Jesuit Chronicle

Spring sports cancelled amidst pandemic

Without+spring+athletics%2C+Jesuit%27s+spring+teams+have+not+practiced+or+had+games+or+meets+at+Cronin+in+weeks.

Jesuit High School

Without spring athletics, Jesuit's spring teams have not practiced or had games or meets at Cronin in weeks.

With spring sports and the remainder of the school year being cancelled due to the COVID-19 pandemic, many athletes at Jesuit, including both out-of-season athletes and in-season athletes, have been significantly affected. The closure prevents these athletes from accessing the weight room, the track, batting cages, and various fields and courts that would have normally been used for training, practices, and games or meets.

The pandemic has challenged athletes to stay active, particularly for the Seniors that anticipate practicing and playing in the upcoming summer and fall for college sports.

COVID-19 moreover complicates the upcoming spring signing process on the national level because of the halt of the spring season.

For senior varsity track runner Jonathan Ulrich, although he might not be running in collegiate meets until next spring, he, like many other athletes, is still trying to practice and stay in shape.

“I was practicing at Beaverton High School for a while but then they locked their gates,” said Ulrich. “I’ve moved to Sunset, even gone as far out as [Lake Oswego] where I know a track is open just to get some reps in.”

Ultimately, there’s no official replacement for the loss of practices and games and many athletes are simply doing their best to keep a positive work ethic.

“[I’m] just keeping myself in shape and not letting my skills go away completely,” said senior varsity baseball player Kevin Blair. “I use a tee and a net in my garage to try to keep up on [them].”

Winter sports were partially impacted by the outbreak, too. While the Jesuit swim team and women’s basketball team did officially finish the season before COVID-19 affected school and sports, the Jesuit men’s basketball team playoff run was cancelled just hours before their first game was supposed to happen.

“We were all at Ernesto’s before the game when Coach Potter walked in with a somber look right before he said, ‘Unfortunately fellas, our chance at winning back-to-back championships is cancelled,’” said junior varsity basketball player James Lang.

There have been discussions circulating about spring sports being played in the summer when the virus is hopefully better contained, but for now there isn’t too much confidence in something like this viably happening.

“This scenario isn’t likely, as the OSAA had a meeting on April 1st saying that they are not on board with extending the spring season into the summer,” said Ulrich. “I would love to compete in the summer, but the OSAA isn’t likely to approve this.”

About the Contributor
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Michael Lang, Alumni 2019-2020







Michael Lang is going into his senior year at Jesuit High School. Born in Portland, Oregon, Michael has two older siblings at the University...

Significant changes to school transportation next year

A+depiction+of+plans+for+the+Cronin+lot+to+better+serve+walkers+and+bikers.

Jesuit High School

A depiction of plans for the Cronin lot to better serve walkers and bikers.

Unanimous agreement by the Jesuit administration is prompting a major change regarding parking privileges for junior and senior students next year. With efforts by the school to reduce carbon emissions and create a greener campus, some students who plan on driving a car and parking in the Jesuit parking lots will need to reconsider transportation to and from school depending on where they live, effective as of the start of the 2020-21 school year.

The radial distance from the school to a student’s household will be calculated at the beginning of the year on registration day. Essentially, the breakdown is as follows and applies to those wishing to park in the Cronin, Valley, or tennis court parking spaces:

Students who live within a one to two mile radius of the school will be denied parking space and will be encouraged to walk or bike to school each day. Plan accordingly for all variants of weather.

Students who live within a two to four mile radius of the school will be denied parking too, but will be offered an optional shuttle service by the school to reduce larger distances for students to have to walk or bike to school.

Only juniors and seniors who live beyond a radius of four or more miles from Jesuit will be given parking permits. Due to the school’s future plans within Valley Plaza, spaces in the Cronin lot and the tennis court lot will only be available with the intent to empty out the Valley parking lot.

Jesuit consistently strives to create a more environmentally friendly campus. With this new policy being enforced, the school is expecting a reduction in carbon emissions with fewer cars on the roads and in the parking lots.

“[We need to] reduce our carbon footprint, the emissions, and require [students] to carpool, walk, or ride a bike,” said Chief Security Officer Ms. Kent.

