New teachers vitalize school community

Volume LXXIX No. 2
October 1, 2009
Asheville School, Asheville, NC 28806
Nearly one-third of student body affected by virus
A plague hits the school
BY YVONNE KIM AND HYECHANG RHIM
During the convocation on September 2, all students
were required to watch a video clip that included
instructions on how to wash hands.
After watching this video, senior Dennis Kuzmich
commented, “Why do we have to watch a video to learn
how to wash our hands?”
Within two days, the answer was given. A number of
students began to catch a virus. According to school
nurse Ms. Millard, the virus started to spread on
September 4. She recalls that on each day since then, at
least eight students have had to stay in the infirmary
while about 15 to 20 students have had to stay in their
rooms because the infirmary was full. Five day students
stayed at home because of this virus and some boarding
students were sent home. On September 10, 64 students
had to come to the infirmary to be checked.
“The symptoms of this virus include cough, upset
stomach, congestion, and fever,” Ms. Millard explains.
“Students need to remember to wash their hands frequently, to cover their mouths when coughing, and not
to share water bottles or food.” She emphasized that
even though such techniques are simple, students need
to take them seriously.
As a result of this virus, lunch tables have been
closed, some classes have been canceled, and athletic
teams have been missing key players.
Director of Athletics Ms. Kern said, “Only a few varsity teams have had all of their starting players and key
players at their games and practices this week.”
“This fall is particularly noteworthy,” she said, “and it
is definitely a concern.”
As the Varsity Field Hockey Coach at the same time,
she could have gone to the game on September 9 without eight players, but due to a thunder storm, the game
was cancelled.
According to Ms. Kern, the athletics department tries
CARTOON BY LUCIE REYNOLDS
to prevent any virus
from spreading in the
gym. In order to do so,
managers add special
agents into the team’s
laundry in addition to
upgrading the spray in
fitness center to kill
potential germs.
She also stressed that
even with this effort, it
is crucial for athletes
to wash their clothes,
hands, and towels on a
regular basis.
According to Ms.
Millard, a similar virus
hit Asheville School
five years ago, and it
was so severe that the
school closed for a
day. But she thinks
that this virus has been
by far the worst one
since she started to
work here in 1992.
Ms. Millard warns that this virus is still going on and
that students should increase their awareness of it. She
hopes that this virus will run its course very soon.
New teachers vitalize school community
Ms. Wolf, Ms. Barlow, and Mr. Tyler Montgomery join Asheville School
BY LARRY KIM
Ms. Wolf
Ms. Barlow
Mr. Tyler Montgomery
PHOTOS BY DANNY CHUNG
This year, three new
faculty members have
joined our Asheville
School community, and
they are Ms. Wolf, Ms.
Barlow
and
Mr.
Montgomery. Their common goal is to enrich our
school community in
various fields.
Ms. Wolf is from New
Hampshire, and after
graduating from St.
Paul’s School, a boarding school in Concord,
New Hampshire, she
attended the University
of Pennsylvania, majoring in mathematics. Her
teaching career began at
her very own alma mater,
St. Paul’s, and she taught
there last year before
moving here to Asheville
School.
As a new faculty member, she is currently
teaching Algebra 2 and
Algebra 2 Honors. She
always hopes to teach
her students proficiently
and inspire them to learn.
“I really want to get
involved in student life
and all parts of academic,
athletic and residential
life,” Ms. Wolf claims.
Aside from teaching,
Ms.
Wolf
coaches
Varsity Field Hockey,
describing her team as “a
great group of enthusiastic girls.” With the help
of new coaches, the field
hockey teams are becoming faster and stronger.
“I was really drawn to
the sense of community,
and I really like the small
community,” Ms Wolf
notes. “Everybody seems
to be hard-working and
nice.”
As an ex-student of a
boarding school herself,
she came back to the
boarding school life not
to learn and acquire
knowledge this time, but
to share her ideas and
experiences with students.
Ms. Barlow is the new
director of the learning
center. She attended
Washington and Lee
University in Lexington,
Virginia, and began her
teaching career at an elementary
school
in
Tennessee. She later
taught undergraduates at
Vanderbilt University as
a teaching assistant.
Actually, her connec-
tions with Asheville
School are interesting.
Her headmaster in high
school was a history
teacher at Asheville
School, while her academic
teacher
at
Washington and Lee also
taught at Asheville
School. Hearing so much
about Asheville School,
Ms. Barlow became
interested in teaching at
Asheville School.
Commenting about her
role as the director of the
learning center, Ms.
Barlow hopes to “make
the learning center into a
focused place to study
and into a place where
students can be provided
with study skills and
resources they need to
succeed.” She considers
making students “independent learners” is her
true goal as the academic
counselor.
Her
activity
in
Asheville School extends
to athletics. As a coach of
the JV Field Hockey
team, she loves the sport
of field hockey. She
played field hockey in
college and continues to
pursue her athletic inter-
est at Asheville School.
“It is always fun to
watch each girl in a team
learn her game and
develop as a player,” Ms.
Barlow says.
While
staying
at
Asheville School, she
really hopes to form
strong relationships with
students and learn about
boarding school life.
Mr. Tyler Montgomery
is the new member of the
admission office. He
went to St. Andrew’s
School in Delaware, and
after graduating, he went
to
University
of
Pennsylvania, majoring
in political science. He
worked at St. Andrew’s
School as an admission
officer and development
manager. Working at
Asheville School is a
fresh experience for him.
“I wanted to be independent from my father”
Mr. Montgomery states.
He applied for the job
position here at Asheville
School independently
from his father, the
school’s headmaster.
His job as an admission
officer is fascinating. He
describes his role at
Asheville School as simply “doing what he is
told to do.” Actually, one
of his main tasks is going
on admission trips to
attract students around
the globe to Asheville
School.
Everyday, in front of
Anderson hall, the young
Mr. Montgomery can be
seen with the Cross
Country runners, ready
to exercise. He currently
helps out the cross country by running with them
in practices. He is very
interested in being
involved in various fields
of athletics. Other than
cross country, he shows
his interest in coaching
football. Even though he
cannot coach football
due to his busy schedule
with the admission trips,
he wishes to coach someday.
News and Features
page 2
October 1, 2009
Asheville School drama features The Crucible
BY LARRY KIM
At around 3:30 p.m., dozens
of earthlings begin to approach
the Walker Arts Center. They
seem determined and prepared
for a mission. These people are
none other than the infamous
drama students. Under the direction of Mr. Baltazar, the students are practicing and
building up their acting skills
for the epic play known as The
Crucible.
This year, the drama department decided to display its
skills through the famous play
The Crucible by Arthur Miller.
In an attempt to uncover more
about this production, I interviewed our director and Spanish teacher, Mr. Baltazar.
The Crucible is a renowned
play based on the true story of
Puritan purge of witchcraft in
old Salem. While its setting is
in the late 1600s, the play reveals ideas and social aspects
of modern society through disputes between citizens of a village. The play was written in
1953 by Arthur Miller, who
also wrote famous plays such
as Death of a Salesman and All
My Sons.
Mr. Baltazar considers The
Crucible “a play which can
provoke emotions and feelings.” The play’s ability to
sway spectators’ emotions is a
significant reason for his
choosing of the play. Provoking the spectators’ feelings is,
Mr. Baltazar says, the main
goal of theatrical perform-
ances, and to achieve the goal play to show off and use the
requires passion and effort. amazing talent we have,” says
Moreover,
Mr.
