CatlinSpeak - May 2012

Catlin Speak

What’s inside? Faculty Goodbyes •Nepal • BOTM • Catlin Fashion • Summer Crossoword

“Putting A Bird” on HollywoodWhen we think Portland, we think park-city. We think Nike, coffee shops, Rose Garden, and indie garage bands. But until recently, hardly anyone ever thought “Hollywood.” In the past year, TV shows such as Lever-age, Grimm, and our namesake Portlandia are evidence for the fact that our little city is turning into a pretty “big deal” when it comes to visual pro-ductions. Yes, we birthed Gus Van Sant and Miranda July, but up until recently, Portland was a nest from which creative minds flew away to pursue their cinematic dreams in New York or Los Angeles. Now, Portland is a fast-growing destination for TV and film productions nation-wide... and we’ve got something Hollywood doesn’t have. Our city is gathering critical acclaim for the raw and au-thentic approach to cinema unfound around the nation. We can have our cake, “put a bird on it,” and eat it too. A quick history of Oregon cinema: In the early decades of the 20th century, several acclaimed western films included scenes shot in Portland and outer regions of Oregon. The Big Trail was filmed in the Pend-

leton area in 1930, and 1938’s Running Wild was shot in Southern Oregon and parts of Idaho. In the 1960s, CBS hosted a television show titled Route

66, featuring two handsome adventur-ers, Tod and Buz, who traveled across America. Episodes were shot across the country, but includ-ed locations such as Portland, Astoria, Oregon City, and Gresham. In the 1970s, fea-ture films including Sometimes a Great Notion, One Flew Over the Cuckoo’s Nest, The Shining, and Animal House were all filmed in

Oregon, bringing attention to areas such as Jacksonville, the Oregon coast, Salem, and even Timberline Lodge on Mt. Hood. The series Death of a Sideshow filmed a car chase down East Burnside. The 1980s and ’90s brought many more film sets to the Portland area, and Gus Van Sant, acclaimed Portland di-rector and 1971 Catlin Gabel graduate, filmed his movie My Own Private Idaho in Portland and Maupin, Oregon, in 1990.

By Annika Berry ‘12

Unclear on Nuclear IranBy Grant Philips ‘12

Tensions between the U.S. and Iran are in-creasing as our government ponders waging another war in the Middle East. The lines be-tween right and wrong are blurring in a po-litical jumble of oil, nuclear weapons, money, and power. And as the situation proceeds, the future ramifications for the United States are unclear. Arguments over Iran’s nuclear program have been present in politics for years, but the country’s recent thwarting of investigations by the UN in February has caused global leaders to press for an intervention. At the same time, the Iranian government maintains that its nuclear program is solely for the generation of electricity and conserv-ing oil reserves. The supreme leader of Iran, Ayatollah Ali Khamenei, stated in February: “Iran is not seeking to have the atomic bomb possession of which is pointless, dangerous and is a great sin from an intellectual and a religious point of view.” American officials still view this stance with suspicion, recalling Khamenei’s remarks that Col. Muammar el-Qaddafi had made a mis-take in giving up Libya’s nuclear weapons program. Iran’s fundamentalist quasi-theocracy has never been on good terms with the West and its allies due to the government’s anti-American stance. Washington and Tehran

In 2010, China overtook the United States in manufactur-ing capacity. Over the past 30 years, China become one of the best places in the world to build factories. The exodus of American manufacturing jobs to the Chinese mainland has become a major political issue, causing politicians like Barack Obama and John McCain to call for the need to keep goods “made in America.” The rising costs of labor in China have created possibilities for a resurgence in U.S. manufacturing.

China is at the moment one of the finest countries in the world in which to contract cheap and efficient labor. Nearly every political or demographic factor favors low-cost labor, including the country’s heavy industrial subsidies, favor-able trade policies, undervalued currency, and lack of in-tellectual property enforcements. Furthermore, the country is populated by a generation that survived the Communist Revolution, including the horrific Great Leap Forward and

Made in ChinaBy Terrance Sun ‘13

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Fred Armisen and Carrie Brownstein in “Portlandia”. (Source: The New York Times)

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An Alternative to ObamacareBy Terrance Sun ‘13Healthcare in the United States is a major issue. About 50 million out of 310 million people in the United States, or 16%, do not have health insurance. The U.S. spends significantly more on healthcare than other developed countries, yet achieves significantly less. President Obama’s Affordable Care Act makes a val-iant effort to solve the problem but falls short. In order to solve the problems in the American healthcare in-dustry, a more fundamental reform is needed. In this article I lay out a strategy for reducing healthcare costs by decreasing the power of the American Medical As-sociation. The opinions in this article are mine and are not representative of those of the CatlinSpeak staff as a whole. The Affordable Care Act currently has many insur-mountable problems. First, the bill does little to de-crease the costs of government healthcare spending. According to Medicare’s actuary, it will actually in-crease costs. The ACA has also increased premiums

from 1% to 9%, the direct result of clauses such as the ability to cover children until age 26. The ACA also forces small businesses to fill out IRS 1099 tax forms, a costly burden. 69% of employees, 80% of small busi-nesses, and 64% of large businesses were estimated in 2009 by the Obama Administration to soon change coverage. Finally, the individual mandate, which is the

essential core of the bill, is highly controversial and may be struck down by the Supreme Court.

There are many problems the Affordable Care Act does not even attempt to solve. First, the ACA does not actually touch the cost of health care, instead focusing on health insurance. This is problematic because ac-cording to PolitiFact, only 3.9% of health insurance costs actually go to health insurers. That means that if insurance companies made zero profit, then healthcare costs would only be reduced by about 4%. Second, the ACA does not solve the issue of the shortage of doc-tors in this country, a phenomenon that many agree is a serious issue. Third, it does not touch the monopolistic practices of the healthcare industry, from hospitals to doctors, and thus does not decrease the rising costs of healthcare as a whole.

Doctor and patient. (Source: The New York Times)

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issue #7, friday, may 4, 2012 www.speak.catlin.edu

Unclear on Nuclear IranContinued from page 1

which resulted in American diplomats being held hos-tage. Another issue is Israel. The late revolutionary leader of Iran, Ayatollah Ruhollah Khomeini was quoted as saying that “Israel must be wiped off the map,” and Israel feels that a nuclear Iran would result in an im-minent nuclear attack. Threatened with a pre-emptive Israeli strike at Iran’s uranium enrichment facilities, Khamenei has claimed to support militant groups op-posing Israel. Amidst such threats, the US has focused on diplomatic solutions, though a military strike against Iran has not been ruled out. Currently, the US has imposed strong sanctions against Iranian oil, and the European Union will ban the transportation, purchase, insurance and fi-nancing of Iranian oil beginning on July 1st. Western countries hope that the heavy sanctions will weaken Iran’s ability to negotiate. However, the sanctions do leave Western countries vulnerable. To maintain independence from Iranian oil, the US and its allies have brokered deals with Sau-di Arabia, the world’s top oil producer. Saudi Arabia is currently producing 10 million barrels of oil a day, one of the fastest rates in the past 31 years; still, prices remain high. In response to these deals, Iran threatened to block the Strait of Hormuz, the world’s busiest oil-shipping lane, thus maintaining tensions and raising the price of oil. While risky, the sanctions may have started to produce results. Iran’s leadership mentioned the strain caused by the sanctions and has modified its behavior in nego-tiations. In a meeting on April 14th between Iran, the US, Germany, Russia, the U.K., France, and China, diplomats commented positively on the discussion. The EU’s foreign policy chief, Catherine Ashton, who represented the six world powers at the meeting, said that the talk was “constructive and useful.” While no specific resolutions were agreed upon, Iran’s willing-ness to have serious negotiations has led to the plan-ning of another meeting on May 23rd.

How long the negotiations will last is unknown. The Obama administration’s demands require Iran to trans-fer its stockpile of highly enriched uranium outside of the country. The US also wants Iran to dismantle an underground nuclear site that is heavily shielded from bombs. The likelihood of Iran agreeing to these de-mands is unlikely. If diplomacy fails and Israel or the United States launches an attack, then the ensuing battle with the Ira-nian military could commit the US to a prolonged war. While most military officers and defense analysts feel that Iran’s air defenses could be overwhelmed, the dif-ficulty for the Navy to hold out against oceanic guer-rilla warfare in the Strait of Hormuz could jeopardize security in the region. Iran possesses around 5,000 naval mines, Russian and North Korean submarines equipped with sophisticated homing torpedoes, and a fleet of hundreds of speed-boats rigged with machine guns and anti-ship missiles. In the close quarters of the Strait, Iranian merchant

ships could drop mines undetected, submarines could position for attack, and speedboats could quickly sur-round and swarm naval vessels. The Navy, fully aware of the risks, has begun to upgrade its current weaponry and expand its presence in the region. While the fears of war saddle the minds of people across the globe, the concrete results of diplomacy may come in time. President Obama has issued intense sanctions to isolate Iran, but he has also faced attacks from presidential candidate Mitt Romney, who com-pared Obama to Carter and himself to Reagan in the resolution of the 1979 hostage crisis. Romney claims that the US must achieve “peace through strength” and that, “Either the ayatollahs will get the message, or they will learn some very pain-ful lessons about the meaning of American resolve.” Despite this statement, both Obama and Romney have almost identical plans for the situation, which leaves the resolution to Iran’s quest for nuclear power any-body’s game.

Oil and Education: The “Negative Relationship” Between Natural Resources and Test ScoresEvery two years, the Organization for Economic Co-operation and Development (OECD) conducts tests called the Program for International Student Assess-ment (PISA) in math, science, and reading for 15-year-olds in 65 countries worldwide. The results of these tests indicate a pattern showing how a tiny, resource-less country like Taiwan can have the world’s fourth largest foreign-exchange reserves. The answer? Hu-man resources. A recent study conducted by the OECD analyzing results of the most recent PISA tests found that, ac-cording to OECD’s deputy director and special advisor on education policy Andreas Schleicher, “there is…a significant negative relationship between the mon-ey countries extract from national resources and the knowledge and skills of their school population.” (See data at: http://www.oecd.org/dataoecd/43/9/49881940.pdf). The study analyzed students’ scores on math tests, which can range from 300 to 650 points. The PISA math test seeks to assess the students’ abilities to ap-ply their mathematical skills to real world situations (i.e. story problems), and consists of a mix of multiple choice and free response questions. Students also take a short questionnaire about themselves, their families, and their schooling, which helps the OECD analyze the results. The OECD compared the math test results from stu-dents in all 65 countries to the amount of natural re-

sources (as a percentage of the gross domestic prod-uct) each country had. Basically, countries with fewer natural resources tended to outperform countries with greater natural resources. The pattern held across all 65 countries tested, with just a few exceptions such as Australia, Norway, and Canada. These countries were rich in resources and performed well on the PISA tests, but, argued Schleicher, were able to do so because they set forth “deliberate policies of saving...resource rents [profits], and not just consuming them.” On one end of the spectrum, students in countries such as Singapore, Finland, South Korea, and Japan scored exceptionally high on the PISA assessments, though these countries have an exceptionally low amount of natural resources. On the other end, countries such as Qatar, Kazakhstan, and Saudi Arabia have the highest amounts of natural resources (oil) and scored poorly on the exams. In addition, students in relatively re-source-rich South American countries such as Brazil, Argentina, Colombia, and Peru also scored significant-ly below average. The implications of this study are far-reaching. As Schleicher pointed out, “Today’s learning outcomes at school…are a powerful predictor for the wealth and social outcomes that countries will reap in the long run.” In low-resource countries, Schleicher explained, “edu-cation has strong outcomes and a high status at least in part because the public at large has understood that the

country must live by its knowledge and skills and that these depend on the quality of education.” Looking into the future, it seems that countries with fewer natural resources are better preparing themselves to grow in the future. As Schleicher said, “knowledge and skills have become the global currency of 21st-century economies.” Perhaps these results can explain how Taiwan and other resourceless countries have become so success-ful. As Thomas L. Friedman put it in a recent editorial in the New York Times, “Taiwan is a barren rock in a typhoon-laden sea with no natural resources to live off of — it even has to import sand and gravel from China for construction — yet it has the fourth-largest finan-cial reserves in the world.” He argues that Taiwan’s success has come from the fact that rather than trying to extract and export natural resources such as oil or diamonds, “Taiwan has mined its 23 million people, their talent, energy, and intelligence.” A lack of re-sources forces countries to build a strong and intel-ligent workforce capable of competing in the modern world. “That’s why,” said Friedman, “the foreign countries with the most companies listed on the Nasdaq are Is-rael, China/Hong Kong, Taiwan, India, South Korea, and Singapore — none of which can live off natural resources.” As Schleicher put it, countries must put forth a “sustained effort and investment by people and for people” to develop the skills they will need to suc-ceed now and in the future.