Moreover, the Society of Jesus has recently released what is called the Universal Apostolic Preferences. One of the preferences requires the need to collaborate in the care of the common home. Thus, Jesuit has responded through the implementation of this policy to help create a greener earth and will be updating features around campus to better serve the needs of those who bike to school.

One bike rack already exists outside the main doors of the school. More will be placed near the Cronin lot and around the flagpole to sustain an expected expanding number of bikes being used next year.

“We’re going to put in those green bike lanes in our parking lots,” said Ms. Kent.

Faculty will be given stipends to serve as crossing guards to improve safety for bikers.

The changes will benefit the Jesuit campus overall and some students are planning out their transportation methods for next year.

“I live fairly close to the campus,” said junior Nada Stewdant. “This really throws off how I was expecting to get to school next year, but I wouldn’t have too much of a problem with biking to school.”

Additionally, there are still some side effects for those who live outside that four mile radius and will drive to school. Students who drive smaller cars or hybrids, as opposed to large SUV’s, will be granted better parking spots within the lots, which already have fairly tight parking.

But it’s too bad none of these extensive changes will actually happen next year. Happy April Fools.

While Jesuit might not be implementing such drastic and sudden updates, the school will continue to provide for a greener campus and earth. For example, there has been discussion over smaller, yet impactful changes such as the installation of charging stations for electric cars in the Cronin parking lot.

Online learning at Jesuit

One+of+the+many+iPads+that+Jesuit+students+use+to+communicate+with+during+Digital+Learning+Days.

Wikimedia Commons

One of the many iPads that Jesuit students use to communicate with during Digital Learning Days.

Schools have been utilizing new technology to provide education for students amidst school shutdowns. By providing students with an accessible way to still communicate with teachers and complete work at their own pace, schools have taken full advantage of digital learning to continue the teaching that would otherwise occur within the physical classroom daily. This additionally eliminates the need to extend the school year for the time period of a school being shut down.

Online learning has become necessary with the rampant COVID-19 pandemic now closing schools on a global scale.

Specifically, Jesuit has transitioned to this method of learning because of the convenient usage of Canvas LMS and iPads administered to all students. Ever since digital learning at Jesuit began during the snowstorm of the 2016-17 year, the school has continued to use it sparingly. Now, with the threat of school being missed for several weeks, digital learning has been employed in a timely and recognizable manner.

One significant benefit of using these digital learning days is that they prevent school from being pushed further into the summer. Online learning also works great because of the way that students can complete their work and easily submit assignments via their iPad efficiently for teachers to grade digitally. Many students also appreciate the idea that they can work at their own pace throughout the day and enjoy the liberties of working at home instead of sitting inside classrooms.

“I originally thought the digital learning days would grief my senior year, but with the help of teachers and friends, I found it to be helpful in some ways,” said senior Nick Noonan. “It’s teaching me to be independent.”

There are some downsides to online learning, however. First, interactions over email with teachers and other classmates don’t provide the same learning experience that a student would get out of interacting with teachers and classmates face-to-face.  Another factor that sometimes doesn’t work has to do with the amount of time students are willing to put into their work online. With the freedom to do other activities outside of school, students can sometimes neglect their work. On the contrary, other students can put too much time into online work that may amass with all of their courses.

In fact, when Jesuit first employed digital learning days in 2017, the school sent out a survey to better understand the variability in how much time students were putting into their work.

When it comes to the strategies of teachers, many are using a widespread availability of resources online to communicate information and material to students. This may be as simple as uploading a PDF or PowerPoint for students or using Canvas discussions to answer questions. Other teachers plan for students to use apps outside of Canvas, such as the installed Google Meet app so students can collaborate for group projects.

With these various new strategies for interacting, students are discovering the tools and tactics teachers utilize that they prefer. Digital Learning Days (DLDs) were just recently established 4 years ago, so continuing educational routines through solely technology has still introduced some difficulties for both students and teachers.

While students have their own apps and communication tools that they favor, junior Afua Pinamang-Boampong has noticed the increased stress on deadlines that DLDs bring.

“I have liked it when teachers spread out the due dates, so they’re not too close together, and I can do other classwork,” Pinamang-Boampong said. “But I don’t like when [assignments are] due the next morning. It’s just too much.”

