The overall concert was nothing short of ex-emplary. Every song from his album was sung with the emotion, riffs and runs that only a live performance can yield. The album itself is filled with passion. Mraz’s personal connection with the songs he wrote was so evident that emo-

tions were also drawn out of the audience. Of all the songs that he sang, the one that

stood out the most was “Plane.” He took the already beautiful song and gave such a power-ful performance that by the end, he had an awe stricken audience in front of him. Along with his amazing talent, Mraz had a phenomenal band to support him. The drummer especially was full of energy. Her captivating and lively performance had everyone cheering. Finally, the lighting and stage were huge influences. They were subtle enough to bring out Mraz’s natural talent, but evident enough to clearly en-hance the performance.

The entire concert from the singing to the lighting led to an amazing live performance. Mraz proved that his songs extended beyond the realm of radio music. The power that he had to evoke such emotion from the audience that night shows that his talent is unique from any other.

Jason Mraz performing at the February 28 - March 4, 2011 TED Conference.

(Steve Jurvetson/Wikimedia Commons)

THE IMPOSTERANNOUNCEMENTS

Photo from Wikimedia Commons

40

CLAIRE AND PAUL

It is 8 p.m. and I just got back from dance lessons. I set my bag down in my room and walk over to yours to ask you a bio question. Billy Joel is playing as I sit down on your bed. I toss my buzzing phone aside as my mind starts to wander. Oh yeah, you’re not home.

But, if you were, you’d be telling me to stop singing. I would be telling you, for the eleventh time, to turn down the music. However, your essence that remains is more than these insig-nificant squabbles. I scan through the past 16 years of our lives.

As a fellow toddler in Mexico, you impacted me, literally, by chasing me around the dining room table until I cracked my forehead open on a chair. When we were half a decade old, we

explored together as we assimilated into this country, with the limited vocabulary of “cow, red, yes and no.” In elementary school, we shared our fascination for Harry Potter, and in middle school, you gave me the best ideas for science fair projects.

High school brought us even closer, when you became not only my friend but the ultimate role model. It is thanks to your nagging that I joined the Speech and Debate Team and took courses with great teachers, both of which have been major highlights of my high school educa-tion.

You provided advice and consolation for any challenge that arose in school and taught me that “priority” means not to merely accomplish, but to do so with passion and optimism. With-out you, the path that I walk on today would be

shaped very differently.Now, I must accept responsibilities as the

oldest child in the house, with the hope to fol-low your example by being a good role model for “Little Lisker.”

I am still sitting on your bed and I realize that the phone is still buzzing. I pick it up to see that you just texted me offering suggestions for the author’s project that you were working on just yesterday.

I retreat from your room at 8 p.m. after the blink of an eye, yet with the relief that the only thing that has changed in our geographical dis-tance.

- Claire Lisker

FAMILY MATTERSSaying goodbye. It is a process that is almost never pleasant, and it is made all the more difficult when the farewells are being said to a lifelong friend. Older siblings provide lessons and examples that are integral to one’s growth as an

individual; however, the growth that one undergoes once they have left is every bit as important. Three Globe reporters reflect on the changes in their lives that

occured since the departure of their older siblings and recent CHS graduates.

Photos courtesy of Claire Lisker, Peter Shumway and Jeffrey Friedman.

COMMENTARY

41

FAMILY MATTERS JONATHAN AND PETER

Just over four years ago, my older brother Jonathan not only started high school, but also became the oldest sibling at the Shumway house. On August 15 he left to go to college, leaving me with this same responsibility. As I start this new beginning, I am not sure how my brother accomplished all that he did.

When he was the oldest and we were at the high school together we became progressively closer. He would spend precious time with me and my family while we were still awake. Then, when we had gone to bed, his light would go on, as he would practice problem sets, write essays or read the New York Times for his beloved Poli-tics Club.

To him, a hour sleep deficit every night was worth creating the memories. Jonathan knew that this time of his life would eventually end, and it did.