By Ella Bohn ‘13

Students in Terhan protest U.N. sanctions. (Source: The New York Times)

Made in ChinaContinued from page 1

Cultural Revolution. The country uses a phrase, chiku, meaning “eating bitterness,” to describe the older gen-eration’s ability to work through tough, substandard conditions. This generation’s members subsequently demand little, meaning that their wages rarely increase. However, the country’s demographics are rapidly evolving. First, the population is aging. By 2020, the country will have 200 million people who are age 60 and older; the same generation that fueled the coun-try’s rise to prominence is becoming too old to work. Secondly, the younger generation is quickly replacing the previous generation. These youth are less inclined to work for so little, and are demanding higher wages than their predecessors. Rising costs of urban living, along with increases in the standard of living in rural areas, have kept many youth in their home villages. Because the economy is growing so quickly, there are more work opportunities than available workers in China. As a result, workers gain more negotiating power. Over the past four years, wages in China have risen 20%. In places like Shenzhen, the minimum wage has increased 13.6% since the beginning of the year. This has caused speculation that manufacturing may begin to move back to the United States. Accounting for productivity differences, manufacturing is 30% cheaper in China than in the United States. But organi-zations such as the Boston Consulting Group estimate that by 2015 labor costs in China will reach the “Lewis Turning Point,” a point where rural surplus labor will cease to exist and wages will begin to rapidly rise. The issue is so big that in a survey conducted by the American Chamber of Commerce in Shanghai, 91% of respondents stated that rising labor costs was their biggest concern, far ahead of corruption and piracy.

Companies such as technology giants Hewlett-Pack-ard and Dell, which manufacture nearly all of their parts in China, have stated that they intend to watch the situation in China very closely. Caterpillar Inc. has recently built a 600,000 square-foot hydraulic exca-vator manufacturing facility in Victoria, Texas, stat-ing that proximity to supply base, access to ports and transportation, and positive business climate, as well as lower operating costs, have all contributed to the company’s decision to stay domestic. Despite all of this, China’s manufacturing base still re-tains many of its advantages. Western European coun-tries will still depend on China, as they have less flexi-bility in terms of worker wages than the United States. Chinese productivity is also rising rapidly, as workers are being paid more for producing more. The coun-try’s huge population makes it effective for producing items in a crunch, meaning workers can be mobilized to produce large amounts of items in small amounts of time. This is extremely important in periods such as the holiday season or before the launch of the new-

est version of the iPhone. Finally, China still has the most reliable and consistent supply chain in the world, allowing for the production of products of consistent quality. What is debatable is where highly skilled work opportunities will migrate to in the next century. In 2008, more patents were filed in China than any other country in the world. Many corporate execu-tives in China have studied at pres-tigious American universities such as Stanford and the Massachusetts Institute of Technology. Many of them have worked in Silicon Val-ley and have returned home, ready to employ American techniques. Currently, China has the advantage

in low-skill labor and the U.S. has the advantage in white-collar jobs. But that may reverse soon.

Searching for job opportunities in Guangzhou, China. (Source: The New York Times)

An Alternative to ObamacareMy proposal is to limit the power of the American Medical Association. At the moment, the AMA has total control over physicians. It is essentially a union for doctors; however, it is also the governing body for much of healthcare in the United States. The AMA has consistently elected to raise physician salaries. In a 2007 study conducted by McKinsey & Company, U.S. doctors were found to make twice as much as peers in other Organization for Economic Co-Operation and Development countries. Countries such as Japan, Hong Kong, and Switzerland spend significantly less on healthcare and are have the longest life expectancies in the world. By comparison, the United States has the 38th highest life expectancy in the world, and spends about 16% of gross domestic product on healthcare. Physician salaries have been found to contribute three times more to healthcare costs than medical malprac-tice lawsuits, so malpractice laws in the United States are not causing the majority of the high costs. Salaries also contribute 50% more to costs than the uninsured cost in uncompensated care, meaning high salaries raise costs more than uninsured visits to the hospital. The AMA has also put a stranglehold on the supply of doctors. Since 1980, no new medical schools have been allowed to open. The AMA pressured Congress to limit a quota on the number of medical residencies. Furthermore, the AMA has also forced foreign doctors with years of qualified experience to re-do residencies and re-take exams. These barriers prevent many pro-spective doctors from wanting to work in the United States. This has artificially limited the number of doc-tors in the U.S., which has contributed significantly to the rising costs of health care by making physi-cian salaries higher than they would be if there were more doctors and thus more competition, which drives prices down. 1961 Nobel Economics Laureate Milton Friedman wrote in Capitalism and Freedom that licen-sure “has retarded technological development both in medicine itself and in the organization of medical practice.” Even though medical regulation is appreci-ated, artificially imposed regulation hurts the industry

as a whole. This is a position that enjoys near-consen-sus among leading economists today. Fortunately, this is a simple problem to fix logistically. Congress needs to first force the AMA to create more medical schools. This would help drive down the cost of medical school too, because of more competition. Second, the AMA needs to increase their quota an-nually to fit the growing population and needs of the United States. There are many highly qualified indi-viduals, namely foreigners, who could become doc-tors, but cannot because of the stringent restrictions imposed by the AMA. Finally, the AMA needs to al-low nurses, midwives, physician assistants, and practi-tioners of alternative therapies such as chiropractors to work routine procedures. This plan is problematic, however, because it is not politically feasible. The AMA is one of the most pow-erful lobbyist groups in the U.S. Two-hundred-thou-sand members strong, it is composed of a very wealthy group of doctors and other medical professionals. It has shown significant power over the political process, evidenced by the fact that winning the AMA’s sup-port was one of the most important proponents of the Affordable Care Act debate. This is a group that has fought every major healthcare legislation in the last 100 years, inventing the phrase “socialized medicine.” It was the AMA in 1935 that prompted President Roo-sevelt to drop healthcare from Social Security. How-ever, considering the millions of suffering Americans in the country, eventually the political climate may evolve. By making doctor salaries more in-line with those in similarly developed countries, the United States can reduce healthcare costs by 15%. Additionally, the ex-ponential rate of rising costs will also be eliminated. This goes a great way to solving two of the biggest problems in healthcare: the currently high costs of care and the even higher costs in the future.

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Due to a five-four Supreme Court decision on April 2, strip searches are now legal in jails across the nation. According to Justice Kennedy of the Supreme Court, this practice is necessary for public safety, but does it violate our basic human rights? No matter how minor the charge, officials may now strip search any arrested person. The ruling also spe-cifically allows strip searching in jails as opposed to prisons. This means that a guard can strip search any person before he or she is proven innocent or guilty. Albert Florence, an innocent man wrongfully charged of failing to pay a fine, was arrested in 2005 and taken to jail. The officer made Florence stand naked and in-spected the private parts of his body. Florence claims, “It made me feel less than a man.” However, jails claim they need to regulate the safety of their facilities. Richard Nahigian, a criminal lawyer in Los Angeles, says, “I think that the ruling is okay. The reason is if we do not have integrity and safety in the jails, then violence can occur, and using illicit contraband can occur.” Justice Kennedy writes, “Jails can be even more dan-gerous than prisons because officials there know so little about the people they admit at the outset.” With a high risk for violence and use of contraband in jails, some officials find this decision beneficial. Detainees can conceal weapons and drugs that officers wouldn’t discover without a close inspection. Nahigian claims that he himself has witnessed a convict reveal a blade hidden in his eyelid. Many lawsuits have occurred in protest against unnec-essary strip searches. After such a close decision, the Court’s ruling could very well be reversed if brought up again, and with so much backlash, maybe it will.

Recent Strip Search RulingBy Audrey Davis ‘13

CATLINSPEAK STAFFEditors: Audrey Davis ‘13Fiona Noonan ‘13Hannah Rotwein ‘13

Writers:Annika Berry ‘12Ella Bohn ‘13Audrey Davis ‘13Layla Entrikin ‘13Andrew Hungate ‘12Anaka Morris ‘12Fiona Noonan ‘13

Grant Philips ‘12Hannah Rotwein ‘13Terrance Sun ‘13Eli Wilson Pelton ‘12

Layout:Ella Bohn ‘13Audrey Davis ‘13Grant Philips ‘12

Advisors:Patrick WalshGeorge Zaninovich

global newsPage 3global news Page 2

Portrait Photographers in PortlandPortrait photography usually falls to the back of peo-ple’s minds when it comes to artistry. Because of this, most people aren’t aware of the different styles each photographer brings to their photos. There are many photographers in the Portland area with diverse style techniques—from editing techniques to the use of film or digital cameras. This article will explore the differ-ent styles of certain Portland photographers that I am a fan of, and in the end you can pick your favorite style of photographer!

Photographer #1: Rahee Nerurkar A graduate of Catlin Gabel in 2010, Rahee has been my ultimate inspiration for my own photography. Her portraiture is full of a dreamlike quality with a strong focus on the subject in seemingly magical locations. Each portrait has an intense intimacy between the pho-tographer and the subject, as she highlights the emo-tion captured strongly in each photo. Her use of light in each photo stands out; she dictates the tone of the photograph with warmer or cooler light that always highlights the subject.

Although she mostly shoots in digital, she has also mastered the beauty of film photography. Generally her portraiture is full of strong emotion and intimacy,

with a lighthearted tone that matches her own person-ality.

Photographer #2: Parker Fitzgerald

Parker Fitzgerald, who lives now in Portland, is a mas-ter of film portraiture. The above photo is of actress Amanda Seyfried, and was taken in Portland! His por-traits tend to be very candid and intimate with the sub-ject, usually with submissive or striking poses. While he usually shoots with 35mm film like the above pho-to, he also experiments with Polaroids. The pattern I notice with his photographs is the model tends to have a serious yet airy facial expression, with a very soft light. The grainy textures of the film pho-tography also illuminate a sort of vintage-y feel to his photographs. Photographer #3: Christopher Peddecord Chris Peddecord is a dance photographer from Salt Lake City, Utah, currently based in Portland. He mas-ters the art of capturing the action of dance. His por-traiture focuses on the body more than the face. He photographs companies around the Northwest, as well as of individuals for resumes. A dancer himself, he

uses his choreographic talent to plan each shot.