In addition, learning large concepts has been a struggle when learning through only an iPad. Individual assistance from a teacher is difficult to obtain through technology, and some classes only include repetitive “busy” work.

“It’s really stressful,” Pinamang-Boampong said. “I feel like I don’t have enough time to do anything, and it’s weird doing work at home. I feel like I’m not learning [much] too…It’s also really stressful when each day [I’m] doing the same thing.”

With Online Learning altering the schedules of both students and teachers drastically, DLDs do not feel like “real school.” Without the face-to-face interactions between students and faculty, as well as discipline from teachers, completing work is difficult. Group projects, larger tests, and papers with collaboration are also difficult to complete, and students are provided with much more freedom to manage time the way they choose. DLDs may be difficult on both students and faculty, but the lack of structure has provided opportunities for students to work independently.

About the Contributors
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Scout Jacobs, Managing Editor







Scout Jacobs is a managing editor for the Jesuit Chronicles at Jesuit High School. As a senior in high school, this is her third year doing...

Photo of Michael Lang
Michael Lang, Alumni 2019-2020







Michael Lang is going into his senior year at Jesuit High School. Born in Portland, Oregon, Michael has two older siblings at the University...

The Jesuit Admissions Process

The+logo+of+Jesuit+High+School+that+will+be+seen+by+potential+8th+graders+as+they+receive+admission+decisions+in+March.

Jesuit High School

The logo of Jesuit High School that will be seen by potential 8th graders as they receive admission decisions in March.

February is a busy month as Jesuit admissions decides who will make up the class of 2024. With the various pieces that go together in the application of each student, the admissions team prepares to release decisions, which typically come out around a week before Spring Break. Accepted students must then decide by April 1st.

The Jesuit admissions process consists of a complex, yet organized way of cumulatively looking at applications in order to make decisions for prospective students. Open House, shadow visits, and the Placement Exam are just a portion of the various aspects involved within admissions at Jesuit. Also, without the valuable assistance of student Ambassadors and staff at the school, many of the factors that go into admissions wouldn’t be possible.

With the various pieces that go together in the application of each student, the admissions team prepares to release decisions, which typically come out around a week before Spring Break. Accepted students must then decide by April 1st.

Additionally, the admissions interviews, which usually occur over two weekends around the month of February, incorporate a final factor to consider in the decision. Then, the admissions team moves into the selection process. This year, the overall applicant pool for the 2020-21 school year is larger than typical years in the past.

“We had the second most applicants in Jesuit High School history this year, falling short of 2013,” senior Lead Ambassador Jonathan Ulrich said. “I think this year we had about 660 [applicants].”

The Director of Admissions, Mrs. DeKlotz, stresses the need for a balance in the community of students from various backgrounds with different interests and gifts to better fulfill a unique and well-rounded class.

“It’s a really holistic process,” Mrs. DeKlotz said. “It is a myth that [Jesuit students] have to be 4.0 [students] or [students] have to be Catholic. It’s a complicated process that comes together to create a freshman class that’s really diverse in all these different areas.”

Because of this, Jesuit students are able to participate in a multitude of activities at the school, whether it be sports, drama, clubs, etc.

“We’re given a lot of opportunities to excel,” Ulrich said.

While the Jesuit admissions office may have busy schedules when it comes to making decisions in the springtime, though, the application process for many students applying to Jesuit typically tends to become easier once a family member or relative has gone through and experienced the process first. 

For senior Cameron Lyke, there seemed to be a slightly greater level of anxiety when being the first person to go through the process. 

“I think it was a little more stressful for me because nobody in my family knew what to expect because I’m the oldest child in my family,” Lyke said. 

Nevertheless, Jesuit continues to provide a warm and welcoming experience for prospective students as decisions will soon be made in mid-March.

About the Contributor
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Michael Lang, Alumni 2019-2020







Michael Lang is going into his senior year at Jesuit High School. Born in Portland, Oregon, Michael has two older siblings at the University...

Math teacher Mr. Skokan to be deployed to Kosovo

Comparing+and+contrasting+Active+Army+Duty+vs.+Army+National+Guard

Courtesy of Michael Lang

Comparing and contrasting Active Army Duty vs. Army National Guard

Math teacher Mr. Skokan deployed to Kosovo

By Michael Lang

Mr. Skokan, a United States Army National Guardsman, is being deployed to Kosovo in Eastern Europe for a year, beginning in January of 2020.

