The Hoofprint – May 25, 2006

I think Diversity Day is a good way to raise awareness of other people's cultures and beliefs," said Senior Maria Freund. "And although you don't have to agree, it is important to respect others." Diversity Day opened with Teens Rock the Mic who expressed their feelings through spoken word. Then clusters of first block classes attended various activities. After almost a full year of new programs including Cultures United, and the Arts Magnet program, the Leadership Council decided that putting together a Diversity Day would benefit the school. Each year a handful of students move to the Buffalo area from other countries or cities, which provides differences among students and staff. "[Diversity Day] opened people's eyes to the world, outside of Buffalo," said Sophomore Jeff Saxton. "Some live in a bubble, but it also depends on family beliefs." Plays, dancing, artwork, music and lectures representing numerous cultures allowed students to learn about diversity. Students and staff took part in the activities throughout the day. Aside from learning from other cultures, students and staff were able to spend time outside of regular classes. "[Physical Education teacher Nick] Guida tried the Indian dancing," said Saxton. "That was very entertaining." Attendance was expected but not mandatory. On a typical school day, about 170 students, about ten percent of students, do not attend school. However 408 students decided not to attend last Wednesday. "The people that needed to be here, weren't here," said Senior Sarah LaBute. "It was a good opportunity to gain knowledge of other people's way of life." "They shouldn't have told us about Diversity Day, so that it was a surprise," said Junior Calleigh Brown. "The students who didn't come to school missed out on a good opportunity to learn about different cultures and to hang out with friends." While Diversity Day was meant to unite the school, however phone calls from parents came in throughout the day, excusing students from attending the day. Actual student excuses for their absences ranged from wanting to sleep in, going to work, partaking in activities that only "their culture" does, or because they "already know about diversity" and "accept everyone." Aside from attendance, many students and staff felt that Diversity Day went successfully, and that distractions from the students that did not want to contribute to the day were eliminated. "I didn't like the idea of it, but the way it was put together and the way it happened turned out to be fun," said Saxton. A poster created by JMNG stated: "Diversity: to create a thoughtful and meaningful exchange of words, images, thoughts and color to bring out the differences in people." "How can we say that we are united when we act divided?" said Teens Rock the Mic member Rodney "October" Dixon. As Rodney Dixon performs his Hurricane poem, the audience listens intently awaiting the question and response that soon followed. Dixon was one of the five poets that kicked off Diversity Day. Top Picture: Aztec Dancer Susana Deleon taught students an ancient tribal dance. Students learned a variety of dances throughout Diversity Day.

“Every little girl wants to be a princess,” said Senior Amy Jensen.

For a few girls running for Miss Buffalo 2006, this will become a reality. Out of the 12 girls running this year, Jensen, seniors Megan Otten, Angela Carlson, Kirie Marshall, Jerika Comee, Sarah LaBute, Jamie Johnson, Shannon Pollock, Sami Beilke, Kallie Sandell, Traci Westphal and 2005 graduate Chelsea Sjelin, only one will go home in the end with the crown.

“All 12 girls that are running have a very good chance of getting something out of it,” said Comee.

It’s tough to say what these girls will get out of the Miss Buffalo program, but it is easy to say that the girls feel everyone is very deserving of the crown, and it’s also plain to see that everyone may get a little anxious for the outcome.

“I know a lot of the girls are holding high expectations for the outcome,” said Jensen. “One of the coordinating ladies told a mom that we were one of the most crown hungry groups she’s ever had, I guess there are just some girls that want it really bad.”

Not winning would pose as a disappointment, but winning could also have its downside.

“It would take up my whole summer,” said Jensen. “I won’t have time for friends or grad parties, and the transition for college will be harder because I'll always be gone and I won’t have time for friends and family.”

But it seems that with so much time being taken up, the girls still keep their heads up and hope for the best outcome possible.

“I do want to win,” said Beilke. “But if I don't, I won't be pissed, but yeah, if I win it will be so much fun and I will love it.”

With hopes to win all around, it helps for a little motivation throughout the whole process, especially from those that had some past experience.

“Everyone in my family has run,” said Comee. “So my sisters have helped me a lot, they helped me pick out outfits and they give me tips on speaking in front of people.”

Not just family helps out in the process. Some people who have experienced being Miss Buffalo can pose as a good role model.

“I’ve met with former Miss Buffalo from 2003,” said Jensen. “She told me what to expect, but she didn’t tell me what to do or what to say because each year is so different because there are new judges each time.”

Factors beyond just winning have also kept the girls striving to have fun and just get a good experience out of the entire situation.

“I remember going to coronation a couple of years ago,” said Beilke. “I would talk with friends about how much fun it would be to do that when we got older.”

Now older has come around, and for a most of the ladies, this has been something that they’ve always wanted to be a part of.

“It’s a good opportunity to meet new people and to be involved with your community, and let other people know about it,” said Comee.

The week of Buffalo Days will be a busy one for all these girls. With parades, concerts, and social events, they will need to devote a lot of their time to the Royal Committee.

“There’s gonna be a lot of time when people will be telling us what to do and where to go,” said Jensen. “During the week of Buffalo days, they said we won’t have any time for anyone except for the program.”