The above photo is of my friend Susie Yugler, a cur-rent Jefferson Dancer. She models for Chris and has used these photos to send to colleges, as she wants to major in dance. I feel so lucky to be able to work with Chris for my senior project in May! His portraits bring out a whole new type of expression through the art of dance. Chris’s photography differs from the previous two art-ists because he generally shoots indoors in a studio, while Rahee Nerurkar and Parker Fitzgerald tend to use natural lighting.

All three of these Portland-based photographers have a unique style and form of photography that I admire. Rahee illuminates the subject by changing the tones of the photograph and using lenses that blur the sur-roundings of the model. Parker Fitzgerald uses the graininess of film photography to his advantage by making the portraits seem timeless. And lastly, Chris Peddecord finds an amazing balance in capturing ac-tion with a still photograph. And the best part? All of these photographers are either from or currently in Portland, so you can check out their work around the area!

By Anaka Morris ‘12

Self portrait. (Photo credit: Rahee Nerurkar)Photo of Amanda Seyfried. (Photo credit: Parker Fitzgerald)

(Photo credit: Christopher Peddecord)

Van Sant’s film Paranoid Park––which featured Catlin alum Oli Garnier ‘10–– shone a spotlight on Portland in 2006 when it was set and filmed at a local skate park. In 2008, big-buck-blockbuster Twilight filmed scenes all over Oregon and even shot an action clip at a house in northwest Portland. Portland’s very own Laika Ani-mation Studio crafted and filmed its first stop-motion feature-film based on Neil Gaiman’s children’s book Coraline in 2008. In 2009, TNT’s action drama Leverage filmed episodes in the Portland metro area. Then in its second season, the series was based in Portland where it remains. Sea-son five is currently being filmed in Portland. Also in 2010 came the brainchild of musician Carrie Brownstein and comedian Fred Armisen: Portlandia, a show set on hyperbolizing our city’s quirks and in-ner workings for public exposé. The IFC show has re-ceived national attention, and has forever molded the image of our city. Another TV series, NBC’s fantasy-drama Grimm, pre-viewed in 2011 and has been shooting episodes around the city for the past year, including filming in locations such as supermarkets, laundromats, and across beauti-ful Portland bridges. With a quickly emerging film scene, it has become commonplace to see camera crews setting up tripods on local street corners and fencing off areas of parking garages to shoot car chases in our city. And as much as we enjoy making films, Portlanders enjoy watching them too. In the mid 1970s, two brothers named Brian and Mi-

chael McMenamin opened a brewpub in the Portland area. Shortly after their first pub was opened, they de-signed and opened a brewpub theater, now known as the Mission Theatre & Pub, offering an unusual visual theater experience, as customers could order food and drink and sit at tables while a movie played on a large screen before them. Today, there are over 50 McMe-namins locations throughout the Portland area, and even in the greater parts of Oregon and Washington. Although Portland has its share of shopping-mall cin-emas, McMenamins brewpub theaters add a nostal-gic and homey feel to watching movies, which builds upon our city’s quirky charm. Other cinemas such as Living Room Theatres downtown and Academy The-

atre in southeast offer unique viewing experiences of-ten accompanied by meals and offer ticket prices as cheap as $3 per show. With visual film experiences nearly as “weird” as our city itself, it was only natural that sooner or later we would begin to attract a bigger pool of admirers. Now those admirers include big-time Hollywood directors and documentary-keen college students alike. Chick-flick actress Amanda Seyfried appeared in the 2012 thriller Gone, which shot scenes in the Portland metro area. Although our city is beginning to attract many deep-pocketed producers and directors, it is unlikely that Portland will lose itself to the likes of Tinseltown anytime soon. In fact, one of the reasons that Portland appeals to filmmakers is our refreshing awareness of sustainability when it comes to film. Oregon Film, the governor’s office organization that aids outsiders who have come to shoot in Oregon, advertises incen-tives on their website: “The Governor’s Office of Film & Television has compiled resources for production companies that are interested in making more sustain-able and earth-friendly choices.” To us, “thinking green” may seem relatively un-pro-found, yet to the rest of the nation Portland’s creativity and environmental appreciation is cutting edge and ex-tremely innovative. And besides, it’s very Portlandia. We can expect to see an increasing number of cine-matic ventures moving to our city, so prepare your-selves for minor celebrity sightings, blocked-off roads, and fake police cars patrolling the film site of NBC’s new cop-drama. Maybe we can even hope to see an increase in the number of Portland-based film direc-tors and producers from within our city itself. In the meantime, smile: you’re on camera.

“Putting A Bird” on HollywoodContinued from page 1

David Giuntoli on “Grimm.” (Source: The New York Times)

Hair Scare: The Hair Industry at Its WorstBy Layla Entrikin ‘13

Imagine waking to find that all of your hair has been cut off. Imagine having to sit in a chair for hours, your hair burned perfectly shiny and straight. Women put themselves through torture in order to achieve what is considered beautiful, lustrous hair. But do the ends justify the means? Many women spend thousands of dollars a year, all in the name of fabulous tresses. The hair industry is a $9 billion enterprise that capitalizes on what society values as beautiful. In the Western world, torturing hair with curling irons, blow dryers, and chemicals is a common practice. In India, however, hair is much more sacred. It is tradi-tion for a woman to keep her hair long, healthy, and nourished. The health and length of a woman’s hair is a symbol of her beauty. Indian women go to great lengths to keep their manes in prime condition, applying tea oils at night to keep the shine and avoiding over-brushing, which can cause split ends. But all that care and work comes to an end when

Hindu women—and men—sacrifice their hair in the name of G-d. By cutting off their hair, women let go of their ego and vanity and display to the world their spiritual strength. This practice is called tonsure, and it is not exclusive to Hinduism. Christian and Buddhist sects alike have practiced tonsure in order to renounce worldly fashions and vanity. However, some women never make the choice to shave off their hair, but rather someone else makes that decision for them. Hundreds and probably more Indian women have reported waking up, only to find that their ponytails have been sheared off. Someone, looking to make a buck, stole their source of pride and feminine beauty. There are several different uses for the hair once is has been shaved off. It used to be that it was used to stuff mattresses. However, now that the hair extension in-dustry has taken off in the Western world, Indian hair is sold at $500 a kilogram. The hair is then stripped of color and beaten into whatever style is needed. Once the hair has been treated and sewn into a weave, it can cost a woman up to $4,000 to have the extensions put in.

It seems as though the process is cut-and-dried exploi-tation. But is it really? Temples, where women and men practice tonsure, have claimed that the situation is not in any way exploiting these young women. They reason that the money they earn from selling the locks will be used to support the temple, pilgrimages, and other community programs. Many of the women don’t have any idea where their hair is going. Even if they did, it might not affect their decision. Some believe that it isn’t ethical to take an act of piety and turn it into capitalist gain, but not ev-eryone draws the line so distinctly. The act of tonsure is designed to work against personal vices and vanity, not contribute to the whims of others. Some believe that women should be paid for their act, but most be-lieve that would ruin the religious purity of tonsure. Many celebrities have spoken out against the misgiv-ings of the hair industry, claiming they ensure their extensions have been “ethically” obtained. However, greater measures than this must be taken to clean up the hair industry.

An advertisement for different lengths of Indian hair extensions. (Source: indhair.com) A child reduced to tears during tonsure. (Source: s3.amazonaws.com)

A Call Against “Cover the Night”On March 5, 2012, the nonprofit group Invisible Chil-dren posted their video, KONY 2012, to YouTube. Less than two weeks later, the video had garnered over 81 million views. In wake of its astronomical popu-larity, the video, organization, and founding members have received global atten-tion—and backlash. The video in question depicts the gross human rights violations perpe-trated by the Lord’s Re-sistance Army, a military rebel group in northern Uganda. The video specifi-cally focuses on the LRA’s leader, Joseph Kony, whom Invisible Children cites as guilty of abducting thousands of children over the past two decades and forcing them to become child soldiers. They also hold him responsible for the mutilation, rape, and displacement of millions of Ugandans. In the few short weeks since its online publication the video has been championed by celebrities and criticized by members of the media. Its story has galvanized millions of youth and inspired a resolution addressing the issue within the U.S. Sen-ate. The dissonance surrounding the video even led to the psychotic breakdown and hospitalization of Invis-ible Children’s CEO, Jason Russell.

All of these events have been building up to KONY 2012’s original aim: a day of advocacy and aware-ness titled “Cover the Night.” The KONY 2012 video pleads with the audience to participate in the April 20 campaign by wearing KONY 2012 t-shirts, plastering

KONY 2012 posters on any available blank space, and sending letters of support to Congress. However, in light of the month since KONY 2012 hit the Internet, the “Cover the Night” campaign seems relatively unnecessary. Awareness for awareness’ sake has already been achieved, more so than Invisible Children must have originally envisioned. Congress

has proposed a resolution that is expected to pass, and President Obama authorized the deployment of 100 American soldiers to Central Africa to combat the LRA. The main goals of “Cover the Night” have been achieved through the controversy of the video alone.

Therefore, as April 20 ap-proaches, the CatlinSpeak staff urges those consider-ing participating in “Cover the Night” to allocate their time, money, and energy to either a separate, more rep-utable organization than In-visible Children that helps the conflict in Uganda, or any other charity. Although “Cover the Night” provides an oppor-tunity for those who sup-port Invisible Children to defend themselves against such epithets as “slactiv-ism,” or the action of sup-porting an organization in order to feel good, the end goal of “Cover the Night”

has already been achieved. Coupled with the numerous claims against Invisible Children, including sketchy business practices, pro-moting Western stereotypes of “Africa the Continent,” and an example of the “white man’s burden” par ex-cellence, it seems illogical and, frankly, unnecessary to now participate in April 20’s “Cover the Night.”

By Eli Wilson Pelton ‘12

Action Kits for the Invisible Children Campaign (Photo Source: The New York Times)

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Under the Eyes of Buddha: 2012 Catlin NepalThe elderly man clapped his worn hands together as he rose to his feet after performing his devotions. Small dust particles danced in the cold morning light sur-rounding the Buddhist holy site of Boudhanath. Re-flecting on such moments allows me to interpret the complexities of Nepal. The small country nestled between two political gi-ants, emerged from a ten-year civil war that abolished the monarchy in 2006. As a destination for Catlin’s global education program, Nepal provided a view of a deeply traditional country amidst a historic political transition that will shape it for years to come. When our group traveled the bustling streets of Kath-mandu, a sprawling city and the capital of Nepal, we observed the different power groups literally painting the landscape. Scrawled across cement barriers were statements claiming, “The only true Nepali constitu-tion is a Hindu constitution,” right next to the Mao-ist symbol of a hammer and sickle. Yet in the coming years I will not remember these arguments over Ne-pal’s political future. I will recall the people of Nepal.

From the overcrowded Kathmandu Valley to the silent

rocky walls of Langtang National Park, our group was met with hospitality and curiosity. Children emerged from their dim rock homes and stood in the carved doorways and delivered a high-pitched “Namaste” as we passed them on our way. Our guides engaged with us as well, trading Nepali folk songs and dumpling-

making skills for lyrics from Justin Bieber songs.Though younger generations of Nepalese are slowly being introduced to Western pop culture, there is still an abundance of historic temples and traditions in Ne-pal. The Hindu shrines, Buddhist temples, and stupas (entombed holy artifacts) are open to tourists. These places display the spirituality of Nepal, where Tibetan Buddhism and Hinduism have mixed and coexisted for years. At one of these religious sites I saw the elderly man. He was one among the several devotees who walked clockwise around the grand stupa, Boudhanath, spin-ning prayer wheels and whispering mantras. But he was the only one who prostrated every few steps to show his faith. His stiff body strained as he made his slow circumnavigation of the monument. Droves of hurried people passed him, but two waited as he regained his balance. A woman bundled up in a scarf and a monk in folded maroon robes handed the man some rupees then continued their individual devotions. Behind this scene the eyes of Boudhanath stared past them, across the varied landscape of Nepal, the Nepali symbol of unity curving in between them.