While Mr. Skokan’s role doesn’t fully entail the aspects of active duty personnel when not deployed, it does include training that occurs at least once a month and two or more continuous weeks a year. However, National Guardsmen complete the same training as active duty Soldiers, and attend the same Army schools as their active duty counterparts.

This gives Mr. Skokan the opportunity to serve part time while still carrying out a civilian career.

Additionally, this is his first deployment anywhere as a National Guardsman.

“Five years ago, we were supposed to go to Afghanistan, but there was a draw down at the time, so our deployment was cancelled,” Mr. Skokan said. “This [mission] is a go.”

As such, the federal government plays a part in allocating soldiers to certain areas where additional support is needed. In the case of Mr. Skokan, Oregon Army National Guardsmen are being sent to Kosovo due to past turmoil in that country.

Following World War II, modern-day Kosovo was established as a province of Serbia in the Socialist Federal Republic of Yugoslavia with Serbs primarily making up the ethnic group of the region. In addition, the predominant religion was Christian Orthodox, which conflicted with the Islamic religion of many Albanians, the former majority ethnic group that resided within the region of Kosovo.

By the 1980s, many Albanians living in Kosovo rioted and called for the independence of the country. Albanian leaders organized a referendum, declaring Kosovo independent in 1991.

Serbia responded with repressive actions and later conducted a campaign that led to massacres and expulsions of ethnic Albanians from their homes, displacing thousands.

This further escalated to the involvement of NATO forces. In 1999, NATO began airstrikes over Serbian forces for 11 weeks until a peace accord was signed in June.

Since then, tensions have begun to ease within Kosovo. However, sporadic violence continued to occur early in the 21st century with riots claiming the lives of several individuals.

NATO forces have been deployed to Kosovo during the country’s recovery since then, including U.S. forces, including the brigade Mr. Skokan is in, the 41st Infantry Brigade Combat Team.

The entire mission for Mr. Skokan will begin on January 4th and, because of this, a few structural changes to the math department have been made.

Mr. Cowal is now the head of the math department, taking on the former role of Mr. Skokan. Calculus classes have also been shifted to different teachers in the absence of Mr. Skokan.

While Jesuit will miss Mr. Skokan when he leaves, many students continue to respect the duties of teachers at Jesuit that have served.

“I am honored to have teachers that have served us before and are serving us now,” senior Kyle Leglar said.

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About the Writer
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Michael Lang, Alumni 2019-2020







Michael Lang is going into his senior year at Jesuit High School. Born in Portland, Oregon, Michael has two older siblings at the University...

    Brizy #3440

    Math teacher Mr. Skokan deployed to Kosovo

    By Michael Lang

    Mr. Skokan, a United States Army National Guardsman, is being deployed to Kosovo in Eastern Europe for a year, beginning in January of 2020.

    While Mr. Skokan’s role doesn’t fully entail the aspects of active duty personnel when not deployed, it does include training that occurs at least once a month and two or more continuous weeks a year. However, National Guardsmen complete the same training as active duty Soldiers, and attend the same Army schools as their active duty counterparts.

    This gives Mr. Skokan the opportunity to serve part time while still carrying out a civilian career.

    Additionally, this is his first deployment anywhere as a National Guardsman.

    “Five years ago, we were supposed to go to Afghanistan, but there was a draw down at the time, so our deployment was cancelled,” Mr. Skokan said. “This [mission] is a go.”

    As such, the federal government plays a part in allocating soldiers to certain areas where additional support is needed. In the case of Mr. Skokan, Oregon Army National Guardsmen are being sent to Kosovo due to past turmoil in that country.

    Following World War II, modern-day Kosovo was established as a province of Serbia in the Socialist Federal Republic of Yugoslavia with Serbs primarily making up the ethnic group of the region. In addition, the predominant religion was Christian Orthodox, which conflicted with the Islamic religion of many Albanians, the former majority ethnic group that resided within the region of Kosovo.

    By the 1980s, many Albanians living in Kosovo rioted and called for the independence of the country. Albanian leaders organized a referendum, declaring Kosovo independent in 1991.