Baltazar Mr. Baltazar. The play requires
weighs the play’s message a big cast compared to other
very importantly. Mr. Baltazar plays performed before, thus
says that The
the drama deC r u c i b l e ’s
partment is
message conutilizing its
cerning “the
talented
consequences
group of acwhen others
tors and acfalsely accuse
tresses.
others”
was
As the new
one of his moyear started,
-Mr. Baltazar the drama detives for choosing this play.
partment
Through their performance, faced some changes in the
the actors hope to deliver this cast. “We are lucky that we
message as clearly as possible. have some new fresh blood.
“The drama department has a We are excited and delighted
very large cast this year, and to work with talented, intelliThe Crucible is the perfect gent, focused and creative
The Crucible is
“a play which
can provoke
emotions and
feelings.”
newcomers,” Mr. Baltazar
states.
Geoffrey Brown, a sixth former, plays John Proctor, the
protagonist, while Sierra Shell,
a sixth former, plays the role of
Abigail Williams, the antagonist. Reverend Parris is played
by John Hopkins, Judge Danforth is played by Jeff Warren,
Elizabeth Proctor is played by
Madeline Olsen, all sixth formers, and Hiram Poplin, fifth
form, is playing the character
of Reverend Hale.
“Being with the drama kids
in the Graham Theater is definitely the highlight of the day,”
Mr. Baltazar says. This production of The Crucible is expected to be different and, of
course, magnificent.
Seniors experience a special program this year
BY TK LEE
This year’s orientation week was just like
those in the past few years. Preseason
warmed up athletes for their fall season.
Third formers went on the annual camping
trip. Fourth formers visited Carowinds at
the end of the week. However, seniors had
a special event called the “leadership program.”
The leadership program was created this
year because several faculty members, including Ms. Wall, Mr.Bonner, Ms.Legg,
and Ms. Cianciulli, realized that they
should train all seniors, not just prefects and
proctors, to be good leaders. They have admitted that Asheville School provides various chances for seniors to show leadership
at the beginning of the year; however, opportunities decrease as time goes by and
seniors who are not prefects and proctors
can not gain leadership.
This year’s leadership program lasted two
days when underformers were on various
trips. On the first day, seniors played some
skits and watched a movie called “School
Ties,” in which different characters demon-
strate leadership in the boarding school. In
addition, seniors had some time to finish
college common application essays and activity tables. The next day, seniors did a
group activity to test how well leaders
guide others and communicate with each
other. In this drill, the leader for each team
was muffled, and the teammates covered
their eyes with some cloth. The purpose
was to achieve a universal goal despite all
these physical difficulties: members of a
team are expected to sit around a trash can
while holding each other’s hands.
Head of the School Mr. Montgomery explains, “this program will help seniors complete senior college works and acquaint
every senior with principles and problems
of leadership.”
According to Mr. Montgomery, generally
all “seniors were really positive about the
program.” The leadership program will remain as a great tradition for upcoming seniors.
New storage system Student Council makes new
causes problems
regulations for clubs
Some students miss the old system
BY DANNY CHUNG
When the end of year approaches,
students are concerned with not only
final exams but also storage for summer vacation.
Last year, the school tried a new
way of storing students’ belongings in
the attic of Lawrence and Anderson.
According to Mr. Mayes, the school
tried a new system because the storage Pods which the school had been
using did not work
well.
The school offered students to
store their belongings in the attic,
charging each of
them $135. On the
third day of final
exams, there were
two hours to do
such hard work by
themselves. Problems occurred in
both Anderson and Lawrence –
whether the elevator was involved or
not. In Lawrence Hall, 20 people relied on one old elevator.
“I had a hard time carrying my
boxes,” claims Lucy Hebb, a returning sixth former. “I waited for the elevator for about 45 minutes.”
Even worse problems occurred
when students arrived after summer
break. Since students were assigned
to different rooms or dorms, more
manual work was required. Also, the
unpacking process was again scheduled during the packed orientation
week. In the midst of a tiring preseason and busy orientation meetings,
the majority of the students complained. Despite the help of Ms. Wall,
Ms. Brooks and other day students,
the unpacking process took at least
two hours.
In addition to the stress that people
received, there happened to be more
problem with the contents. Apparently, the attic is vulnerable to moisture, heat and other intrusions.
Undergoing the hot and moist summer of Asheville, students’ belongings
were
harmed. Also,
the roof cons t r u c t i o n
dropped
ash
from the ceiling
and covered up
the boxes in
Lawrence.
Some of students’
boxes
-Lucy Hebb were damaged,
as Lucy Hebb
says, “My stuff
was full of dust and I found insects in
my boxes”.
Some students wish to bring back
the method of storing belongings in
the Pods, which preserved items in
good condition.
“My stuff was
full of dust and
I found insects
in my boxes.”
BY BEN GROH
After hearing the rumors of student council choosing which clubs
get to exist this year, it seems nice
to get some clarification on the
issue. The responsibility of organizations and clubs this year has
shifted to the fifth form reps Terria
Boston and Grace Raynor. If one
would like to start a new club, those
are the people to contact.
Some requirements for starting a
new club include finding a faculty
sponsor, who you would inform of
what your club consists of and how
many times it meets a week. Then
you should email student council,
notifying them that you are starting
a club. You can either email
Boston, Raynor, Sierra Shell, or the
student council email ([email protected]). Thirdly,
the organizers of the club should either make an announcement at convocation or send an email to their
advisors, to be mass emailed to the
school, stating the name of the club
and asking for responses if interested. The new club should also
have a constitution written, explaining the process of electing new
officers every year, requirements
for being a member of the club,
club membership fees, and meeting
plans, to show the council what
goes on during the club time. The
last requirement is to set up a meeting with Sierra Shell, and to be
present on the Monday student
council meeting to read your constitution to the members of Student
Council. A new club can be started
any time during the year.
The deadline for old clubs to be
considered by Student Council was
September 7, so unfortunately, if
your club did not make contact before that date, you will not be able
to reconvene this year. Active
clubs must take attendance records
at every meeting, for the benefit of
the Student Council to know what
is going on.
Anderson, Lawrence, and Mitchell are renovated
BY DANNY CHUNG
As many students would have noticed, the
school employed a company named Dooley
Mack Constructors to reconstruct the roofs of our
buildings. Shortly after the residential students
left for the summer break in early June, the
Dooley Mack company came in and began the
construction on July 7. After renovating the
Lawrence Hall, workers moved to Mitchell Hall.
The process is now on hold, due to the intermittent rain, which started in the second week of
September.
During summer, the Board of Trustees gave
approval to reroof since the current roof is very
old. Due to their age, rainfall leaked through
crevices and damaged the Lawrence attic and
fourth Mitchell. To solve this problem, the constructors are now replacing the old plywood. The
process is very simple. First, the constructors take
shingles off, and then lay new plywood and shingles down.
Ms. Brantley, the comptroller of the business
department, says, “The new roofs will maintain
for another 50 years”.
For the safety of the students, the orange fences
surround the area where vehicles are parked and
roof construction is taking place. In order to protect students from the danger of falling objects off
the roof, many exits of Lawrence and Mitchell
have been locked. Though some students feel
uncomfortable going around the fences, these
technical difficulties are bearable considering the
new roofs.