Langtang Mountains (Photo credit: Grant Phillips)

By Grant Philips ‘12

At Catlin Gabel, we are taught to feverishly multi-task, survive on minimal hours of sleep while completing heavy amounts of coursework, and ultimately provide our undivided attention to an amazing education. And it is wonderful. But like many things that do not last forever, after over three years of straight rigor, students are known to become powerfully ill with the not-quite-technically-a-disease known as “senioritis.” Because our school demands so much effort from its students, the senioritis bug is stronger here than ever. When speaking with students from other Portland high schools, they talk about the phenomenon like it is a common cold: it starts with a bit of a cough, then de-velops into a runny nose and slight fever. At Catlin, getting senioritis is as sudden as breaking a limb. At the beginning of senior year, students are held to the sky-high standards left over from the spring of their ju-nior year. By November, students dive headfirst into the college process. Whether they are struggling to submit early apps or refining admission essays, stress levels quickly rise. Even once the common app has been sent to all 127 of the schools the student has applied to, the stress of winter finals, high-running nerves, and antici-pation of college news keeps students tranquil far into January and February. And then there is March, where the saying “In like a lion, out like a lamb” is about as flawed as it could get. In fact, “in like a lamb, out with senioritis” would be far more accurate, despite its lack of slant-rhyme. With late March come the first acceptance letters, and students are finally allowed to close the doors of anxiety that have plagued them the past year. This sud-den relaxation is accompanied by a two-week lull in schoolwork and classes created by Winterim’s ease into spring break. Upon returning to school, teachers are well aware that the senior mindset has begun to take place, and many instructors’ response is to become more lax about assignment due dates and large-scale

projects. Teachers are well aware that schoolwork mat-ters much less for them now that they have their feet in the doors of colleges and universities around the na-tion. The combination of lessened expectation, lack of self-motivation, and realization that schoolwork is of much smaller importance is what “breaks the leg,” spiral-ing even the most “outstanding” of students into the deepest depths of the disease itself. Senioritis develops quickly, and is cemented into the minds and bodies of seniors the first few days back from spring break. During junior year, students often find solace in shar-ing complaints about school, and are even known to become competitive about stress levels. A typical con-versation: “You have three essays and seven tests this week, as well as basketball, independent ballet classes, and Mock Trial every day for ten hours? That is noth-ing compared to me. I have at least six essays, four large-scale projects, finals in all eight of my classes, and twenty extracurriculars for which I hold leadership roles and am expected to give presentations in.” This junior mindset is passed along to the nearly graduating seniors with quite a different tone. A typical senior conversation: “You mean you actually did homework last night? I went home second period because I didn’t have any classes, then I watched re-runs of Jersey Shore and ate an entire carton of Chunky Monkey ice cream before scrounging around the fridge for leftovers before remembering I had a small math quiz today, then resolving not to study, and watching a full-length movie before falling asleep by 8:30 p.m.” Not only are Catlin seniors severely and instantaneous-ly infected with senioritis, it is also gloriously conta-gious, taking on a plague-like effect on a class of under 70 students, leaving no survivors. Despite senioritis’s eventual sweep, difficulties can evolve for students of two varieties. The first is the

student who is accepted early decision into his or her first-choice school. This student is known to develop premature symptoms of senioritis, and to spread falsi-ties to his or her classmates who are still in the midst of their stressful application process, such as “no need to stress out or do your work,” when in actuality, it is still vital for them to keep up grades and stay motivated. The second student is known as the tight-strung studier. This student spends Friday nights planning out a week-end study schedule, and doesn’t understand their class-mates who receive good marks with minimal effort. Their hard work has constantly paid off at the cost of strict self-motivation and little leisure time, and when they are finally into college there are two possible outcomes for the student. The first of these outcomes for the studier is that they simply do not fall into the senioritis trend. They may enjoy less schoolwork, but ultimately they still do every bit of what is assigned. The second option is the slow route, in which students are eventually forced into senioritis and end up with a case more severe than their peers’, due to their previous inexperience: picture a sugar-deprived child let loose in a candy shop. No matter what type of student you are, being a second-semester senior is inescapable, and senioritis is bound to hit even the quietest, most passive character before the year has wrapped up. Of course there have been severe cases in which col-leges have withdrawn acceptance letters to seniors whose grades show immense decline, or who wind up in compromising situations with the community, but these situations are rare. Senioritis is for the most part completely normal and should be acknowledged and even congratulated. Af-ter all, the disease signifies an immense desire to start ones’ own journey in a new direction after having spent years gathering the skills that Catlin passes on to its students.

Senioritis: Not-Quite-Technically-A-DiseaseBy Annika Berry ’12

(Photos taken by Grant Philips)

With a plethora of teachers leaving at the end of the school year, the Upper School has of late been in a hir-ing frenzy. Although many students know of the stu-dent panels that interview potential candidates, there is much more that occurs behinds the scenes. The process begins with a search firm that contacts appropriate candidates across the country on behalf of Catlin. The search firm in turn obtains the resumes of interested candidates and gives them to Catlin, whereupon the hu-man resources staff looks them over and asks those they deem qualified to submit a complete ap-plication. Although applications vary de-pending on the position offered, the history department applica-tion provides a good example of requirements: a cover letter out-lining the applicant’s knowledge of Catlin, a polished, interesting personal statement, and dazzling recommendations from recent em-ployers. Additionally, the applicant must possess excellent academic qualifications. As Patrick Walsh, Upper School history teacher, says, “We are not just looking for someone smart: we are looking for well-trained historians […] the school they come from matters because a rigorous program means both good skills and solid subject knowledge.” With this criteria in mind, HR reviews and jettisons many applications—often a couple hundred—before the teachers in the department offering the position see any applications. Once the department receives the HR-approved applications, often between 50 and 100,

its members eliminate the majority and conduct phone interviews with those whose applications they deem worthy. This year, the history department faculty called be-tween 15 and 20 applicants for phone interviews. They then selected eight people to Skype interview, and with the help of Ann Fyfield (MS humanities teacher) and Michael Heath (assistant head of school and US

head) ranked the candidates. As Walsh says, “On the phone they must be quick, knowledgeable, and engag-ing. Same with over Skype. We want to hear them talk about the subject area and also talk about how they teach. We look for passion (which can be loud or qui-et) and, once again, a combination of teaching chops and subject area knowledge.” The department then brought the five remaining can-

didates to the school to experience a day as a US his-tory teacher and member of the Catlin community, a process that most departments require of their final candidates. The school subsidizes the airfare, cab fare, downtown hotel stay, and meals. While this may be viewed as extravagant or silly, Walsh stresses that when he himself was seeking a position at the school, “It was a huge selling point […] Catlin made me feel they wanted me.”

During their day in the Upper School, the history candidates taught a class and were interviewed by a student panel during lunch, the latter without the observation of faculty members. The objective of this step, according to Walsh, is to see “how [the candi-dates] relate to us.” When teaching, the candidate must display good class-room management, engage students, and teach material in an effective and motivating way. The lunch interview is important on multiple levels. As Walsh says, “it shows the candidates who we are [as a school]. Some of them find being grilled by students at lunch a little odd. I thought it was the best part of my interview.” The department in question then col-

lects the students’ feedback, and be-gins talking with Lark Palma, Head of School. With everyone in relative agreement about the candidates, according to Walsh, the decision comes down to the person faculty want to “work, eat, hang out with,” and Palma has final say. After passing a background check and accepting the job, the final candidate becomes a faculty member. The new hire will add to the Catlin community as well as be an outstanding teacher.

Understanding the Upper School Hiring ProcessBy Hannah Rotwein ’13

It’s happened to everyone. You’re about five feet too far away from the door but someone is holding it for you anyways and you have to awkwardly run/shuffle because you know they’re waiting. Or else you’ve been stuck standing outside Vollum for a full five min-utes as floods of sophomore boys pour out before you finally run out of patience and shove your way through. Door-holding is a constant source of trouble with Cat-lin’s many different buildings, so what is the proper etiquette? When should you hold the door and when is it okay not to? Two scientists at Pennsylvania State University, Jo-seph P. Santamaria and David A. Rosenbaum, recently performed a study seeking to understand the psychol-ogy behind everyday etiquette. They chose to focus their study on the practice of door-holding and found that a person would hold the door for someone if they believed that “the total effort expended by the two of them [would] be less than the sum of the two individu-als’ acting on their own.” The concept of door-holding, they argue, does not directly benefit the individual, but rather is “a means of reducing physical effort for the group.” Keeping this principle in mind, it only makes sense to hold the door when doing so will be easier than each individual opening the door for themselves. There are several factors at play that determine when holding the door is appropriate. The first and most obvious factor is distance. Do not hold the door for someone that is too far away. It’s an-noying for you and it’s awkward for the walker who feels obligated to speed up their pace. On the other hand, if someone is close enough to the door, it is very rude to not hold it. At the very minimum, prop the door

open for someone five feet away or closer. The cut off for not holding the door is a little more ambiguous and relies on other factors. Weather is always important to take into consideration. If it’s pouring down rain, hold the door. No question. In addition, let people who are outside come through the door before exiting the building where you are warm and dry. If the weather is especially beautiful and sun-ny, you can get away with less door-holding. Also, it is impossible to ignore the factor of person-al relationships. I am not saying you should not hold the door for people you don’t like (unless that person did something really terrible to you), but your behav-ior can vary from person to person. If a close friend is anywhere near the door, do what you please. It won’t be awkward. If you are asking yourself, “Wait…does that kid go to Catlin?” you had better stick to the basic rules. Five feet or closer, hold the door. Farther away, you’re home free. If a faculty member or someone else you would like to impress (wink wink) is nearing the door, extend your etiquette. Hold open the door for as long as it takes and let him or her walk in before you. Finally, there is nothing more important than com-municating. Avoid the four-way stop phenomenon. For those of you who don’t drive yet, Portland drivers are notorious for causing problems at four-way stops. One driver inches forward, then stops and then another inches forward and no one knows who is going to go. If nothing is happening at the door, walk through. People will deal with it. You’re not going to offend anyone. As Catlin will teach you, it’s important to advocate for yourself. If you really have somewhere to be, it’s okay

to occasionally push through a doorway mess to get there. Do your best to quickly evaluate any doorway situation and take the best course of action. It’s not always best to play it safe. Holding the door too much is just as an-noying as not holding it enough.