He took every opportunity to create memo-ries. They ranged from making a second dinner with me at 9 p.m., our 11 p.m. ping pong duel and our quizzing each other on world facts.

Jonathan also helped me figure out what I wanted to accomplish in high school. He led me to excellent extra-curricular activities and class-es. His guidance was definitely appreciated, and I am only now realizing how badly I needed his advice, and still do.

Jonathan also set a wonderful example of hard work. Although I seem to only describe him as a ping-pong and eating fanatic, he was much more. Academically, he set a high stan-dard.

He was deeply involved in extra-curricular activities. He never told me to work harder in school, sports or other activities. He knew the best way to teach someone is by example.

Now he is gone, and I am left with my one younger brother, Elias. I only hope I will be as successful of an example to Elias. And I hope that when school becomes busy and many times more difficult, I will be strong enough to sacri-fice my time as ultimately, family is the only thing that matters.

- Peter Shumway

JEFFREY AND LAUREN

Typically, I would come home and enter my room to find my sister Lauren lying in my bed. She would be texting and twirling her hair, en-joying the warm blanket and comforter as if they belonged to her.

Knowing that Lauren was almost always present provided me with a sense of comfort. If I ever needed anything, all I had to do was open my mouth. But at the end of each school day, all I would worry about was the fact that I wouldn’t have the pleasure of being the first one to lay under my fresh covers.

I’ve spent 15 years looking up to Lauren, and plan to emulate her personality traits as long as I live. From observing her mistakes and successes, I have learned the value of modesty, willpower, perseverance and responsibility. Without even knowing it, Lauren has shown me that even in times of doubt and despair, there is a light at the end of the tunnel.

One example of this message I will never

forget. When Lauren was officially diagnosed with transverse myelitis–the inflammation of the spinal cord–my stomach dropped.

My sister, with her calming demeanor, was able to allay my worries about her illness without even having the intention of doing so. It amazes me that someone could be car-ing enough to alleviate the anxieties of others despite the fact that she was aching and tired from numerous spinal taps and uneventful days spent recieving MRIs.

Lauren’s levity is contagious. Even when I would come home in my most angry or sad moods, she would somehow make everything okay.

Saying goodbye to my sister as she waited in line to check her luggage for Miami was not easy. As we hugged each other for what seemed like the duration of a flight to Florida, I finally understood the saying “I thought the day would never come.” After all of the valuable time we had shared together, the endless tips she had given me on studying and on social dos and don’ts–she was gone in what seemed like a blink of an eye.

Now, who will come home late on the week-ends and tell me amusing stories about their night? Who will ask me to snuggle with them day after day despite being constantly rejected? Who will I turn to when I need advice? My per-sonal psychologist, adviser and closest friend suddenly went from living a hallway away to 1230 miles southeast.

I wish I would have smiled and appreciated having a messed up bed to sleep in while I could have.

41

42

UNDERSTANDING NEWPERSPECTIVES

oby Mandell was 13-years-old when he skipped school one day with a friend and was murdered by Palestin-ian terrorists. The two left their neighbor-hood and were explor-ing a cave when they

were ambushed and beaten to death with rocks.His story is one that is all too common

among families in Israel. As a result, his family created the Koby Mandell Foundation to help kids who lose loved ones in terrorist attacks or from illness. Camp Koby and other programs like it, are possible because of this organization.

This summer, I was a counselor at Camp Koby. For one week, I was in charge of four Is-raeli 4th graders, all of whom had experienced tragedy on a level that few could match.

One camper told the story of his mother, who came home one day with groceries and was ambushed and murdered in her own kitchen.

The murderers stabbed her with her own kitch-en knives, dragged her body into the garden and mutilated it almost beyond recognition. The camper came home from school to find a trail of blood leading to his mother’s body.

From stories like this, you can begin to imagine the fragile emotional state of many of the children at Camp Koby.

However, the remarkable thing about these kids (and maybe all kids) was that a majority of the time, they appeared normal. They played sports, did arts-and-crafts, and had cheering competitions at the end of each day.