Currently, because of the incessant rain, the end
date of the construction is yet undetermined.
More News and Features
Origins of Blue and White found in archives
October 1, 2009
page 3
At the beginning of the school year, all returning students receive a yearbook called the
“Blue and White.” The 1910 Review, announcing the formation of the annual, states, “the
editorial board wishes to establish a prominent
book that will improve in the future.” As the
founders hoped, this legacy has successfully
passed down for 99 years. Next year, the Blue
and White will reach its centennial. And as the
founders also wished that “everyone will take
an active interest in the book,” all returning
students seem to look forward to the Blue and
White at the beginning of the year and enjoy
reading it.
DOCUMENT COURTESY MS. CROTTS
From the January, 1910 Asheville School Review announcing the
formation of the annual (Blue and White)
Varsity Soccer finally defeats Christ School (3-2) after losing for nine straight years-For details, please look forward to our next issue
The Parents’ Association Wishes To Thank The Following
Businesses For Supporting Faculty/Staff Appreciation Day
American Folk Art & Framing
Black Dome Mountain Sports
Asheville Airport
Carrabba’s Italian Grill
The Baggie Goose
Extended Garden
Bella Luna Inn
Grove Park Inn
Bone Fish Grill
Hands on Spa
Early Girl Eatery
Ichiban/Wasabi Restaurants
Fusion Pilates
Laughing Seed Café
Grovewood Café
Malaprops Bookstore
Hearn’s Cycling & Fitness
Neo Burrito
Jack of the Wood
People’s Place
Majestic Nails
Sensibilities Day Spa
Mast General Store
Sourwood Inn
Mellow Mushroom
Sunnyside Café
Noi Thai Kitchen
Tops for Shoes
Pomodoro’s Greek & Italian Café
Wick & Greene Jewelers
Ski Country Sports
Zen Sushi
Starting Point Wellness Center
Table
The Toy Box
The Wine Guy
Ananda Hair Studio
Atelier
Barnes & Noble
Editorial
page 4
Staff Editorial
October 1, 2009
Can a student athlete exist at Asheville School?
When writer Frank Deford
came to Asheville School last
year, he posed a question: “can
the student athlete truly exist?”
His answer was that it is impossible. Mr. DeFord continued to
argue that the notion of the student athlete hinders the development of athletics. High school
athletes and college athletes are
distracted from mainly focusing
on their sports because of their
academic responsibilities. The
term “student athlete” contradicts itself and therefore cannot
exist. “Students” should focus
on academia while “athletes”
should concentrate on sports. In
other words, they have their own
responsibilities. It is impossible
for one to share those two responsibilities at the same time
because it will lower his or her
efficiency in developing either
of two areas.
At Asheville School, because
of this notion of “student ath-
lete,” athletes cannot mainly
focus on their sports.
Asheville School students are
required to meet minimum academic standards in order to stay
at the school. If they do not, they
will be asked to leave. Because
of this academic standard, some
athletes have to stay up late to
do homework or study for
quizzes and tests. This affects
each athlete’s performance the
next day. This problem does not
just occur on game day. Because
athletes sometimes do not get
enough sleep, they participate
poorly in practices, in which
they are supposed to improve
their skills and grow as a
stronger team. Coaches become
fed up with these athletes, not
realizing the immense academic
stress each student is under (particularly the AP and honors students).
Lack of sleep is not only detrimental to athletics, but also to
academics. A chronically sleepdeprived student suffers in all
walks of life. In addition, when
athletes have to travel far away,
they cannot do their homework
for that day. Have you ever been
on a team bus before a game?
All the athletes are trying to get
their minds right for the game.
Or they are sleeping in order to
be well rested for the game.
They do receive extensions for
finishing the homework. Even
students who do not return to
school until after 10:30 at night
are expected to stay up and do
their homework, which affects
their health. However, this
homework becomes extra homework that they have to do along
with their daily assigned homework. There are no breaks.
Thus, the reality is that athletes
fall asleep while traveling because of the lack of sleep obtained doing their homework the
day before. This bad habit
messes up athletes’ metabolisms
and results in their poor performances. These poor performances lead to angry coaches,
which then lead to depressed
players who feel they have let
the team down somehow. Or
athletes do their work on buses
while they have to focus their
minds on upcoming games,
which results in assignments not
being completed to the best of
each students’ ability. This is
sad.
Student athletes therefore cannot exist. The notion of the “student athlete” lowers the
improvement of athletes and
athletic teams as a whole. Athletes, in order to pursue their
genuine goal of performing well
in their sports, should not be
obliged to academic duties. Athletes deserve more than a mere
extension for finishing homework. They deserve some sympathy and recognition for laying
their health on the line for the
good of the school as a whole.
These students could just have
easily done mountaineering,
gotten back to their dorms at
5:30, and had six hours to complete their assignments. But no.
Instead, these students wanted to
take on the challenge of performing well not only in the
classroom, but also on the playing field. They took to heart the
mission of The Asheville
School, which is to better the
mind, spirit, AND body. It is
hard to be a student at the
Asheville School, much less a
student and an athlete. And it is
high time that the school as a
whole realizes this fact.
What does a school newspaper mean to a school?
BY MADELINE OLSEN
After the brief battle between The
Ashnoca
and
The
Daily
Omphaloskeptic, I was left wondering-what exactly does a school newspaper
mean to a school? While The Ashnoca
tends to focus on world issues, sports,
classmates, and the like, The Omph’s
spot-on observations of their 3rd Former
of the Day and brief editorials can be just
as newsworthy as what we write here. I
mean, who does not want to see the
Facebook status of the day? Besides,
their news tends to be a bit more up to
date, since it is a daily publication.
However, I was still wondering what
exactly the newspaper does for a school.
I began thinking that perhaps this little
friendly battle actually did more good
than bad-for both of us. I know that I,
for one, always look forward to reading
The Omph while drinking my coffee in
the morning. Not only has it been especially witty this year,
once I sensed that there
was a bit of hostility
between the two of us, I
was even more excited
to see what The Omph
would say about us here
at
The
Ashnoca.
Therefore, I am even
more excited to read the
stories that the other
contributors here have
submitted.
This got me thinking about real newspapers. As many may have realized, in
the real world, the newspaper business is
slowly dying. I think that because of
technology, many people are not as
interested in reading the newspaper.
Now, instead of waiting for an article
about something to
come out, you can simply Google it and get
your facts instantly. I
think that this is one
way in which having a
school newspaper is
very important to a
school
community.
Instead of writing about
issues or topics that you
can look up on the internet, you can see what your peers realize
and
think
about
them.
A school newspaper is an important
aspect of a school. For instance, we get
We get to read
stories that
actually matter
and mean
something to
us.
Note from the Editor-in-chief
to read stories that actually matter and
mean something to us. Also, it invokes a
different kind of school pride. While the
athletes are winning their awards, The
Ashnoca has won their own as well. It is
just as important to have a school publication that gives you humorous articles
as it is to have one that gives you facts
about things that are somewhat serious.
It idoes not mean that one is any better or
worse. Every publication is different in
their own way, and observing both the
funny and serious stories, and the realworld and “AS bubble” facts has given
me more proof that school newspapers
will remain to be an important part of a
high school.