The Everyday Dilemma: Door-Holding EtiquetteBy Ella Bohn ’13

Will and Kenny deal with a classic door-holding situation outside the library. (Photo credit: Anaka Morris)

Junior English class. (Source: catlin.edu)

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Track Team Looks to Bigger CompetitionHaving already competed in three meets, the Catlin track and field team finds itself well beyond the half-way point in the season. And after tonight’s league meet at Valley Catholic, the Eagles will turn their at-tention to their biggest stage yet: the Oregon Relays. So far this year, the team has run at the Catlin Gabel league meet, the Clatskanie league meet, and the St. Helens Invitational, performing well at each. On April 5, the team ran, threw, and jumped at the first meet of the season, a home meet between league competitors Clatskanie, Corbett, Valley Catholic, and Cat-lin, as well as non-league schools Portland Lutheran and C.S. Lewis. The Eagles made a strong show-ing, despite hail, wind, rain, and cold temperatures. The girls placed well in multiple events; Hannah Jaquiss ’13 won the 1500, Mariah Morton ’12 won the long jump and triple jump, Cammy Edwards ’12 won the 100 meter and 300 meter hurdles, and Mckenzie Spooner ’14 won the 3000. The Eagles also came in a close second in the 4x100 relay, and won the 4x400 relay at the end of a long night. On the boys’ side, Eli Wilson Pelton ’12 won the 110-meter hurdles, and swept the 300-meter hurdles along with Cameron Boyd ’12 and Ian Smith ’14. Par-ris Joyce ’12 won the 800, and the boys placed well in the 400 and in both relays. The following Thursday, the Eagles headed out to

Clatskanie, where they dominated the competition of OES, Clatskanie, and Rainier. Luckily, the sun came out, and the athletes brought their A-game.

The girls did well, sweeping places one through five in both the 1500 meter race and the 800 meter race. Hannah Rotwein ’13 won the 800, and came in an extremely close second in the 1500 to Jaquiss. Sadie Yudkin ’14 had a breakout meet, placing third in both the 1500 and the 800. Alexandra van Alebeek ’13 won the triple jump, and placed second in the high jump, while Fiona Noonan ’13 won the long jump. Garrett Neal ’15 had a good day too, placing third in the 3000, just before Casey Currey-Wilson ’13, who came in fourth. Brandon Wilson ’12 placed third in the 800, and David Lovitz ’13 won second place in the high jump and first place in the long jump.

That Saturday, the team headed to St. Helens High School for the Lower Columbia Invitational. Faced with schools from both larger and smaller athletic di-visions, the Eagles did well, and set many personal

records. Gabby Bishop ’14 had a season PR in the 100 meters, and Cody Hoyt ’13 had a career PR in the 800. Margaret Fossand ’13 set season PRs in javelin, discus, and shot put, coming within inches of her career shot put PR. Tonight, the track team will visit Val-ley Catholic for the third league meet of the season. However, the runners, jumpers, and throwers will soon have to focus on the Oregon Relays at the University of Oregon. Oregon Relays is one of the most exciting meets of the season for the track team, second only to State. The meet, which includes schools from every athletic class, 1A to 6A, pro-

vides the most intense competition of the season. It also allows the team to watch elite col-lege athletes from all over the country, who compete in an NCAA meet the same day. Many members of the track team will likely have their best days of the season thus far at Oregon Relays, but after that the focus will be back on the league, and on winning Districts and ultimately State. Behind great new and returning coaches––includ-ing Gabriela Baiter, Paul Curran, Deonte Huff, Mary Moore and Chris Skrapits––and motivated new ath-letes, the Eagles are primed for a strong 2012 season.

Track team photo 2012. (Photo credit: Chris Skrapits)

By Fiona Noonan ‘13

Catlin Tennis Looks to Upcoming DistrictsThings are looking promising for both Catlin tennis teams as they enter the final weeks of the regular season. The girls’ team, captained by Kate Rubinstein ’12 and Emi Foster ’13, has high hopes for Districts. With a great new coach, Norm Harris, and a strong freshman class, the chances of players going to State are high. Rubinstein, who has been in the 3A State Finals match for the past three years, is among these players. She, along with the rest of the girls, loves Norm, who Rubin-stein says is “funny, understanding, and wants [the players] to learn and grow as a team.” The team has a good time on and off the court, participating in spirit days (such as Frat Day, pictured above), but the competitive aspect is still at the forefront of their concerns. Valley Catholic, a league rival, has been some of their closest competi-tion thus far––they lost by a mere three games.

The boys, led by Andrew Salvador ’12 and Divesh Sachdev ’12, have also had a good year so far. They are undefeated, with a total record of 4-0 under coach Hedy Jackson. Salvador hopes the team “can get a top three finish at State, if not win the whole thing.” Behind a strong doubles team in Evan Hallmark ’13 and Sammy Lubitz ’12, many players should go to the State tournament, including Sachdev. Salvador should also do well, as he has been to State in the previous three tennis seasons. Right now the team is looking to Districts, where the toughest competition will likely be OES. Says Salvador of the boys’ Districts prospects, “[Our roster is] pretty deep…so I think if everyone steps up we can win it.” On May 4, both teams will begin the District tournament. Before then, all of the captains encourage people to get out and support the Eagles on the court!

Spring Sports

Girls Tennis team photo. (Photo credit: Norm Harris) Boys Tennis team photo. (Source: John Hamilton)

By Fiona Noonan ‘13

Baseball Team Begins Season on a High Note

Over the course of Catlin baseball’s history, many adjectives have been used to describe the various teams. Most of these are synonymous with “yikes.” This year, though, teamwork, good coaching, and a strong work ethic are culminating in a positive 2012 season. Coming off of an 11-3 preseason home win against Neahkahnie, things were look-ing up for the Eagles, who play in the Lewis & Clark League during the regular season. The win was an exciting occasion, but the team doesn’t anticipate a playoff appearance this year. Juniors Tucker Gordon and Evan Brandaw both agree that playoffs are unlikely this year, due to, as Gordon said, “Our [the baseball team’s] inexperience, combined with a very tough league that includes the likes of Warrenton, Valley Catholic, and Rainier.” The Lewis & Clark League will certainly be a challenge for the Eagles, who have 13 games remaining to prove themselves amongst fierce competition. So far, they are ranked last in the league, but the players are keeping their heads up. Said Bran-daw: “Baseball is baseball. Who knows what can happen this season.” Unfortunately, tough competition still remains, as the 1-4 Eagles will face every league opponent at least once more this spring. However, the wins and losses aren’t the only focus for the Eagles. Travis Chock, who began coaching at Catlin last year, has transformed the baseball program, em-phasizing conditioning and strength while also catering to the various skill levels present on a relatively inexperienced team. Chock is also keeping the focus on having fun, and it’s been a huge benefit to the team: “So far, I’d say it’s really paying off and you’re seeing it on the field. This is a baseball team now,” said Gordon. Success this season will mean more than good coaching and having fun, though. Despite team members’ incredible commitment to their sport––many played base-ball for other teams and conditioned intensely in the off-season––what they really need is more experience as individuals and as a team. Gordon laments that so many players have left the team, saying that getting players such as Graham Fuller to return would be incredibly helpful. Though Fuller made a partial return in the win against Neahkahnie, his full return would make Catlin’s baseball program “Soooooo decent,” in the words of Gordon and former player Jesse Kimsey-Bennett ’11. Until that day, though, the team will continue to work hard and stay positive, and hopefully the wins will come. For now they have extremely strong players in Bran-daw––who has pitched 31 strikeouts in 17 innings–– and Gordon, who is batting an incredible .545 on the season. Senior Jared Woods is also a leading force for the Eagles, and behind these three boys the season is looking more than decent for the Catlin Gabel baseball program.

By Fiona Noonan ‘13

Golf Teams Brave the Elements and Prepare for Districts Despite a season impaired by wind, hail, and intense rain, the Catlin golf teams have had a good season so far. Soon their hard work on the course will pay off when they go to Districts from May 7 to 8. The girls’ team, coached by former athletic director Mike Davis, includes Cydney Smith ’12, Logan Smesrud ’12, Layla Entrikin ’13, Mady Bennink ’13, and Mai-réad McCarron ’13. They are vying for second place in the league against Valley Catholic this season. Their goal is to make it to State, and which they can do if they beat Valley Catholic at Districts. Says Smith, “We had a lot of fun and PRed during State last year, so we want the same opportunity again.” So far, the girls have fought through terrible weather conditions at their 18-hole tournaments, as well as at practice. (Says Smesrud, “The rain pants are definitely life-savers”) However, their positive attitudes and strong work ethic have made for a good season. It’s a race for second in every tournament (since the golf pow-erhouse Molalla usually wins), and on May 8 they hope to win the most important second place of the season––until State, that is. The boys have had a good year too, with two standout freshmen in Brendan Edel-son and Walter Sherry, who, according to captain James Furnary ’12, are “dominat-ing on the varsity team.” The boys play in the same league as the girls, but will have districts at the Quail Valley course rather than in Boring with the girls. With strong players such as Fur-nary and Conor Oliver ’13, who placed at State last year, the team should do well. For now, both teams are focusing on having fun and playing well, and if the weather lets up enough for the rain pants to come off, it should be a good final few weeks.

Boys and girls golf team. (Photo credit: John Hamilton)

Evan Brandaw ‘13 batting with his teammates. (Source: catlin.edu)

By Fiona Noonan ‘13

Boys and girls golf team. (Photo credit: John Hamilton)

Girls golf team. (Source: John Hamilton)

(Source: John Hamilton) (Source: John Hamilton)

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Students most likely know Catherine from interac-tions centering around class schedules and sending transcripts to colleges. What many may not know is that Catherine is leaving her job as registrar at Catlin in the upcoming year to attend divinity school and one day head her own congregation. Read on to learn more about Catherine!

Where did you grow up, and where did you go to high school?I grew up in Chicago and went to a Jesuit (Catholic) high school called St. Ignatius College Prep.

What were your favorite classes and why?English class was always my favorite, but I loved studying other languages too. In high school, I man-aged to squeeze in four years of Latin, three years of Greek, and a year of Spanish. I’ve always enjoyed reading and writing, and I like the code-breaking as-pect of learning a new language – especially when I’m able to understand something that was written thou-sands of years ago. There’s something magical about that.

Heading into college, did you have an idea of what you wanted to do as a profession?I knew that I wanted to major in linguistics – the study of how languages work, how they’re put together, and how people learn them – but I wasn’t sure what I wanted to do after that. I had thought about becoming a priest even in high school ... but, since I was Roman Catholic, I didn’t consider it as a very serious option.

Where did you attend college? In what ways was the school a good fit for you (or not)?

I wanted to attend a small college where I could ma-jor in linguistics, so I wound up at Swarthmore, which turned out to be the perfect fit. I loved my classes, made amazing friends, and formed great relationships with my professors (I even rented a room from one of them for a while). The campus culture – socially laid-back and academically intense – was exactly what I wanted, and I appreciated the school’s flexibility: I was able to spend one semester studying in Ecuador and another as an AmeriCorps volunteer in the Phila-delphia public schools.

Was religion part of your life early on?Sort of: I went to Catholic school from kindergarten through 12th grade. My family isn’t very religious, but I was baptized as a baby, although my baptism had to be postponed because it was accidentally scheduled on the same day the Chicago Bears were playing in the Super Bowl. January 1986 was a buy month.

Does the system of faith you grew up with influence who you are today? Absolutely. My system of faith now isn’t all that differ-ent from the one I grew up with: Christianity teaches that God took human form, and that we show our love for God by acting with compassion and mercy toward other people. For me, it is impossible to separate my faith from my human relationships, or from my com-mitment to social justice – they are all intertwined.

What role does religion play in your life today?I think the best way to put it is that religion is the lens through which I see every part of my life. For example, I believe that all people are children of God – which, in turn, affects my political beliefs, because how can you deny the children of God education or health care or clean water? I also have a regular practice of prayer, meditation, and yoga, which deepens my faith but has the pleasant side effect of making me happy and calm, rather than the stress-addled crazy person I would be otherwise.