    Serbia responded with repressive actions and later conducted a campaign that led to massacres and expulsions of ethnic Albanians from their homes, displacing thousands.

    This further escalated to the involvement of NATO forces. In 1999, NATO began airstrikes over Serbian forces for 11 weeks until a peace accord was signed in June.

    Since then, tensions have begun to ease within Kosovo. However, sporadic violence continued to occur early in the 21st century with riots claiming the lives of several individuals.

    NATO forces have been deployed to Kosovo during the country’s recovery since then, including U.S. forces, including the brigade Mr. Skokan is in, the 41st Infantry Brigade Combat Team.

    The entire mission for Mr. Skokan will begin on January 4th and, because of this, a few structural changes to the math department have been made.

    Mr. Cowal is now the head of the math department, taking on the former role of Mr. Skokan. Calculus classes have also been shifted to different teachers in the absence of Mr. Skokan.

    While Jesuit will miss Mr. Skokan when he leaves, many students continue to respect the duties of teachers at Jesuit that have served.

    “I am honored to have teachers that have served us before and are serving us now,” senior Kyle Leglar said.

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    New garden grows outside of Lower Arrupe Hall

    Fr.+Claderon+spreads+incense+over+the+newly+built+garden

    Courtesy of Colin Rubenstein

    Fr. Claderon spreads incense over the newly built garden

    New garden grows outside of Lower Arrupe Hall

    BY MICHAEL LANG ’20

    The environmental science class built a new garden just outside of Lower Arrupe Hall. There are three new enclosures for the garden and, in its current state, the garden is home to new vegetables planted by the environmental science class. The garden regularly requires attention from the class, allowing students to recognize the efforts that go into a garden and the need for students to upkeep it.

    The garden was originally proposed to be located in the alumni quad. However, with the help of Mr. Clarke, a member of the sustainability committee at Jesuit, the garden was relocated and the measurements for the space were determined.

    “When we got the approval for Lower Arrupe, we were able to put three 4-by-12 planter boxes there that would be 15 inches deep,” Mr. Clarke said. “We used about six and a quarter yards of dirt.”

    While Mr. Clarke worked to get the supplies, environmental science teacher Ms. Mahoney pushed for the students of her classes to build and maintain the garden and the plants within it.

    “The kids built the beds [and] shoveled the soil,” environmental science and biology teacher Ms. Mahoney said. “We could have hired somebody to build [the beds]. I wanted [the students] to do it because then [they] take ownership in the process and [they] understand the work.”

    As a result, many students of the class enjoyed the opportunity to build and maintain the garden.

    “I think it was good [and] I think we definitely needed [a garden],” said senior Lance Paglinawan . “We [framed] [the garden] and then [established] the boxes. Everyday we [worked on] it.”

    There are also plans to continue the use of the garden into the winter and spring. However, in the winter, hoop houses will serve as a miniature greenhouse, keeping the warmer air in and assisting the plants to grow with the moderate winter temperatures here in Oregon.

    In addition to the pragmatic uses of the garden, it also symbolically serves as a reminder to preserve and provide for a greener earth.

    “I am a firm believer that, unless we all do something, we’re going to be in trouble when it comes to the planet,” Mr. Clarke said.

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    About the Contributor
    Photo of Michael Lang
    Michael Lang, Alumni 2019-2020







    Michael Lang is going into his senior year at Jesuit High School. Born in Portland, Oregon, Michael has two older siblings at the University...

    New changes to vice principal structure

    NEWS

    New changes to vice principal structure

    By Michael Lang

    Jesuit has implemented a new system for Vice Principals this year to offer better opportunities for students to access the Vice Principals. Mr. Powers, the former Director of Christian Service for the past 14 years, has transitioned to being one of three Vice Principals of Academics and Student Life alongside Mr. Maxie and Mrs. Hagelgans. 

    Each Vice Principal is now responsible for one-third of the student body at Jesuit and acts as a “go-to” Vice Principal for students and staff for various purposes. 

    In addition, students are now assigned to one of the three Vice Principals according to the alphabetized organization of students’ last names. Mrs. Hagelgans oversees students with last names A-G; Mr. Maxie manages students with last names H-N; Mr. Powers supervises students with last names O-Z. 