Hello! This is the second Ashnoca issue of the 09-10 academic year! Although it took us a
while, we finally finished it, and it is 12 pages! Thanks to everyone who contributed. As
some of you guys have noticed, we changed our nameplate. We changed to a traditional
style, which the Ashnoca originally used back in the days. We hope you enjoy reading the
-Hyechang Rhim
school newspaper, and look forward to upcoming issues! Thanks!
The Ashnoca wants to hear your
opinions on the paper! If you
have any comments to share with
the editors, please email any of
the editors with your suggestions.
To publish letters on current
events, submit letters of less than
300 words to
[email protected].
We reserve the right to edit for
content.
e a
h
T noc
h
s
A
The student newspaper of
Asheville School
[email protected]
Asheville, NC 28806
Volume: LXXIX Number 2
STAFF
EDITOR IN CHIEF--HYECHANG RHIM
MANAGING EDITOR--CLIFF HANICH
DESIGN EDITOR--JEFF WARREN
FEATURES EDITORS--T.K LEE, BRETT PORTER, ADDIE
NAVARRO
OPINION EDITOR--MADELINE OLSEN
ARTS EDITORS--WON JUNG YUN, YOON JI KWON
MUSIC EDITORS- GERRY NAM, ROY KIM
SPORTS EDITORS--CHANG GUN LEE, MIN KI KIM
CARTOONIST IN CHIEF--SHAWN PARK
PHOTOGRAPHERS--DANNY CHUNG, KATHERINE SUN
COLUMNISTS--KRISTA KIERNAN, LAWRENCE WALLER
CARTOONISTS--ERIN CRAWFORD, JEREMIAH BALLEW,
ZACH SMITH, KEN LAM, EDWARD TUNG, SOO JI HONG,
LUCIE REYNOLDS, ZOE MCDANIEL
CONTRIBUTING WRITERS--GRACE RAYNOR, BRENNAN
HARLAN, LARRY KIM, YVONNE KIM, BEN GROH, RYAN
DO, PETER LO, MATT EVANS
PROOFREADER--MEGAN FRIEDMAN
FACULTY ADVISOR--MR. GARDNER
Opinion
October 1, 2009
Cliff’s Note
page 5
After two lessons from Black Hawk Down
BY CLIFF HANICH
Never in my wildest dreams did I think
that my article, “Two Lessons from
Black Hawk Down,” would be so popular. I have had numerous students and
faculty members come up to me, asking
numerous questions and heaping lavish
praise. In that regard, I would like to
answer two (see a pattern forming?) of
these questions, both of which come
from our very own Tyler Montgomery.
1. “If the U.S. commits to a military
operation, then it must be fully aware of
the sacrifices that must be made and
fully aware of the time that the operation
may take.” You sound like you agree
with the Powell Doctrine. Do you know
what that is? How do you feel about
Secretary of Defense Robert McNamara
“lying” to the American public about the
Vietnam War? Should we have continued to fight the Viet Cong there? Should
we have committed “everything” in the
jungles over there? Or were we smart to
pull out? Perhaps we should have pulled
out earlier?
2. Did “the U.S. government lie to its
people about WMDs” in Iraq? What is
the difference between lying and being
wrong? How do you figure?
The Powell Doctrine, coined by a journalist and named after General Colin
Powell in the lead up to the 1991 gulf
war, states “a list of questions” that “all
have to be answered affirmatively before
military action is taken by the United
States”:
1. Is a vital national security interest
threatened?
2. Do we have a clear attainable objective?
3. Have the risks and costs been fully
and frankly analyzed?
4. Have all other non-violent policy
means been fully exhausted?
5. Is there a plausible exit strategy to
avoid endless entanglement?
6. Have the consequences of our action
been fully considered?
7. Is the action supported by the
American people?
8. Do we have genuine broad international
support?
(http://en.wikipedia.org/wiki/Powell_do
ctrine).
Additionally, Powell stated in “an
April 1, 2009 interview on The Rachel
Maddow Show, the Doctrine denotes the
exhausting of all ‘political, economic,
and diplomatic means,’ which, only if
those means prove to be futile, should a
nation should resort to military force.
Powell has expanded upon the Doctrine,
asserting that when a nation is engaging
in war, every resource and tool should be
used to achieve decisive force against
the enemy, minimizing US casualties
and ending the conflict quickly by forcing the weaker force to capitulate”
I do not believe that Robert
McNamara, then Secretary of Defense
under President Lyndon Johnson, lied to
the American people about American
involvement in Vietnam. However, he
did fudge the truth. He portrayed the
war as a necesity for the safety and security of all Americans from the threat of
communism, something he and many
other high ranking officials believed at
the time. The U.S. government did lie to
its people about WMD in Iraq because
numerous sources, within and outside of
the U.S. government, had shown specific evidence to the Bush administration
that WMD did in fact not exist in Iraq.
The UN inspectors spend numerous
months searching for any sign of WMD,
and found none. Even sources within
the CIA and officials within the U.S.
government admitted that there was no
evidence concerning the threat of Iraqi
weapons of Mass Destruction. The Bush
administration, believeing that all these
very credible facts had missed something along with way, badgered the U.S.
military and CIA into agreeing with their
ascertation that Iraq did in fact have
weapons of mass destruction. The
administration did so in three ways:
1) By playing on the CIA’s and
Military’s collective fears of a repeat of
9/11, which was still fresh in everyone’s
minds;
2) By continually asserting that Iraq
was hiding weapons of mass destruction,
which is why the UN missed discovering
them;
3) And finally by portraying the war as
a cake-walk.
It was an administration official who
said that American troops would be,
“welcomed with open arms,” by the
Iraqi people once Saddam was toppled.
The difference, then, between lying
and being wrong is simple: One lies
when all evidence points in a contray
direction, but one uses fear and other
propagandic devices as evidence to sway
public opinion in the opposite direction.
One is wrong when all current political
and strategic advice points in one direction, one takes that direction, and hindsight cleary paints a better option.
Basically, you are wrong if there was little to no evidence contrary to the commonly accepted plan. You are a liar,
when there is a significant amount to
overwhelming evidence contrary to the
commonly accepted plan.
Now, when it comes to Vietnam, hindsight is 20/20. It would take an entire
paper to explain the various reasons why
Vietnam was so avoidable in the first
place (I’ll save that for another day). But
the question, “should we have continued
to fight the Viet Cong there,” depends
entirely upon how the war was waged.
Seeing how the war was waged historically, the answer would be an emphatic
no; we were not fully committed to a
total war effort. Instead, it was a fight
micromanaged by politicians. LBJ
famously would tell his generals that it
was fine to bomb Hanoi, but not
Haiphong harbor, the main North
Vietnamese seaport, for fear of retaliation by the Chinese or the Russians.
However, if the U.S. had waged total
war, had been allowed to bomb all vital
targets (and not have to pick and choose
based on political fears), been allowed to
cross the DMZ into North Vietnam, and
if the ultimate goal had been regime
change in the North, then the answer
would have to be yes. Our problem in
Vietnam was that we had no offensive
plans. Our strategy was purely defensive, purely based on weeding out the
Viet Cong from South Vietnam, not
about destroying the providers of the
Viet Cong, the North Vietnamese. To
quote the Powell Doctrine, we did not
have a “clear, attainable objective.”
Also, if we had had a clear, attainable
objective, we should have “committed
‘everything’ in the jungles over there.