Have you ever doubted or moved away from faith or a particular strain of faith?Yes. Leaving the Roman Catholic Church was a long and difficult decision for me, but in the end, it was the right one for many.

Catherine Canapary Healy: Next StepsBy Hannah Rotwein ’13

Catherine Canapary Healy. (Photo credit: Anaka Morris)

Although David Zonana has only been an Outdoor Program Teacher for a couple of years, he has made a lasting impact within the Catlin community.

It might be his entertaining last name or his relaxed na-ture, but David has allowed kids on Outdoor Program trips to feel at home in new environments. Having traveled with David on the City of Rocks trip, where

I saw him destroy an entire watermelon in a minute during a heated eating contest, I know much energy he instills in every adventure.

In an interview, David noted that although Catlin students are serious workers, some of his favorite mo-ments “have come when students harnessed the power of being goofy and ridiculous.” His fun-loving person-ality has definitely left a mark on the community.

Talbot Andrews recalls last Halloween when she took the representative from Bowdoin College (David’s alma mater) to meet David in his office. David was in the bathroom and called out to Talbot and the representative in a high-pitched voice to wait one minute. Talbot sat on the couch next to the formal rep-resentative when David burst from the bathroom cov-ered in layers of skirts and aprons, speaking in a mock grandmotherly voice as he greeted the representative.

After he leaves Catlin, David will head to Europe with his girlfriend to spend time with family. He will also be applying to masters programs in Evolu-tionary Ecology. While David has a lot to look forward to, he will not forget the Catlin community. David re-marked that, “The individuals in this community are so damned thoughtful, kind, creative, and intelligent…all at the same time. I hope to stay

connected with individuals and the community well into the future.”

While we will miss David as he leaves Catlin, we will remember him for the joy and excitement he brought to the Outdoor Program, and how he shared his love for adventure and the environment with countless stu-dents.

Here are some parting words of wisdom from David:“I am no sage, but I would like to encourage students to be open and receptive to new experiences and the amazing people around them. In his novel, Kafka on the Shore, Haruki Murakami describes this kind of receptiveness as ‘a persistent, inward moving spirit that’s filled with a pliant, youthful sort of curiosity.’ I believe that it is with that kind of curiosity and thirst for understanding that we recognize that there is al-ways infinitely more that we can learn from good peo-ple and quality experience. I find that to be a pretty wonderful and comforting idea.

Finally, I love to see students at Catlin listening to and acting upon the things that they find to be meaningful – not the things that somebody has decid-ed that they are supposed to do. I hope that the student body and the school as a whole can continue to support and encourage the kind of passion that makes Catlin such a cool place.”

Happy Travels David Zonana! By Grant Phillips ‘12

(Photo credit: Anaka Morris)

Goodbye to Carl AdamshickIf you ask the students enrolled in Creative Writing to describe their teacher, you will get a response akin to a description of a beloved pet or a cherished relative. Such is the affection that Carl Adamshick has garnered as the visiting teacher for the Creative Writing class. As an established poet and winner of the prestigious Walt Whitman Award in 2010, Carl has truly been a gift to the school community as a whole. This was Carl’s first year teaching, and as such, his teaching style lacks the typical structure of a Catlin class. Yet Carl has managed to impart innumerable lessons in the art of poetry to his eager students in the past year. His supportive attitude creates a liberating environment. His writing prompts aren’t always (read: never) fol-

lowed by students, yet in Carl’s class that’s allowed. Any whim a student desires to explore is acceptable as long as it’s expressed through the limitless and won-drous capacity of poetry. Although Carl is a nationally renowned poet (and his students are amateurs at best), Carl remains unequivocally encouraging, often giving a quiet exclamation of “Excellent” or “Awesome” af-ter someone has read a poem out loud. Carl also orchestraed the birth of Catlin “Poetry Week,” a program in which local poets visited English classes and shared their poems at an assembly. This enriching experience is indicative of the impact that Carl has left on the Catlin community in his short time here.

We will miss you Carl! Best of luck as you continue to dazzle and enchant those around you with your words.

By Eli Wilson Pelton ‘12

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After working for six years as Catlin Gabel’s director of technology, Richard is moving on to become the academic dean of University Prep in Seattle, a private middle and high school of similar size to Catlin. He is excited about the new role, but sad to leave the won-derful community here. His absence will be felt by all of the students and faculty.

Richard first came to Catlin in the summer of 2006. One of his first accomplishments as the technology di-rector was to create the systems administrator position (currently held by Andy Thomas). The systems admin-istrator specializes in the Catlin server and network; without them, students could not have such reliable access to their mail and Internet. However, Richard’s most tangible contributions to the Catlin community have definitely been insideCatlin and Moodle. These websites, which help teachers organize their syllabi and resources and give students access to forums and calendars for their classes, have become an instrumen-tal part of the Catlin Gabel Upper School and Middle School. They will remain as a sort of legacy to Rich-ard’s time at Catlin.

Before teaching at Catlin, Richard worked as the technology director at University High School in San

Francisco; before that, he was a full-time chemistry teacher. His new job as academic dean (a position not offered at Catlin) at University Prep will involve co-

ordinating different curricula, organizing professional development for teachers, and performing teacher evaluation. Richard will supervise the instructional technology specialist, the librarian, the director of the learning center, and the global programs coordinator. This new job seems vastly different from his current one as technology director, but Richard assures that there is quite a bit of overlap. “The job of the technol-ogy director has changed a lot in the last ten years. It used to be just about computers; now it’s about teach-ing and learning. What does it mean to set teaching goals, what kind of learning environment supports those best?” Richard also taught in the Lower School at Catlin and helped with many Winterims and global trips. He believes that the transition to academic dean will be smooth, and one that he is ready for.

Richard will miss Catlin Gabel. In his time here, Rich-ard says that he has been impressed with the balance struck between the IT department and the students; IT provides centralized services, but gives people free-dom to do what they want, which has helped forge a strong connection between students and their technol-ogy. Catlin Gabel will surely miss Richard as well. The CatlinSpeak staff wishes him the best of luck on all his endeavors.

Saying Goodbye to Dean Kassissieh By Andrew Hungate ’12

(Photo credit: Anaka Morris)

I cannot tell you how many times I’ve run into the Up-per School office stressed and practically yelling for Jessica’s help. I’ve asked countless questions about independent PE, conducting fundraisers during junior year while planning prom, organizing special sched-ules for the Jefferson Dancers to come this year, and more. Always rock solid in her answers, Jessica made sure that all of my questions were answered and every idea was carried out smoothly. Each time I entered the office, Jessica imbued me with her calm and collected air. Her enthusiasm paired with her kind smile made every task seem conquerable.

As the faculty leader of the CGSA this year, Jessica did a phenomenal job. She always listened to the ideas of the members of the CGSA but still “kept it real” by letting us know what was a realistic possibility for fun-draisers, assemblies, or Kidnap Day. The amount of her dedication to Winterim for the past years has been so strong that she has become the face of planning and organization at Catlin.

I still remember my sophomore year accompanying a senior friend of mine to the office to fax some im-portant documents to a college she was applying to. While Jessica was doing the paperwork, she turned to my friend and asked with sincerity how she was feel-ing. My friend burst into tears and told Jessica and

vented about her stresses, and without hesitation Jes-sica hugged the both of us. In that little group hug, Jessica told us that she believes every Catlin student is an achiever of many things, and that the idea of her students being so stressed out and overworked wor-ries her. She said she can see how everyone tries their hardest every day, and that she feels lucky to be a part of such a wonderful community because of the hard work of the students. In that moment I felt Jessica’s true appreciation and love for each and every student in the Upper School, the reason why everyone can’t help but love her right back.

Jessica has always been someone easy to talk to about my life because she’s always there for me and every other student in the Upper School. I admire the vigor and determination she has for each project thrown her way, as well as the sweet natural optimism and wholehearted love she has for every student.

Jessica, you’ve always had my back, and I will truly miss having you in my life next year. Although it’s inevitable that we would not be seeing each other next year, I’m also sorry for the incoming students, who will not have your dependable self by their sides throughout their high school career. You are the rock of the Upper School, and we all love you so much!

Jessica Marlitt Has Always Had My Back By Anaka Morris ‘12

(Photo credit: Siobhan Furnary)

When I first asked Dave if he would be willing to meet with me for an interview in light of his retirement, I already knew the answer would be “yes.” Dave’s the kind of guy who would rework his schedule for a stu-dent—come in earlier than normal if they don’t have any similar free periods, wait after school. Whatever they need, Dave’s going to help them get it. It’s quali-ties like these that will be sorely missed.Dave has been teaching at Catlin for eight years, al-

though it seems like much longer. His military back-ground and opinionated character allow him to stand out. Not only does he stand out, but he also brings a different perspective to the curriculum in the most positive way. Every year students have been able to enjoy his firearms Winterim, still going due to popular demand.

After leaving the military, Dave started off his career coaching high school football. After making the deci-sion to teach, he taught at a K-12 school in Alaska for 15 years before relocating to Portland. He then taught at a public junior high before he landed at Catlin Gabel.

As I walked into Dave’s office to interview him, he looked up from some papers and said: “You now have my full and undivided attention. What little of that there is,” followed by a chuckle. His self-deprecating sense of humor and general kindness make speaking with him a real treat. When asked what he was going to miss the most about teaching, he didn’t even pause to think, saying, “Well, I’m going to miss playing with kids! That’s why I do this. That’s it. That’s the truth.”It’s clear that the students love to spend time with Dave

in return. His cubicle walls are decorated with photos of the school he taught at in Alaska, caricatures, and drawings students have created for him. Dave’s unfail-ing patience and willingness to share his life with his students draws them to him like moths to a flame. It’s not uncommon to see Dave deeply engaged with one of his math students, seriously debating the national debt or usefulness of teacher’s unions. He’s not afraid to speak candidly about his views, which is something everyone admires and appreciates.

Earlier this year, Dave made the decision to retire. With a grin, Dave explained his plans for the future: “You know, my wife’s son is a pilot for Southwest Air-lines. We get to fly for free!” An adventurous spirit can’t be still for too long; if you’ve never heard one of Dave’s SEAL stories (steering submarines, jumping out of helicopters, you name it), you’re missing out.

So, it’s with a heavy heart that we let Dave start out on his next great adventure. He’ll be truly missed, and he leaves this community with an indelible legacy that will be talked about for years to come.

A Parting Interview with Dave Tash By Layla Entrikin ’13

(Photo source: Ella Bohn)

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(Photo credit: Siobhan Furnary)

Go to speak.catlin.edu for extended article

Twenty-seven years ago, Laurie Carlyon-Ward walked onto the Catlin Gabel Campus to substitute in the Low-er School art department. She had just moved from Rochester, NY and was temporarily teaching art in the Beaverton School District while raising two daugh-ters at home. She came to Catlin with an open mind and a steadfast passion for the arts, and has shared her knowledge and exuberance with Catlin ever since. Laurie now works in the Upper School and is the pri-mary teacher of fine arts at Catlin, teaching sections in painting, drawing, photography, figure studies and more. “I have so many favorite memories,” Laurie tells me, “We used to do a hide and seek game with both faculty and students. Clint Darling always won because he knew about a secret closet in the Dant House that no one else could find. With the remodel, the closet no longer exists.” Laurie is retiring this year after an extremely impactful career at Catlin. She tells me that next year, instead of arriving at the art studio at 8:00am to unlock the doors and set up for class, she will be participating in exercise courses, spending time in the outdoors, and photographing the world.