Occasionally, the grief was visible. Some-times, the kids were reminded of the death in their family, from triggers as innocuous as mak-ing their bed in the morning, and would burst into tears.

The goal of Camp Koby is not to ignore grief, but to help kids manage it. Between a combi-nation of therapy sessions and normal summer camp activities, the camp hopes to give kids an outlet where they can express themselves.

One of the ways the campers deal with their grief is by identifying with other kids with simi-lar stories.

The first question out of their mouths after exchanging names was often, “Why are you here?” Sometimes they went into details, but they often responded with only two words, “My mom” or “My brother.”

Since many of the kids come from damaged or broken homes, Camp Koby is one of the few places where they feel normal. Even at school, where their predicament is understood and dealt with, they feel like outsiders.

Kids come to Camp Koby to fit in and meet other kids they can identify with. And while I found it hard to identify with them, and they surely found it hard to identify with me, I loved my time as a counselor. As difficult as it may be for someone to understand why, I look forward to going back next year.

-Yossi Katz

KYossi Katz with one of his campers. (Photo from Yossi Katz.)

43

TODD AKIN’SBAD BIOLOGY

In the wake of Todd Akin’s controversial comments on abortion after rape, the Repub-lican Party has swatted away the issue count-less times, treating it as a source of distraction from the “more important” economic disputes.

Politicians’ rabid pursuit of votes has caused their vision to turn tactfully away from a glaring issue: Todd Akin, the same man who said that a woman’s body could stop the fertil-ization process after a “legitimate rape”, is still a member of the United States House Com-mittee on Science, Space, and Technology.

Although the name isn’t widely recognized, this committee is comprised of state repre-sentatives and its jurisdiction is enormous. According to their website, the Committee’s jurisdiction includes all energy, space, and non-military science research, including schol-arships and projects.

And Akin isn’t the only one who seemed to have skipped science class. Among the other committee members, there is a vast array of

politicans who have history, fine arts, and po-litical science degrees, but very few who have science degrees.

So, from the Todd Akin controversy stems a bigger issue: our scientific future as a coun-try lies largely in the hands of some not-so-scientifically minded politicians.

When one of these politicians, Akin, de-cides to say something so biologically incor-rect and offensive, it makes me wonder: how much evolutionary research can occur when such unfounded beliefs remain in the mind of at least one member of the federal science committee?

While the Republican Party brings valid economic concerns to the attention of a na-tion eagerly awaiting change, we cannot deem Akin’s statement an irrevelant distraction. After all, in order to have a functioning board that conceives great scientific minds and re-search, it would help if all of the members had a basic understanding of conception itself.

THE HEROhese days, it seems that in order to be a success-ful author you need to write an epic book series. Harry Potter. Twilight. The Hunger Games. Love them or hate them, they’ve caught on with

the masses and have become huge franchises.Content is king, but there’s also a more prac-

tical side to it. “The epic form lends itself to many books

because of its episodic nature,” English teacher Sheri Steininger said. “The hero is going out into the unknown and testing his heroism or encoun-tering difficulties. It’s supposed to be a series of adventures. You can have three adventures or thirty, so you can easily shoehorn a number of books.”

If the first book is any good, most people will keep reading, whether the sequel is rubbish or not.

It appears that there’s a predictable pattern. Some unknown author will write some game-changing first novel. A few people will read it, grow enamored and convince all their other friends to read it.

“They’ll push it on their friends, who feel like ‘I should like this book’, and they’ll try extra hard to get into it even when it might not be worth it,” CHS librarian Lauran DeRigne said.

This word of mouth will give the book a de-cent readership, but the worth of the book will still be debated.

Then the movie deal - Hollywood will go in-sane and cast some big-name stars to keep the attention flowing. There are arguments among the fans about everything, and fandom will be a blissful utopia no longer, but the storms will usu-ally die out within the month.

Once the movie finally premieres, there will undoubtedly be criticism from purists - that it wasn’t faithful to the book, that a scene was left out, that the integrity of the story was compro-mised in order to cater to the lowest common denominator.

It may be a little hipster, but what they mean is that the purists like being the privileged few.