One either wages war or one does not. If
one is not fully committed to victory, one
will not win. Yet, based on the actual
facts of the conflict, and not harping on
how we “wished” the conflict had been
fought, we were right to pull out. In fact,
we should have pulled out earlier
because American lives were being lost
for nothing since we did not have a
“clear, attainable objective.”
Does the media deserve our trust?
BY LAWRENCE WALLER
Townhall.com
columnist
Michelle Malkin recently wrote
an article, dated 5/20/09, which
accused one of our nation’s major
newspapers, The New York
Times, of covering up negative
stories about our president,
Barack Obama, so that their
online store could make money
selling Obama products. This
would probably mean that The
New York Times would no longer
be an objective news source. In
the article, Malkin quoted New
York Times reporter Jennifer Lee,
who stated on Twitter that The
New York Times has “sold $2
million worth of Obama merchandise (book, commemorative
editions, etc.).” I visited The
New York Times online store to
see if I could verify Malkin’s
accusations of media bias.
The New York Times online
store has an entire section devoted to Barack Obama, where 59
different Barack Obama items are
sold. Barack Obama even has his
own link on the main store menu.
The New York Times sells
“Victory” coffee mugs featuring
Barack Obama ($24.95 for two),
1/20/09 t-shirts celebrating
Obama’s inauguration ($32.95
each), and copies of “Obama:
The Historic Journey” complete
with copies of the Election Day
and Inauguration Day New York
Times (all for just $59.95).
The website also sells assorted
photographs of Obama ($199$1,129 each) taken by New York
Times photographers over the
campaign, with titles like “A
Wink From the New President”
(President Obama winks at the
camera from his car) and “The
Jacket Comes Off.” Yes, it’s a
picture of Obama taking his coat
off. Why would I pay $1,129 for
a picture of anybody taking their
coat off?
In a Political
Photography section, there are a
few recent pictures of Republican
presidents George W. or George
H.W. Bush, but not even close to
as many as there are of President
Obama. No Republican has a
menu on the website, while
Barack Obama’s section is on the
homepage of the store.
I also visited the online store of
NBC Universal, which operates
the NBC and MSNBC news networks. Here, for a few dollars
you can own a Barack Obama
“Yes You Can” bobblehead,
refrigerator magnet, action figure, or one of 26 other items.
CBS sells 10 Obama books and
DVD’s. ABC offers one Obamarelated book.
The CNN and Fox News networks do not sell Barack Obama
merchandise.
In the article, Malkin also
claimed that The New York
Times covered up possible criminal behavior of then Senator
Barack Obama’s presidential
campaign, based on the campaign
sharing of their donor’s list with
the liberal community organizing
group ACORN, so ACORN could
canvas those donors for additional contributions to fund voter registration by ACORN’s (supposedly) non-partisan arm, Project
Vote.
A Project Vote employee contacted New York Times reporter
Stephanie Strom and gave her
this information. Strom’s article
was suppressed by her New York
Times editors, a fact later confirmed by New York Times
Public Editor Clark Hoyt. Hoyt
admitted that there could be a
connection between Obama and
ACORN that violated campaign
finance law, but that the “allegations could not be independently
verified” by The New York
Times. Sharing of a donor’s list to
divert campaign contributions to
perpetuate voter fraud is a federal
offense. This story could have
influenced the outcome of the
2008 presidential election, but
The New York Times editors quietly tucked it away.
We open up newspapers,
browse the Internet, or watch
news broadcasts to learn about
events taking place in the world
around us. Many people take for
granted that the information
relayed to the world by the media
is presented accurately and without bias. Cable news personalities
often display their political bias,
but many newspapers and commercial television stations disguise a political agenda as news.
After all, would anyone buy
Barack Obama coffee cups,
Obama action figures, or “Yes
You Can” bobbleheads if The
New York Times ran a story
implicating our “Dear Leader”
(as Malkin mockingly refers to
the President) in an alleged criminal cover-up?
A recent study of the 2008 presidential election by the Project
for Excellence in Journalism and
the Joan Shorenstein Center on
the Press, Politics, and Public
Policy showed that 47.9% of all
media coverage of John McCain
was negative, but only 15.8%
coverage of Barack Obama was
negative (journalism.org).
And Americans are catching on.
According to a recent Pew
Research Study dated July 22-26,
2009, 74% of those polled “said
news organizations tend to favor
one side in dealing with political
and social issues” (Pew Research
Center for the People and the
Press).
page 6
Rockmont Day
From top left, Shaunteri Skinner, Sarah Murata, Krista Kiernan, Darrah Johnson
Eddy Chang, Kyla Barkley, and Yvonne Kim enjoy Rockmont Day.
Matthew Gilliland throws a ball to get points for his team.
October 1, 2009
From top left, Hayley Mojica, Anna Ranson, Dilly Hancock, Cicely Upham
Kateri Madden, Rebecca Mckee, Merritt Smail, and Hallie Boyd
take their four-year senior picture.
Walker Sullivan throws a frisbee.
Students and faculty gathered together at Camp
Rockmont in Black Mountain Monday for a fun fieldday event of swimming and games during the school’s
annual Rockmont Day on September 14.
Shawn Park throws a figure.
Lizzy Clemons and Sarah Bicknell attempt the ball carry.
Mary Spirito, Dabney Close, Adria Shuford, Julia Sinsky, and Kateri
Madden pass the sponges.
October 1, 2009
Rockmont Day
Cliff Hanich jumps into water.
page 7
A faculty child dives into water.
Taylor Jeffries, Matthew Gilliland, and Jules Gonsoulin enjoy canoeing.
Seniors attempt to throw Mr. Montgomery into water.
Girls enjoy the zipline.
Jake Modaff and an unidentified teammate compete in team
relays.
PHOTOS BY NANCY PARRISH
Music
page 8
Nine, Nine, Oh Nine
October 1, 2009
Asheville School celebrates Beethoven’s famous Ninth Symphony
Dr. Evan Bonds, professor of music at UNC-CH, discusses the
relevance of Beethoven’s Ninth.
BY GERRY NAM
“Joyful, joyful, we adore Thee, God
of glory, Lord of love; Hearts unfold
like flowers before Thee, opening to
the sun above.”
Anyone who does not know anything
about Beethoven can probably find the
right melody of those lyrics fairly eas-
PHOTO BY DANNY CHUNG:
ily. More familiar with its melody than
its
name,
Beethoven’s
Ninth
Symphony visited Asheville School on
September 9th.
The 9th of September for Asheville
School students and faculty members
was a day to celebrate Beethoven’s
famous Ninth Symphony. We did not
just celebrate Beethoven’s Ninth
Freshmen’ve got talent
Freshman musicians fill the school with
various instruments
Stuart Chae shows talent in piano.
RYAN DO
One Saturday, before the dining hall opened,
the dining hall foyer was filled in with great
music. Third former Kirsten Jung was playing
wonderful music that warmed the place up. At
the same time, in First Lawrence, an electric guitar player, Jules Gonsoulin, played in such a serious manner that he impressed other residents.
Gonsoulin likes to play beautiful songs with his
electric guitar, while Jung does so with the
piano.
As you can see, third formers are filling the
atmosphere of Asheville School with music.