After so many years as a selfless and devoted teacher, we can all agree that Laurie deserves a bit of time to breathe and have some time to herself, but we will miss her dearly. “I hope I gave students the opportu-nity to explore ways to express themselves visually, yet in a safe environment,” she says. “Our society is so left brained and I hoped the curriculum in the Art Department gave the school a place for the right brain to flourish.” The way in which she has impacted each student who has taken one of her classes is profound and will likely never be forgotten. In my own experience, Laurie has encouraged me to believe in the my visions, and has given me the skills and tools to translate those ideas to canvas, paper, sculpture and photograph. If you have not had the chance to get to know Laurie, she is a loving, focused, and ambitious individual with a quick sense of humor and a positive outlook. Several months ago in a discussion about her retirement, Lau-rie even mentioned that she might opt for a tattoo. “A retirement tattoo! How fitting!”

Laurie Carlyon-Ward: Retirement After 27 YearsBy Annika Berry ‘12

(Photo credit: Anaka Morris)

Karen is one of the most effective teachers I have ever had. I remember taking her Early World History class my freshman year. Karen managed to create an ex-tremely casual atmosphere, yet at the same time had the seemingly magical ability to keep the class focused and participating. Everyone in the class had fun writ-

ing papers about bonobos and Charlemagne, because Karen made it such a positive experience. She took the classic teaching tool of breaking us up into small groups and perfected it. Those small discussions and subsequent merging to share findings with the whole class was extremely productive because Karen had a way of keeping everyone focused yet comfortable. Fu-ture history teachers will have some large shoes to fill! Karen was also an interesting and caring person. She had many interesting life experiences, and when she shared them with students, she helped them expand their understanding of the world. I remember on the freshman class trip she spoke to us about her experi-ences on September 11, and this helped me reflect on my own very fortunate circumstances. Karen was very approachable and always wanted to help her students out. She even helped me study for the AP European History exam, although she was not my teacher at the time. Karen has a very clever and unique style of hu-mor. She commented on one of the jokes I used in an assembly, saying “Terrance, you have a wicked sense of humor.” I still laugh about these kinds of things! We will all miss Karen. I caught up with her and asked a few questions:What did you do before you came to Catlin?Before I came to Catlin, I taught for ten years at the Packer Collegiate Institute in Brooklyn, New York; before that I was at OES. I am a native New Yorker, so I really enjoyed my time in Brooklyn. The students were very much like Catlin students in their work ethic and sophistication, but they were a little more wary of the outdoors (just as many Catlin students are wary of

the urban area they actually live in!). My school in Brooklyn was in a lovely old building that resembled Hogwarts, with stained glass windows and turrets. How did it compare to Catlin?Catlin, of course, has great natural beauty instead. It’s also luxurious-- air conditioning! Lockers made of wood! Armchairs and sofas! Wow! I was going to move back to Portland anyway, for family reasons, and I knew it would be very hard to get a job here. I sent my credentials to an agency anyway, hoping that eventually some school might need a substitute teach-er; when I heard that Catlin had an opening I felt the way you do when an elevator suddenly goes rushing down—thrilled! Because I had lived here, I knew the school and I had several friends whose children just loved being students here. I couldn’t believe my luck! What were some of your most memorable experiences?Some of my most memorable experiences here? Get-ting used to “Karen” after years of being “Mrs. Ta-lus,” square dancing on freshman trips, Campus Days with my C&C, being serenaded on my birthday, casing out the new stuff that appears every day in the library, making friends with my fellow faculty, enjoying the famous authors and artists who speak in our assem-blies, shocking or not as the case may be. What do you plan to do from now on?Next year I look forward to classes at the Alliance Française, traveling to Finland, Tenerife, and Mexico, volunteering as a docent at the Portland Art Museum, and finally getting around to making bread according to the recipe I’ve kept on file for six years.

Keeping Up With Karen TalusBy Terrance Sun ‘13

(Photo credit: Siobhan Furnary)

When I sat down to interview Véronique about her thoughts on leaving the school, she presented me with this phrase to sum up her feelings: “I have liked the school, the kids are cool, now it’s time for the retire-ment pool.”

Her rhyme may be catchy, but the retirement pool is probably the last place Véronique will go when she leaves Catlin at the end of this year.

After over two decades of lighting up French classes with her exuberance and passion for teaching, she will soon start an “exciting new page” in her life. “I love to look to the future, and I love to make plans,” says Véronique.

These plans are adventurous and numerous. Always an active person, Véronique says the first trip she will take will be biking from Denmark through Germany all the way to Poland. She also “definitely wants to have a political voice.”

On leaving Catlin, she says, “After 25 years I’m defi-nitely ready for a change. It’s not a rejection; it’s just that I’m so ready to have more time, and to do all the things I’m passionate about, and the list is very long.”

After having Véronique as a teacher for two years, I know what an energetic force she is in the classroom. The school will miss her, but she will undoubtedly bring the same positive energy to whatever endeavors lie in her future. Au revoir et bon chance, Véronique!

Au revoir, Véronique! By Fiona Noonan ’13

(Photo credit: Siobhan Furnary)

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Although he has been at Catlin for only five years, it seems as though Michael Heath has been here much longer. There is no question that he will leave a lasting impact on our community. Read on for reflections on his time in the Upper School and to see what he has planned for the future.

How are you feeling about the change you are about to make?I’m feeling many different emotions about this move. I love Catlin and it will be hard to leave this lovely community. But I’m excited about taking on this leadership role over a whole school, rather than a specific division. I’m feeling nervous about the responsibilities of a headmaster. I’ve recently attended a con-ference where I heard an awful lot of school heads say, “being a headmaster is like NOTH-ING you’ve ever done and it’s really all-con-suming.” So I’m excited and nervous. And I’m also looking forward to being close to our fam-ily. My wife’s family all are in England and mine are mostly in Virginia.

Looking back at your years at Catlin, what are you going to miss most?I’m going to miss the community the most. There is so much strength that lies in the dedi-cation to our common values, and some of these we cannot fully appreciate until we leave. And so I anticipate that much of what I will miss will be fully realized when I’m ensconced in another school. But I’m also going to miss having Bofferz outside my window every Monday and Thursday.

What are you most looking forward to?I’m really looking forward to two things—being able to help a school become a better place for students and families because of all the lessons I’ve learned at Cat-lin, and being able to see our families more.

What is something you’ve done at Catlin that you’ve felt had an impact on school life (or your own life?)I’ve tried to speak very intentionally about the ethos of our school, about the val-ues we have together. Whenever there has been a problem or a crisis, I’ve focused on what we believe in together as a community rather than the rules we have. To encourage an education steeped in relationship is something that has been very im-

portant to me and I hope that continues to be a hallmark of Catlin. I think it will be.

When and how did you decide to leave Catlin?I did not decide to leave really until I was offered this position and knew that it was a great opportunity. I had been talking to Lark for a few years about eventually wanting to move to the East Coast to be closer to our families, but wasn’t sure of the timing. Lark has been tremendously supportive around this and I am very lucky to have her as our head of school.

If you could tell the students and faculty one thing about your move, what would it be?

I think I would say that we’re leaving with mixed feelings because we love Catlin so much. I have been telling Lark for a few years that if Catlin was on the East Coast we would be here forever. It will always be a school that is dear to my heart.

While we will miss seeing Michael around campus, we all support him in making this change. His departure marks a new age in the Catlin community, although he leaves behind a legacy we won’t soon forget. Seeing him off, we look forward to hearing of his successes in his newest adventure.

A Parting Interview with Michael HeathBy Layla Entrikin ’13

(Photo credit: Siobhan Furnary)

Catlin Gabel does not have the cliques and social hierarchies of a stereotypi-cal high school. Students tend to form their own groups of friends, of course, but these groups are far from the waspy gangs of teenagers in television dramas like Gossip Girl. Instead, you might find something more closely resembling Catlin’s social structure in The Rajneesh Chronicles. Catlin has cults, not cliques. 1. The PostThe group known as Explorer Post 58 is essentially an extension of the Catlin outdoor program, but one that is open to students from all high schools. They run mountaineering and rock climbing excursions to various parts of the Pa-cific Northwest. Ostensibly, students and a few staff members independently run the organization, but because of a large amount of overlap in organization and leadership positions with Catlin, the post is usually tied to Catlin’s own out-door program. This hybrid group forms a particular breed of student: one who is very fit and outdoorsy, but has a gen-eral lack of free time on their hands (to the chagrin of their non-post friends). Post students are easily recognizable at Catlin by their indefatigable worship of Patagonia clothing. 2. Mock TrialMock Trialers are notorious for their tendency to relate every conversation to Mock Trial. For a few months out of the year, this group of students spends any-where from four to 12 hours together each week discussing case theory and other distasteful things in preparation for an annual competition in the spring. There is even a Mock Trial “retreat” to Gearhart, which only accentuates the Mock Trialers’ cultish image. Most peo-

ple involved have a love/hate relation-ship with the club; the time commitment is overwhelming and the competitions are nerve-wracking, but the coaches are wonderful and so are some of the people. Note: the author of this article is a pro-fessed Mock Trialer. 3. RoboticsNo one really knows what goes on in what is perhaps the most shrouded of all the Catlin cults. Most people as-sume that members of this club make robots—and robots are certainly pro-duced—but what exactly goes on in the darkened rooms of the Outback during the creation of these robots? Robotics has a reputation for staying on campus into the late hours, long after all the other students have gone home to bed. Last year, I happened to walk into the robotics building at 11 p.m. and found myself in a surreal, dimly lit room. A couple students sat in opposite corners, lost in the glow of their laptops. Quiet trance music played in the background. An ancient, half-eaten pizza lay on the floor. The key to the Flaming Chick-ens’ profligate success may forever be a mystery, but robotics students certainly tend to be driven and enthusiastic, and that core group of thinkers and tinkerers will likely remain a part of Catlin cul-ture for a long time. These are not the only cults at Catlin as the “cult” is becoming a widespread phenomenon in our community. Sports usually generate cults (varsity soccer, volleyball, and cross country). Although some might view cults negatively, these groups of friends simply share interests and naturally form smaller communities within the student body of our school.

The Cults of CatlinBy Andrew Hungate ’12

With ten faculty members leaving, a new head of the Upper School, and a re-vamped schedule, Catlin will undergo some of the most drastic changes in its history nexyear. How exactly will these changes affect our curriculum and stu-dent life?

Each faculty member brings new ideas and specialties to the curriculum. New faculty members will enter the language, math, English, history, and arts depart-ments next year. In the arts department, Chris Mateer will share his experience in sculpting and will teach 2-D founda-tions studio (formerly Draw-Paint), 3-D foundations studio (sculpture), print-making, and honors art seminar with Nance.

If the new arts building is completed according to schedule––in the spring of 2013––we will not be able to use it next year. However, the building will even-tually accommodate the added number of arts classes for the coming years. It will also provide more wall space to showcase student work, while giving classroom space for Middle School arts classes. For more information, see “The Future of the Catlin Gabel Arts Depart-ment: A Closer Look at the New Arts Building,” written by Fiona Noonan. I assume this will be hyperlinked?

In addition, more Catlin classes will go online next year. Dave Whitson will be

offering a class on 9/11, and George Za-ninovich will be teaching urban studies through the Global Online Academy. Students and teachers from indepen-dent schools around the world will par-ticipate in this program. According to Whitson, a benefit of online education is the ability to work with students all over the world. Says Whitson, “How cool is it to have a small-group project with one person in Portland, one in Jordan, and another in Indonesia?” See “A Discus-sion of Online Education With Dave Whitson,” written by Audrey Davis, for more information.