“It’s a little like being part of a club,” Steininger said.

The movie creates casual fans who don’t know every single detail, and while the diehard fans may be happy the author’s work is being cel-ebrated, it can be maddening to hear people only remark on the dreaminess of the protagonist.

- Nuri Yi- Zach Bayly

Todd Akin right after leaving a news conference in St. Louis. (Robert Cohen/St. Louis Post-Dispatch/MCT)

TCOMMENTARY

NO TEENS AFTER THREE

A ccording to Clayton360, one of the main values of the Clayton School District is “inclusiveness by honoring

individual differences and the contributions of a diverse staff and student body.” If we truly believe in diversity, then the board should continue the Voluntary Student Transfer program (VST, also known as VICC) when it comes up for vote this October.

The VST program was established in 1983 to desegregate schools in St. Louis County. In 1999, an agreement was reached that would make the program voluntary past 2008. However, in 2008, a five-year extension of the program was ap-proved. Now, in 2012, the program is up for vote once again.

If the Clayton School District wants to uphold its core values, then we should extend the pro-gram. VST plays a fundamental role of the diver-sity of the district, as well as the success of the transfer students.

Every student, across the country, has an equal right to a quality education, and where they live shouldn’t be a boundary. If the Clayton community can provide it, we should give it.

The benefits of the program go beyond diver-sity. VST brings money into the District. The state of Missouri pays Clayton $7,000 per year for each VST student. These students occupy vacancies in the District which would otherwise be empty.

A common metaphor for the program is an airplane - which costs the same amount of money to run regardless of how many seats are filled. The VST program fills unoccupied Clayton seats with VST students.

If the program were to be cycled out, there

would be a six percent budget loss; the equiva-lent of $2.7 million. The district would immedi-ately feel the effect. Even tuition-paying students wouldn’t be able to make up the difference.

If the program is extended, there are changes that could be made to improve the success rates of the VST students. The District currently ac-cepts students at the kindergarten and 6th grade levels. Some argue that 6th grade is too late to integrate.

3rd grade marks a critical shift in learning, as students stop learning to read and begin reading to learn. If a student isn’t reading proficiently by then, they will likely fall behind. We should ac-cept VST students earlier to improve the achieve-ment gap that District currently has (for example including the 1st and 2nd grade levels). Addition-ally, the District should provide expansive read-ing support to those students before they get to 3rd grade.

The VST program should also increase paren-tal involvement. Students generally do better in school when they receive encouragement from home. By requiring involvement from VST par-ents, student academic performance would likely improve.

Opponents of the program argue that the VST brings down district test scores. As for now, they are right. But, do we value test scores more than diversity? Test scores don’t define us, but the people we meet and befriend do.

The BOE’s vote in October will represent the values of the District. We should therefore main-tain the diversity that defines our education, and support the continuation of the VST program to future Clayton students.

Photo by Olivia MacDougal

I ’m going to have to ask you to leave now.” These words are com-mon to many teens who have tried

to enjoy their evening by going to the St. Louis Galleria.

Whether it be to watch a movie or just shop, nobody under the age of 17 is allowed in the Galleria after 3 p.m. on Fridays and Saturdays without a guard-ian 21 or older.

To some, this may seem outrageous, but the Galleria has a good reason for it rule.

In just one month this year over nine teens under 17 years of age were caught shoplifting in the Galleria. In 2005, 345 juveniles were taken into custody for shoplifting. This was double the number of juveniles taken into custody before a Metro-Link station was installed near the shopping center.

In 2006 five teens were arrested fol-lowing a fist fight at the Galleria, and four months later three more teens were arrested for another fist fight.

In April of 2007 the Galleria put its curfew policy into effect.

Some may argue that this is discrimi-natory. In a way it is, but the Galleria is private property so the owners have the right to make their own rules about who and who cannot be on their property at certain times.

Since the rule has been in effect, many mall patrons and workers have noted that there is less chaos while the curfew is in place. Since Friday and Sat-urday are usually the choice days for teens to hang out, it only makes sense to enforce a curfew then.