There are 13 freshmen who can play instruments: one oboist, one drummer, two flutists,
two cellists, three violinists, three guitar players,
and five pianists. Stuart Chae, a multi-talented
musician, can play drum, piano, and cello. Also,
he can beat box; he first showed his beat box
skills at the end of the third form camping trip. It
totally amazed everyone there.
“The music is part of my life since I studied
piano for seven years,” says Chae. “Drum for
two years, clarinet for two years, and cello for
two years. I am really glad that Asheville School
has strong music programs, because I can imagine one year later, I can play those instruments
better in front of my parents to make them
proud.”
BY
PHOTO BY DANNY CHUNG
Already, several freshmen participate in a variety of music programs in Asheville School,
including chapel choir, chorus, and instrumental
ensemble. Some freshmen even plan to make a
new band. However, freshmen should more
actively join the music programs.
“There are many things to improve my skill in
Asheville School,” says Chae. “Compared to my
last school, there are less people in music programs, so Mr. Crawley, the head of the music
department, can pay more attention to me. But I
think we need more people for instrumental
ensemble because it is hard to make a rich sound
with only a few people. I hope more people will
join in.”
“I have been playing piano for quite a long
time and recently began to play oboe,” Kirsten
Jung comments. “The important thing is that I
can practice my instrument, especially oboe, in
Asheville School since they give me a lot of
opportunities to be involved in music such as
instrumental ensemble. I am sure that there are
more people who can sing very well and who
can play beautiful music with their own instruments, so I want them not to miss such a great
chance to exercise their musical skills in
Asheville School.”
Recently Mr. Crawley sent an email to everyone to join chapel choir. Freshmen! Don’t be shy
--this is a chance for you to join in.
because of 09/09/09, but also to
inspire students to start the new year
of school in a positive manner.
As Mr. Crotts briefly introduced the
history of the symphony, the Ninth
Symphony is the last work of
Beethoven that contains a plethora of
human emotions. In addition, it was
the first symphony ever written that
included voices.
Although the Ninth Symphony is
usually played by a huge orchestra
and ten vocalists, the concert in
Graham Theater was performed by
only two pianists, and four singers.
The grandeur and magnificence of
the original work was hard to be
reproduced by only six musicians,
but their well-organized performance
was
enough
to
re-celebrate
Beethoven’s refined work.
The baritone singer Scott Joiner said
after the performance, “It was really
hard to sing this piece of music by
myself. Usually more than 20 baritone
singers sing together, so singers get to
take a break once a while, but today I
had to sing all by myself. It was tough,
but it was also a great experience.”
One interesting fact of this performance was that the singers and pianists
practiced this piece only for 45 minutes together one weekend. It was
impressive to see musicians producing
perfect harmony with so little practice.
Mr. Crotts said, “They are all professionals, and it takes just a few minutes
to work with the musicians in this
level.”
Following the musical performance
of Beethoven’s Ninth Symphony, on
Thursday, Dr. Evan Bonds gave the
school a presentation about the significant of the Ninth Symphony.
According to Dr. Bonds, the Ninth
Symphony inspired many artists, and
promoted feeling of unity. It is widely
used as an anthem, movie sound track,
and commercial background music.
Ninth
symphony
Beethoven’s
became ubiquitous in people’s daily
life now; people hear it from movie,
TV shows, and even as a ring tone. The
‘Oh Nine Celebration’ taught students
to appreciate the significance of the
trivial melody that is the Ninth
Symphony.
Across the Universe
Movie Review
BY ROY KIM
Every second, from many facilities
established on the planet Earth, people
receive and send out radio waves to analyze the world beyond them. Many,
including the fans of the Beatles might
remember the day, 5 February, 2008.
With the supervision of NASA,
Goldstone in California and many other
DSNs (Deep Space Networks) transmitted a song to the Polaris, which is located
431 light-years away from Earth. Just
like the title of the song, ‘Across the
Universe,’ it was sent out across the universe, as a tribute to the 50th anniversary
of NASA’s establishment and the creation of the Beatles.
Following this event, the movie based
on the songs of the Beatles, ‘Across the
Universe’ was released in 2008. The
movie was directed by Julie Taymor.
Starring Evan Rachel Wood and Jim
Sturgess, ‘Across the Universe’ is a
romance story about Jude (Jim Stargess)
and Lucy (Evan Rachel Wood) during the
Vietnam War in the 1960s.
After watching the movie numerous
times, it becomes apparent that not only
does it include a careful portrayal of the
1960s but also the history of the Beatles.
This risky hybrid of long-form music
video and movie musical with clearly
drawn characters subtly conveys the history of the Beatles as an undercurrent
beneath the main story.
Every character lives within the story
and the lyrics of the Beatles and explains
the significance of the movie’s message.
First, Jude, as everyone knows, comes
from the song ‘Hey Jude.’ This song was
written by Paul McCartney for Julian,
John Lennon’s son, to console him after
his parents’ divorce. Similar to this story,
Jude in the movie leaves Liverpool for
the United States, hoping to find his
father, with nothing but a picture. Lucy,
who falls in love with Jude, comes from
the song ‘Lucy In The Sky With
Diamonds.’
In the movie, Jude and Lucy meet
Prudence when she comes in through the
bathroom window to rent the house they
were living in, and she became their
friend. The last scene of the movie takes
place on a rooftop, reminding the viewers
of the London rooftop concert of the
Beatles, their last concert together as a
band.
The charisma that each actor emits, and
the harmony that each scene creates with
the music was enticing and unforgettable.
Though the movie was an musical picture, the variety of scenes provided magnificent views as if it was a pop-art illustration of a poem written by the Beatles.
Do you want to write about any musician?
Do you want to write about a certain music
piece?
Send your article ideas to
[email protected]
Arts
October 1, 2009
How much do you know about
this work of art?
The Masterpiece Revealed: “The Scream” by Munch
BY WON JUNG YUN
The painting “The Scream” by
Edvard Munch is very familiar to us
due to the abundance of comical parodies of it. The well-known screaming
figure and the serpentine shapes
behind it, as well as the variety of
orange and blue colors have been used
in various ways such as in movies or in
marketing strategies.
This piece, however, contains a
melancholy and gloomy story of the
artist and his dreadful experience. To
fully understand this masterpiece, we
must also understand the turbulent life
of Edvard Munch.
Having gone through a miserable and
unfortunate childhood, Munch had
experienced numerous deaths in his
family, including his mother’s and two
sisters’. These tormenting events of his
childhood put Munch through many
mental and physical illnesses, which
greatly influenced his later life as an
artist. Mental pains such as gynephobia (fear of women), agoraphobia,
insomnia and alcoholism strongly ous that Munch’s gynephobic reactions
explains why Munch had lived his life were amplified by the dreadful
in great confusion and chaos, as screams of mad female patients. To
reflected in his most famous painting, make the place even more unbearable,
Munch’s close friend is known to have
“The Scream.”
tried to commit suiInterestingly, the
cide several times at
place in the background of this The universal familiarity this very place.
When
“The
painting truly exist- with this masterpiece is
Scream” appears on
ed and served as a delightful; however, I
the covers of books
source of inspirafeel
we
are
familiar
with
and magazines, the
tion frequently visfirst thing to pop
ited by famous it in a disrespectful way.
into our heads is the
artists. The landscape in the painting is known to be comical parodies of this painting. The
Oslofjord, viewed from the hill of universal familiarity with this masterEkeberg, in Oslo, then Kristiania, piece is delightful; however, I feel we
are familiar with it in a disrespectful
Norway.