Another large transition in the Upper School is our change of heads. Recently announced on April 16, Dan Griffiths will be the new Upper School head next year. Lark Palma, head of school, writes in her announcement that Griffiths is a “visionary leader, energetic advocate for students, persuasive public speak-er, innovative teacher, and superb col-league.” The head helps shape the dy-namic of the community, and our new head will only contribute to changes for the better.

The Catlin Gabel Upper School will undergo several dramatic changes next year. We’ll have a new head, classes, faculty members, and even a new sched-ule. Nevertheless, the most important aspect of the school will remain con-stant: the student body.

How Will the Upper School Change in 2012?By Audrey Davis ‘13

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Twitter feeds and news headlines at speak.catlin.edu

The Art of Fencing with Adam FrankWhen thinking of intense sports, fenc-ing may not be one of the first activities that comes to mind. After sitting down on a cool, quiet morning in Vollum with freshman Adam, I discovered that fenc-ing is a complicated sport both mentally and physically. I asked how long he has pursued this passion, and Adam claims he doesn’t even count the years! “I got started because my little brother was doing a camp, and he really enjoyed it,” Adam said. He admits that when he started fencing it was harder than he expected. This made him realize an entirely new physical challenge. With a sigh, Adam mentioned that he is often asked if you have to be in shape for the sport. “I re-ply: hold the weapon and you won’t be able to rank for two days without being in great shape.” He emphasized that it is important to have “explosiveness” and leg strength. “Once I started to com-pete and saw how interesting competing was…it got really addicting.” He finds the sport so addicting, in fact, that he now fences every day after school from 3:30 to 8:30! Adam’s talent led him to explore many opportunities, such as his recent trip to France for a world cup championship. France, which he said is the strongest

fencing country in the world, holds eight consecutive world cups. Adam’s eyes immediately brightened as he said, “I got to experience the culture. It was especially fun because my coaches are from there.” Even though he got sick and couldn’t really eat for a few days during the trip, Adam ranked fourth for the US. That’s pretty impressive! According to Adam, competition is the most challenging aspect of fencing. “I’ve been beaten by some really strong famous people, but the thing about fenc-ing that is interesting is it’s impossible to win each time even if you’re the best.” He claims that it’s impossible to depend on a win because each match is so un-expected. The largest obstacle for com-petitions is to not underestimate your opponent. “Each victory is important. Even if it’s a small victory you have to be happy because it’s better than defeat. Overcoming that obstacle has been a big challenge, but it’s also been the most rewarding part of the sport.” Clearly, Adam has a mature and thoughtful take on the sport of fencing. I’m sure he’d be happy to talk to anyone about his pas-sion, so make sure to approach him if you see this fencer around campus!

By Anaka Morris ‘12

CatlinSpeak ARTicles: Chris Reimann’s Mad Woodshop Skills

Chris has many interests; he is a mem-ber of the Post (just ask him about his collection of Columbia apparel) and a varsity soccer player, but his artistic pas-sion is woodshop. For years he has been working below Tennis Court 2 crafting wood pieces, and now he’ll share his artwork with the Upper School.

How long have you taken woodshop?This will be my second year of Upper School woodshop, although I also took it all three years in Middle School.

Why do you like woodshop and wood-working?I like woodshop for many reasons. For one, I can make three-dimensional ob-jects that I can add texture to. When mak-ing the texture I can also create shadow with the light itself. That was one of the more difficult aspects of draw/paint for me last year, so I don’t have to worry about that as much anymore. Also, there are so many different aspects of wood that have to be accounted for, like grain length and texture, whether it’s a hard or soft wood, and color. These aspects all come into play in the finished product. I also really enjoy planning out a project, especially a box or a table where every-thing has to be laid out beforehand, and in the end it could end up being some-thing completely different because you improvise in the making of it if some-thing gets messed up.

What or who are your inspirations?Living in Portland I am surrounded by Native American art, and I think that has had an influence on the pieces I choose to make. Working with Tom has been amazing because he has a background in NW art, and a huge amount of informa-tion on it, whether it’s directly from him or from books he has. At first I don’t think I realized it, but the wood itself can sometimes be an inspiration because there is a distinct beauty in some pieces of wood that you don’t want to dimin-ish, whether it’s the bark, the grain, or natural blemishes.

What project are you currently working on?Right now I’m finishing a flat carving of a bear’s head and just painting the fin-ished product. I am also starting a Na-tive American-style box that is shaped like a canoe. I have a couple other things I can work on, like a lathed bowl, when I have nothing else to do.

What projects have been your favorites, and why?I really enjoyed this last carving I did be-cause it was really my first introduction into woodcarving. Hopefully the next is a three-dimensional piece, which will take more planning. I have also loved working on the lathe over the years with different plates and bowls.

By Fiona Noonan ‘13

Chris’ artwork. (Photo credit: Chris Reimann)

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Catlin in a Nutshell: A Catlin Student’s Weekly Outfits Epitomized

Were a time capsule of this school year made, these pho-tographs would be included as a reminder of what Catlin students wore in 2011-2012.

Styling and Concept: Hannah Rotwein ‘13Photography: Anaka Morris ‘12Model: Kassi Carter-Howard ‘13Location: The Pearl

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Some of you might notice how well Neil Badawi’s pants hang or his affinity for snapbacks, but what do you really know about him? Bound for college, these are your last weeks to get to know the real Neil, a boy who needs frequent hugs. Let’s see what is really behind that swagger, starting with the basics—

Lifer status: Positive

Pet peeve: Girls who suck on their hair

Dog or cat: Dog

Least favorite barn food: Baked potato with all the trimmings

Favorite song: “Im Fabio” by Lil B

First crush: Logan Smesrud in third grade

If you could be any Disney character who would you be?Goofy

Do you have any reoccurring dreams or nightmares?Ones where I can’t run

What are you running from?Usually dinosaurs

Do you think you are going to let loose when you go to college?I hope so

What is your favorite class you have taken at Catlin?Freshman English with Nichole Tas-soni

Which Faculty member will you miss the most when you go to college?Dan Grifiths

What is your most prominent Catlin memory?In 5th grade I stepped on an ant and killed Mother Nature. That’s what Lizzie said. Quote from Lizzie Med-ford: “You killed Mother Nature”

Anything you want the Catlin commu-nity to know before you graduate?Imma straight boss…and I will miss this community deeply Interested in learning more about the real Neil? I hear that he knows all of the lyrics from the Austin Powers ren-dition of “Hard Knock Life”. Go give him hug and ask for a performance. But, whatever you do, do not suck on your hair while he is singing.

BOTM: NeilBy Zoe Schlanger ‘13

(Photo credit: Siobhan Furnary) (Photo credit: Siobhan Furnary)

Monday: (bottom right) No sleepTuesday: (top left) Senior Girl

Wednesday: (top right) Outdoor EdThursday: (middle right) Catlin SpiritFriday: (bottom left) 62˚ and Sunny

Check out speak.catlin.edu for more photos!

Emily quietly slipped onto the Catlin campus in the fall of 2010. From a distance, she is darkly beauti-ful, and mysterious; up close, however, Emily has a convivial charm, calling to mind perhaps a less tragic Myrtle Wilson. She is mature and polished––though somewhat self-deprecating. Now, she graces the pages of CatlinSpeak as Bachelorette of the Month.

Favorite color? Dark purple Favorite food? Thai Favorite music? ’80s pop Nicknames? No… Mira Hayward calls me “Egret,” but I don’t have any other nicknames. What was your transition to Catlin like? I think it was easier academically than socially, be-cause I had a pretty good group of friends at my old school and it was definitely weird adjusting to life without them. I don’t really get to see my old friends that often, even now, and it’s weird going back and seeing everyone that I don’t see… I left in sophomore year, so it’s weird to see that the really short, fat guy is now tall and skinny, because in my memory, he’s frozen in sophomore year. There was a lot of social awkwardness at first. Who’s your biggest role model? Probably my grandmother. She went to medical school when med students were about 1% women, and I re-ally admire that she didn’t see that as an obstacle, that she can persevere. And she still does things like that. What do you like to do in your free time? I have a lot of service hours to do this month… so that’s what I’ve been doing. Mock Trial I’d say is my biggest extracurricular commitment. I played soccer this year, but athletics are not my thing. I’m trying to get into Downton Abbey, but it’s starting off a little slow for me. I just started reading Norwegian Wood… so we’ll see if I like that.

Who was your first crush? My first crush was this guy that I went to school with in fourth or fifth grade, and I really liked him because he was tall, and I used to be like the tallest girl in my class so I was really impressed that he was tall. I went to high school with him too, but I don’t like him any more.

Did anything come of that? No. So what do you look for in a man, besides height? …Humor? (long pause). Maybe my standards have dropped…

So as long as they’re funny and tall…? Well… I like boys who read books. Do you have any embarrassing love stories? ….No. But I was in France once, on the Eiffel Tower on a school trip, with this guy that I kind of liked, and our groups got off at separate levels and I got super lost and I was in tears and couldn’t find how to get down, so I had to walk all the way down by myself, and I got to the bottom in tears and he definitely knew what was up. Kind of embarrassing… but pretty clas-sic, because I’m always getting lost. What would your ideal first date be? He’d have to cook for me. I’d be seriously impressed. And watch a romantic girl movie without complain-ing. What’s your favorite movie? My favorite movie is probably Cruel Intentions. Not a romantic girl movie. What would a guy have to do to attract you? Maybe a small romantic gesture, like leaving a note somewhere that I’ll find, you know what I mean? I don’t need any grand gestures. What would you do to attract a guy? I don’t know… that’s a hard one. I guess I would try talking to him and seeing if we have any common in-terests, and talking about common interests? I don’t know. I think I’m a lame Bachelorette of the Month. Are you on the lookout?I am on the lookout. Presenting Emily, the most eligible bachelorette of May 2012! Coincidentally, she will leave Catlin with the rest of the seniors on May 7, but don’t let that stop you from approaching her: if you are tall, and can make a funny joke about a book that you’ve recently read, then you have a pretty good chance.

Bachelorette of the Month: EmilyBy Andrew Hungate ‘12

End of Year Summertime CrosswordAcross3 An impersonal acronym used in yearbook signing.5 Helpful for protecting you from the giant light in the sky you haven’t seen in 10 months.8 June 9th9 A meal enjoyed while sitting on a blanket in a grassy area.11 Four weeks of experiential learning in Portland with George.12 Red, white, and blue, fireworks, and watermelon.13 Departmental honors will be given to some seniors at the ________.17 You can find salwater taffy and 50˚ water here.18 Blythe’s was peach and teal themed.19 You wish you were one two.20 A less than satisfactory surprise in the mail after school ends.21 You probably don’t get more than 8 hours of this during the school year.23 Oh em gee I had so much fun missing classes and being driven to a random location on _______!24 Small children might sell you this on the side of the road.

Down1 You can get your face painted, go in a dunk tank, and see lots of Lower Schoolers here.2 Study everything you’ve learned since September for ____!4 Get out ya Ray Bans.6 Environmental restoration project led by Bob Sauer.7 Temporary tent-living.10 A small manmade body of water used on warm days.14 You can pick your own berries here!15 The season spanning from June 20th to September 22nd.16 A relaxing (or maybe not!) getaway.22 Yeaaaaaahhhh it’s a _______ in the USA.

By Fiona Noonan ‘13

(Photo credit: Siobhan Furnary)

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