The Galleria wants to have a safe and fun area to shop, but it can’t have this if hoards of rowdy kids are milling around the mall.

The curfews may be unfair to some, but for many, it has created a better envi-ronment in which to shop, eat and watch movies.

Shops at the mall noticed that before the curfew there were less adult shop-pers, but since then the number has in-creased, due to the fact that groups of rambunctious kids are not present.

Though it may seem unfair to punish all teens for other peoples mistakes, it is necessary in order to help protect the other shoppers against harmful actions of some rowdy teens.

[PRO]

312

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DIVERSITY FIRSTS T A F F E D

NO TEENS AFTER THREEMuch criticism has been made regarding the St.

Louis Galleria’s strict curfew rules for teens 16 and under.

[ Neil Docherty (Pro) vs. Peter Schmidt (Con) ]

T he moment a teenager steps into the Galleria, they are instantly viewed as a threat. The St. Louis

Galleria is one of the many shopping cen-ters nationwide that has implemented a “Parental Guidance Required” policy, which demands that teenagers under the age of 17 be accompanied by an adult after 3 p.m. on Fridays and Saturdays.

The new rule allows security guards stationed at every entrance to repel teen-agers or to kick them out after 3 p.m. on Fridays and Saturdays. This policy is in-convenient, distrustful and discrimina-tory.

The Galleria created the new policy fol-lowing a series of scuffles between groups of teenagers. The Galleria did not report any-one being seriously hurt, but they did react by stepping up their security measures.

It seems unfair that every teenager in St. Louis should be punished when only a small group of people committed the infraction. Most CHS students would agree that the in-cidents at the Galleria poorly represent com-mon teenage behavior.

If a group of adults broke into a fight, would it be fair for the Galleria to ban them after 3 p.m.? If the trend continued, the only occupants of the Galleria would be a handful of mall-walking senior citizens and an army of listless security guards.

The new policy reinforces teenage stereo-types by suggesting that all teenagers are troublemakers or criminals. Refusing the business of people based on their age is as discriminatory as refusing someone based on the color of their skin.

By suggesting that all teens engage in violent behavior, the policy is setting a dis-appointingly low expectation for behavior. If the Galleria cannot trust teenagers, then

why should teenagers feel any compulsion to show that they are worthy of trust?

Furthermore, it seems illogical to sug-gest that a 16-year-old who is responsible enough to drive somehow lacks the self-con-trol to shop without supervision.

According to a new rule created this sum-mer, unsupervised teens are not permitted to even enter the movie theatre after 5 p.m. Unaware of this, my friends and I attempted to buy tickets for a movie scheduled for 6:45 p.m. Barely a minute had passed before a surly security guard approached us and told us to leave, as if our very presence was threatening.

Many adults and institutions have an in-sultingly low degree of trust for teenagers. Perhaps this is because they don’t give teens a chance to prove themselves.

Even though the Galleria has a legal right to refuse us, it does not mean that age dis-crimination is morally rectifiable.

The St. Louis Galleria's new "Parental Guidance Required" policy shamelessly dis-criminates against teenagers and reinforces an unfair stereotype, and their rules reflect the disintegration of trust in our society.

C O M M E N T A R Y

Photo by Erin Castellano

I ’m going to have to ask you to leave now.” These words are com-mon to many teens who have tried

to enjoy their evening by going to the St. Louis Galleria.

Whether it be to watch a movie or just shop, nobody under the age of 17 is allowed in the Galleria after 3 p.m. on Fridays and Saturdays without a guard-ian 21 or older.

To some, this may seem outrageous, but the Galleria has a good reason for it rule.

In just one month this year over nine teens under 17 years of age were caught shoplifting in the Galleria. In 2005, 345 juveniles were taken into custody for shoplifting. This was double the number of juveniles taken into custody before a Metro-Link station was installed near the shopping center.

In 2006 five teens were arrested fol-lowing a fist fight at the Galleria, and four months later three more teens were arrested for another fist fight.