To Munch, however, this place was way. The screaming figure we know so
beyond a place of simple inspiration-- well nevertheless painfully transcends
it was the place of nightmare. It is told the hapless life of Edvard Munch.
Should we not view this masterpiece
that there was a mental hospital below
the hill, and people frequently could with a more serious and sincere attihear screams of its insane patients, tude?
who were mostly women. Thus, it is
very understandable and almost obvi-
PHOTO BY DANNY CHUNG
SECOND MOVEMENT, PHOTO COURTESY MONI HILL
Crawford Art Gallery displayed Moni Hill’s artistic interpretations of Beethoven’s Ninth Symphony.
Studio Art II relieves the stress
BY HYECHANG RHIM
Albert
Einstein
once
stated,
“Imagination is more important than
knowledge.” In Asheville School, even
though they have fulfilled their required
art credits, some students go beyond
Studio Art I and pursue this imagination
in Studio Art II.
The objectives of the course are that
students will complete exercises in figure drawing, metamorphoses, sculptural
painting and understand better patience
and its relationship with quality.
Studio Art II is composed of four
units. For the first unit, students review
the introduction to art and draw a selfportrait.
Junior Won Jun Kim comments,
“Drawing a self-portrait was weird
because I was I had to draw myself, but
it was definitely exciting.”
After this unit, students will move on
to create a family sculpture. For the
third unit, students will learn to simplify
the complex.
And for the last unit, student artists
will learn to synthesize two and three
dimensions onto a sculptural. By this
time, students must have completed a
total of five artworks from their choice
art lists.
According to Kim, Studio Art II is different from Studio Art I in that it is more
independent.
Some students, like Kim, who already
take five classes and have art as their
sixth class, are required to show up
twice a week as long as they meet the
deadlines for their projects. Kim already
takes five classes, so he goes to Studio
Art II classes on Monday and
Wednesday.
“Sometimes, I feel I am overloaded
because I take six classes,” Kim states.
“But Studio Art II makes me release my
stress and relax. I don’t feel like it’s a
class which I have to be stressed about.”
“From this class, I learn more than
mere art,” Kim continues. “For this selfportrait assignment, I was late for the
deadline. But through this experience, I
learned how important it is to manage
my time.”
Kim feels that the required Studio Art
I class pulled out his inner artistic interest and now art is one of his hobbies. He
says that he will continue his art career
as a hobby even after he graduates from
Asheville School.
page 9
European
Studies scholars
explore
Renaissance art
during the
summer
Michelangelo and the
Pope’s Ceiling enlightens
European Studies students
BY PETER LO
If you are in European Studies class, you
might have read Michelangelo and the
Pope’s Ceiling by Ross King. As a talented
writer as he is, King introduces readers to
the Italian Renaissance.
The fresco on the ceiling of Sistine Chapel
is probably most famous for “Creation of
Adam.” God, described as grey-beard old
man in pink clothes, descends from the sky
with many naked children, supposedly
angels, stretching his hand out to another
naked man, seemingly exhausted, lying on
the ground: this description is how one
would probably look at this piece before
reading Michelangelo and the Pope’s
Ceiling. King, however, enlightens readers
with deeper knowledge, which will make not
only “Creation of Adam” but also other
paintings interesting.
Michelangelo and the Pope’s Ceiling is the
story about Michelangelo Buonarroti, possibly one of the greatest sculptors and painters
ever, and Pope Julius II, the pope who commissioned Michelangelo to fresco the ceiling
of
the
restored
Sistine
Chapel.
Michelangelo, a very self-righteous man,
rejects the commission, and after getting
famous for Pieta and David, he considers
himself a sculptor, not a painter. Pope Julius
II,
however,
forcefully
demands
Michelangelo to fresco the ceiling of the
Sistine Chapel, canceling his previous commission to sculpt a tomb for him. Frustrated
by such sudden cancellation because
Michelangelo personally likes and starts to
sculpt
the
tomb
enthusiastically,
Michelangelo escapes to Florence. Then,
Pope Julius II, “the Warrior Pope,” personally leads army to catch Michelangelo.
Eventually, Michelangelo comes back to
Rome and finishes up the fresco on the ceiling of the Sistine Chapel.
The interesting feature of this book is the
abundant knowledge that the author has.
King knows that the fresco on the ceiling of
Sistine Chapel was the first fresco in
Michelangelo’s career. (Michelangelo has
done some fresco before but it was so small
in size to be called ‘real’ fresco paintings.)
He knows that Michelangelo used models
for every human figure he drew, which most
other artists did so at that time, but
Michelangelo was the only one to use male
model for female in the paintings. In addition, King knows Michelangelo partly
invented a new style of scaffolding for frescoing the ceiling and it is not true that he was
lying on his back while drawing. He knows
that Michelangelo is one of the first artists to
actually draw God as a human figure. As
readers read through this book, they will find
out facts that would make them wonder
“where did he find this?”
If you are interested in art, history, or
books, reading Michelangelo and the Pope’s
Ceiling will be interesting. Even if you are
not interested in such fields, this book is an
easy novel that you can read without any
stress and enjoy finding interesting facts; for
example, Raphael, another great artist, was
in love with a prostitute. Or one of the kids
in Michelangelo’s fresco on the ceiling is
cursing with a hand shape gesture. If you
have some leisure time this weekend, how
about borrowing Michelangelo and the
Pope’s Ceiling from a friend in European
Studies and reading it?
page 10
October 1, 2009
BY ERIN CRAWFORD AND JEREMIAH BALLEW
Super Mario is arrested for illegal possession of ‘shrooms.
BY ZACH SMITH
BY SHAWN PARK
page 11
October 1, 2009
BY KEN LAM
BY EDWARD TUNG
BY SOOJI HONG
BY LUCIE REYNOLDS
BY ZOE MCDANIEL
Sports
page 12
October 1, 2009
Blues soccer team struggles against ACA
But strong seniors and talented freshmen offer hope for the season
BY CHANG GUN LEE
On September 8, Asheville School’s Varsity Soccer
team faced Asheville Christian Academy in the Lower
Soccer Field. Against one of the top conference teams,
however, the Blues were not able to form a perfect
squad. Morgan Sadler, one of the Blues’ co-captains,
could not participate in the game because of an illness.
Moreover, quite a few soccer players who had been suffering from slight symptoms of sickness had to push
themselves through the game.
Despite such adversity, the Blues fought well against
the swift and big ACA players. For the first 30 minutes
of the game, the Blues played an even match by putting
a couple of shots on the opponent’s net and not allowing
deadly shots or goals. When about 10 minutes remained
in the first half, however, ACA made the first goal of the
game; a winger from the right attempted a pass through
Blues’ defenders, and one of ACA forwards settled the
ball with his right foot and scored by a strike from left
foot. Discouraged, the Blues soon gave up another goal, Allen VanNoppen controls a ball.
finishing the first half down by two goals.
PHOTO BY KATHERINE SUN
Starting the second half of the game, the Blues began
final score of 4-1 with ACA’s victory, leaving some regret
to put more effort on the field. Making better team plays
for the Blues.
and more accurate passes to each other, the Blues sought
“We need to be more aggressive,” said Coach Mettee.
to catch up to the two goals they allowed in the first half.