    While students might not immediately notice the impact of the change, the goal is to offer a more individual connection between the Vice Principals and student body by implementing this new structure. 

    However, this new format doesn’t merely add another Vice Principal; instead, it was restructured to allow students to become more familiar with their Vice Principal and to give students easier access to them when necessary. Thus, the

    student-to-Vice Principal ratio significantly shrank with the split roles. 

    “Now we have three Vice Principals who are [each] focusing on 425 students for their academic and student life,” Mr. Powers said. “I’m getting to know kids in my alphabet in a way that, if I had every kid, I might not be able to do that.” 

    Many students also see this update as a benefit to the student body. Senior Jack Casey similarly agrees with the positives of breaking down the large number of students into three individual Vice Principal assignments. 

    “It’s good to be able to have fewer students per Vice Principal,” Casey said. “You get the chance to form more of a connection with [the administrators].” The breakdown of focuses and roles for the Vice Principals also allows for specific attention to different aspects of Jesuit. Senior Cameron Lyke, a current student of Mr. Powers, notices the benefits in this type of system. 

    “I think it was a good move. It lessens the stress maybe on the other [Vice Principals] to manage students,” Lyke said. 

    Mr. Powers has adapted to his role change, too. 

    “I’m getting to see all the different parts of the school that – maybe in my former role – I knew what was going on, but now I’m hopefully being someone who can help make things work better and more efficiently,” Mr. Powers said.  


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    About the Writer
    Photo of Michael Lang
    Michael Lang, Alumni 2019-2020







    Michael Lang is going into his senior year at Jesuit High School. Born in Portland, Oregon, Michael has two older siblings at the University...

    September Artist of the Month: Anne Flynn

    September+Artist+of+the+Month%3A+Anne+Flynn

    ARTS

    September Artist of the Month: Anne Flynn

    By Steele Clevenger

    Introspective. Dedicated. Bubbly. Three words senior Alyssa Knudsen uses to describe friend and fellow artist, senior Anne Flynn.

    Flynn began drawing at age ten.

    “You know that imitator anime style that every kid starts out with?” Flynn said. “I never watched anime or manga, but I would try and copy that because I [thought], ‘That looks cool.’”

    Realizing her innate talent for drawing and impeccable perceptive abilities, Flynn auditioned to be a part of the Art I Class with former Jesuit Art teacher Gail Fleenor. The advice she was given? Draw more.

    And that’s exactly what she did. Flynn says she has at least three sketchbooks at any one time which she keeps in her backpack to pull out whenever the mood strikes.

    “Her sketchbook is full of these delicious morsels. It’s almost like she’s sharing a little blessing when she shows you her sketchbook,” Art teacher Sascha Manning said.

    “[Flynn] inspires me through her daily sketchbooks to work on my own art a little bit each day.”

    At present, Flynn is especially interested in cloud formations, and her face lights up whenever the topic is mentioned.

    “It’s just so interesting. I drive at [6am, 7am] in the morning, and I [thought], ‘Oh, the sky is blue, but it’s not—it’s green and yellow and orange and purple’, and the color catches on the edges of the clouds and makes these highlights that are colors you don’t think you’d see in nature,” Flynn said.

    Flynn’s art is clearly a highlight of her day, and anyone who knows Flynn can attest to the happiness art brings her.

    “She lives and breathes art,” Manning and Knudsen said.

    Flynn admits, though, that she didn’t really think of art as a serious career until her junior year.

    “I used to [think] “Ugh, starving artist! You can’t do something with that!” But last year, I [thought], “Wait, you can!” Flynn said.

    Flynn is now applying to colleges, where she plans to study art.

    “Anne is always challenging herself,” Knudsen said. “We went to Last Thursday on Albertal, and I gave Anne a ride. After the night, we were walking back to my car, and we encountered a woman who was drawing with her feet! Anne was utterly fascinated. A week later, [Anne] plops these drawings in front of me and she [said] “Look, I drew these with my feet!”


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    About the Writer
    Photo of Michael Lang
    Michael Lang, Alumni 2019-2020







    Michael Lang is going into his senior year at Jesuit High School. Born in Portland, Oregon, Michael has two older siblings at the University...

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