In April of 2007 the Galleria put its curfew policy into effect.

Some may argue that this is discrimi-natory. In a way it is, but the Galleria is private property so the owners have the right to make their own rules about who and who cannot be on their property at certain times.

Since the rule has been in effect, many mall patrons and workers have noted that there is less chaos while the curfew is in place. Since Friday and Sat-urday are usually the choice days for teens to hang out, it only makes sense to enforce a curfew then.

The Galleria wants to have a safe and fun area to shop, but it can’t have this if hoards of rowdy kids are milling around the mall.

The curfews may be unfair to some, but for many, it has created a better envi-ronment in which to shop, eat and watch movies.

Shops at the mall noticed that before the curfew there were less adult shop-pers, but since then the number has in-creased, due to the fact that groups of rambunctious kids are not present.

Though it may seem unfair to punish all teens for other peoples mistakes, it is necessary in order to help protect the other shoppers against harmful actions of some rowdy teens.

[CON]“I’m going to

have to ask you to leave now.”

A rude, unfair demand or a justifiable order?

T H E G R E A T D E B A T E

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What is the best part about serving on the Board Of Education?

The best part about serving on the BOE is having regular contact with our Superinten-dent, Dr. Sharmon Wilkinson, and our entire staff. We have some wonderful people working in and for our schools here in this district.

What are you looking forward to this year?

Personally I am looking forward to my last year as a parent of a Clayton student. My son is a senior this year and I hope the year does not go too fast. [Regarding] the Board work, I am looking forward to working with Dr. Wilkin-son and the Board on our goals and the ongoing work of the district. Every year we build on the work of the past, and after 6 years on the Board it is very interesting to cycle back to update work done earlier in my term.

Do you have any interesting hobbies?

Researching family history has been some-thing I have been doing when I can. So far I have only used on-line resources, but I have found in-formation the current generation did not know. My husband had some famous ancestors. One was a founder of Actors Equity and a famous ac-tor in New York City in the 1880’s; he was un-known to our generation until I identified him. There could be a good story there, as his daugh-ter (a great grandmother) was not mentioned in his New York Times obituary. Another was a famous pediatrician in NYC who was founding member of the The American Academy of Pedi-atrics and served as president of the American Pediatric Society. On my side of the family I have found mostly farmers!

Who’s your role model?

My father and I have always been close. He is 92 years old and recently moved to St. Louis. He served in the Army Air Corp in WWII, then returned to his hometown where he had a suc-cessful career. He served our community in a number of ways, and did good work for his com-pany. He grew with the times. I hope my brain functions as well as his does given that I enjoy the same longevity.

If you could be anyone for a day, who would you be?

Bill Gates with full access to his bank ac-counts. Changing policy through the politi-cal process is slow work, which is appropriate and necessary. It would, however, be nice to not have to check the balance in the checkbook for every consideration. Of course, in order to make real progress during that one day I would have to know it was coming and be able to plan ahead.

What’s your favorite Olympic sport?

Now that the Olympics are over and my fa-vorite is not what I happened to watch the night before, I think the track events have stuck with me the most. You can really see the effort and the training (unlike swimming where they are under water) and I like to imagine what it would feel like to be able to run that fast, or that far. I can imagine running, but I can’t imagine myself doing gymnastics even though they are very fun to watch. We have enjoyed many hours of the Olympic coverage. My son prefers to find the sports which do not make it to prime time - women’s discus was great! There are so many interesting ways people have created to com-pete with each other!

What are some of the goals the BOE hopes to accomplish this year?

With a committee composed of teachers, administrators, and parents (including Board-members) the district started work last school year to restate our mission, vision and core val-ues. We called it “Clayton 360” - meaning that we were going to approach the considerations from every angle. The work of this committee will continue this school year to finalize the draft statements of our mission, vision and core values and convert these statements into long term plans. It has been 15 years since we undertook a similar process.

Q & A

Katherine Ren sits down with BOE president Jane Klamer to discuss the upcoming year and personal topics.

your words ‘’

Photo from Karen McBride