“We could have done better, but our players were sick
Such effort continued even after ACA scored another goal
and we were not able to play as well as we thought we
on Blues’ net. Finally, Hyechang Rhim, one of the cocould.”
captains, defeated ACA defenders and made the Blues’
Although defeated by ACA, the Blues began the seafirst goal of the game by pushing the ball into the net with
son with two victories; one against WCAA and the other
his right foot. Despite the goal, the game ended with the
against Spartanburg Day. The key factor for the two
successive wins was the Blues’ ability to score. Last
year, Blues soccer team suffered in putting balls in the
net; Blues dominated the field often, but could not lead
the games. This year, however, the Blues seem to realize how to deal with the problem, scoring 6 goals in
first three games of the season.
This improvement partly attributes to new players.
Brooks Kern, a freshman, makes creative passes and
smart shots on the net, directly and indirectly contributing to the Blues’ overall play. Another freshman Ben
Fiedler shows speed as an outside midfielder and prove
his ability to score by putting the ball in the net against
Spartanburg Day.
“The new players actually make impact on our play.”
said Coach Mettee. “The two freshmen are committing
themselves on the field and making positive contributions on the team.”
Another contributing factor is the improvement of returning players. Hyechang Rhim came back with more
sophisticated feet, scoring three goals in three games of
the season. Other returning players, such as Nick Dawson
or Nate Shepherd, Morgan Sadler, Allen VanNoppen, and
Dennis Kuzmich also demonstrate their improved soccer
on the field. With the overall growth of team capability,
the Blues’ 2009 soccer season seems anticipatory than
any other season in the past years.
Blues start season with win
Football team defeats Thomas Jefferson Classical 35-14
BY MIN KI KIM
Cliff Hanich (53) and Matt Hansen (55) hold a defensive line.
PHOTO BY MR. DARAB
Attitude matters in tennis
Proper etiquette is needed for fair sportsmanship
BY GRACE RAYNOR
When it comes to tennis, there is one
major subject of controversy: line calls.
Line calls have become a major issue
with high school students (who judge
line calls themselves), but a more recent case involving Serena Williams
proves that this matter is present in the
big leagues as well. In her recent match
in the US Open, Serena Williams was
penalized with a foot fault after her second serve. The line judge felt that her
foot had crossed the line while serving.
Greg Garber and the press of ESPN
News states, “Instead of stepping to the
baseline to serve again, Williams went
over and shouted and cursed at the line
judge, pointing at her and shaking a ball
at her.”
This is a perfect example of how one
should not react on the court. When
playing in a tennis match, the player
has little say regarding whether the ball
was in or out or if the foot was over or
behind the line. Tennis is a game of
judgment and you have to trust that
your opponent or judge is calling fairly.
In the event that a player feels as
though a call is unjust, reacting the way
Williams did is the wrong approach.
One temper loss and a few derogatory
terms have put a completely new spin
on Serena Williams and her reputation,
and this is not a case that will be forgotten about. Instead, a player should respectfully challenge the call if
appropriate, and when the final decision is made, leave it at that. This is difficult in some cases, as we see that
tennis is not a contact sport, and lots of
anger is built up that may not be able to
be exerted effectively; however, in
order to be successful in tennis, one
must show proper etiquette and acceptance of the calls that are made.
Asheville School Varsity Football
team kicked off the season with a win
against Thomas Jefferson Classical
Academy. Despite the first away game
of the season, football players melted
their practiced skills into the game. The
score of 35 to 14 shows that the Blues
dominated the game.
In fact, Thomas Jefferson Classical
Academy’s athletes succeeded in scoring first points of the game. The opponents led the game 6-0; however, they
failed to score extra points after that.
The Blues came back around the
halfway of the second quarter. Gabe
Darab, a co-captain of the team, threw
a 45-yard pass to Leonard Martin. Martin received the ball and scored the first
touchdown for the Blues. Then, the
kicker of the team, Christophe Agricola
brought an extra point, and the Blues
started to lead the game. However, our
team was not satisfied with one point
advance. 19 seconds before halftime,
Darab made a reverse pitch to Leonard
Martin, and Martin finished the play
with a touchdown following 23-yard
run. Agricola made another point by his
kick. At the half time, Blues led the
game by 14-6.
First half of the game was excellent,
“It’s always good to
start off 1-0. Once
you get the first win,
it keeps the excitement up for the next
game”
-Gabe Darab
but Blues played even better football in
the second half. As soon as the game
resumed, Martin made an 80-yard-run
touchdown following the opponent’s
kickoff. Agricola made his third kick of
the game, and the score was 21-6 to
Blues’ favor. Almost at the end of the
third quarter, Darab ran 51-yards by
himself and scored a touchdown. Then,
in the beginning of the fourth quarter,
Walker Szurek received a pass by
Darab and scored another touchdown
for the Blues. Agricola earned another
two bonus points for the Blues, making
the score 35-6. Thomas Jefferson Classical Academy scored in the late fourth
quarter, but it was too late to change the
stream of the game.
Cliff Hanich, Walker Szurek, Malik
Risher, and Matt Hansen all made numerous tackles on the opponents
throughout the game. Asheville School
football players altogether made 333
rushing and passing yards in the game.
Leonard Martin, Gabe Darab, Austin
Green, and Malik Risher all had great
rushes.
“It is always good to start off 1-0.
Once you get the first win, it keeps the
excitement up for the next game.” says
Darab. “The first win made us feel
good, and I think this year is going to
be a good year.”
Asheville Blues’ football team is excited for the good kickoff of the season.
They have eight more games scheduled
for the season. The Asheville School
community will look forward to the
good results of the football team.
Young tennis player makes a sensation
BY MATTHEW EVANS
In the Third Round of the US OPEN American tennis
player Andy Roddick lost to the young American sensation John Isner. Isner pulled out the match in five
sets winning 7-6(3), 6-3, 3-6, 5-7, 7-6(5). Roddick lost
in the third round after getting to the finals of
Wimbledon and losing the longest match in Wimbledon
history two months prior. 6’9” John Isner hit an astonishing 38 aces in the match to boost him to victory, and
he had no problem playing at the net as he served and
volleyed most of the match. But Roddick had 32 less
unforced errors. Also, Roddick won more points than
Isner. It really shows that sometimes it is how you play
the big points. To me, it seemed that Roddick was over
confident in the first two sets so that he played casually and eventually had to dig himself out of a two set
deficit. However, in the end, Isner’s serve was just too
much to handle in the final tie break.
After the match Roddick told the national press, “I
mean, I don’t know [if] I’ve ever come to a tournament
with as much confidence, into a Slam, as I did with this
tournament, and leaving earlier than I wanted to.”
This is, without question, the biggest win in Isner’s
short career; he is also the first American to beat Andy
Roddick in the US Open since “Pistol Pete” Sampras in
2002. This win is also the first time John Isner has
made it to the Fourth Round of a Grand Slam.
Mr. Pharr commented on the subject, “It’s exciting to
see an up and coming American player doing well in
the US Open.”
Sua Yoon agreed with Mr. Pharr saying that the
match was “awesome”, but some people were not so
excited about Isner’s upset.
Matthew Gilliland response of “I was just mad
Roddick lost” and John Craver’s reply of “not crazy
about it” show that Roddick let many people down by
losing this early in the US Open. It will be interesting
to see how Andy Roddick bounces back after this tough
loss.