---

06-07 Miss Buffalo Candidates:
Front Row:
Jamie Johnson, Amy Jensen, 05-06 Princess Melissa Laplant, 05-06 Queen Elizebeth Abbas, 05-06 Princess Ashley Hall, Sarah LaBute, Kirie Marshall.
Back Row:
Jerika Comee, Kallie Sandell, Sami Beilke, Megan Otten, Shannon Pollock, Chelsea Sjelin, Traci Westphal

“One of the coordinating ladies told a mom that we were one of the most crown hungry groups she ever had, I guess there are just some girls that want it really bad.”
- Senior Amy Jensen

Each day, at least 50 bags of pop cans, pop bottles and paper are disposed of at Buffalo High School.
"Maybe 25 from classrooms, probably 24 after lunch," said Custodian Pat Soule. "That’s a lot."
Some teachers have taken a step toward making BHS a more eco-friendly place.
English Teacher Dave Robinson started placing pre-printed paper in the English Department resource area to be re-used. "It’s a small thing that could be done near every computer," said Robinson. Bins for one-sided paper have since appeared in two other resource areas. But paper can still be found in garbage cans around the school.
"For us to be good recyclers the students have to take the initiative. Students accumulate the most waste," said Robinson.
At Armstrong High School in Plymouth, neither students nor custodians utilized available recycling bins until the Environmental Society stepped up. "There are some people that say they didn’t care before. We make people care about recycling," said Megan Howard, senior at Armstrong and President of the Environmental Society there. "Some teachers have started making special boxes and everyone gets excited."
Around 1995, former BHS biology teacher Dave Fiedler took class time to sort out and dispose of the school’s recycling.
"We’ve tried recycling before and it was a nightmare," said Principal Nick Miller. "It has to be a much bigger initiative than a ..."

High School dropout rates have decreased from about 15 percent to 11 percent over the past decade, but boys continue to dropout at a higher rate than girls do. Dropouts tend to be dissatisfied with, and not engaged in, their academic experience. They are not likely to be interested in what they are learning in class, and likely to think that many things they learn in class are useless. So is it just boy's nature, or is the education system bombing out for boys?
This phenomenon has been noticed nationally, and is being looked into for a narrowing approach. Students have put thought to how the gender achievement gap can be narrowed, and in most cases, none of the emphasis was put on the teachers or administration, but the boys themselves.
"Boys need to step it up and not be afraid to do well in school," said Sophomore Cecelia Gilmer. "For boys to do better in school, it needs to be something they want."
Coming from a boy's perspective, Senior Luke Zumbusch had similar thoughts on how to narrow the gap.
"Guys need to start buckling down and try harder," said Zumbusch.
"I think that for the most part, guys really don't care that much about their GPA, class rank, and such like girls do. If they don't care about it, they won't do well. They have to want it."
Though students see the weight of the issue sitting in the hands of boys, national findings put the focus on what is going on in the classroom.
It has been proven that girls and boys learn differently, and Leonard Sax, founder of the National Association for Single-Sex Public Education, focuses on just that in account for the gender gap.
"General expectations in most classrooms, that students will raise their hands, work cooperatively, ask for help, and refrain from disruption, are easier for most girls than boys to meet," said Sax in NEA Today article, No Girls Allowed. "And that's why too many boys are falling behind."

define your identity
RUCK line
Wood Shop Teacher Mr. Bielke helps Senior Eric Anderson with his project while the other boys are hard at work. As some schools provide single-gender classrooms, the second block wood shop class unintentionally consists of all boys.

In regards to Sax's focus on single-sex education, NEA Today writer Mary Ellen Flannery, points out the effect of single-gender classrooms in her article, No Girls Allowed.
"Check out Woodward Elementary in DeLand, Florida," said Flannery. "In co-ed classes, 37 percent of boys passed a state writing test in 2005. But in all-boy classes, 86 percent [passed]."
Statistics have shown that single-gender classrooms can be effective, but most students don't seem to think so. 70 percent of students do not think single-gender classrooms would help narrow the gap.
"That would make the problem worse," said Senior Jake Fourre. "Separate but equal... we tried that with race and it did not work."
In opposition to all of the students who think single-gender classrooms would not help, six percent of students think single-gender classrooms would be beneficial.
"It seems that males and females learn in different ways but aren't being taught differently," said Senior Mandy Stanton. "Boys and girls should be separated until at least the high school level. I think single gender classrooms would help the problem immensely."
It is not just students that notice the different ways in which boys and girls learn, but it is apparent to teachers as well, and they don't need single-gender classrooms to cater to them.
"I try to teach to learning styles," said Social Studies Teacher Mrs. Hulley. "I try a variety of activities so everyone stays involved; male and female."
As some teachers are taking it upon themselves to help the situation, Principal Nick Miller recognizes the problem, but is just at the discussion stage right now.
"I am aware of the issue, but I have not set down any specific programs yet," said Miller. "I do feel this is something the whole district needs to look at because it starts at such a young age."
The academic gender gap is noticed, being talked about nationally, and dealt with in schools. Whether it be single-gender classrooms, or co-ed classrooms; boys will be boys.
"Separate but equal... we tried that with race and it did not work."
-Senior Jake Fourre

“I could tell you the theme, but then I’d have to kill you,” said writer Junior Heather Lindborg.
With The Tatanka yearbook’s 90th Volume to be distributed tomorrow during Student Appreciation Day, the theme of this year’s book remains a mystery.
“I figured the theme out, no one actually told me, but I looked at the graphics and everyone was giving out ideas and they just didn’t see to connect with the book,” said writer Junior Elias Krumholz.
“Every single picture has a story that goes with it, there are 129 spreads in the yearbook, each with at least 5 pictures on it, plus there are stories on each page. Overall there’s got to be over 1,000 stories in the book. So it tells the story of the school much better.”
“For editors and writers, each yearbook has not only captured memories for the entire student body, but created some for themselves,” said Ryan McCallum, The Tatanka’s adviser and Publications Writing teacher. “I wanted to do something special for our last work night so I brought Cold Stone ice cream for everybody,” said Lindborg. “When I worked at Cold Stone I was able to get it for free.”
For extracurricular writers, who write only one story and are not in publications writing class, yearbook is a chance to improve their writing abilities while working with their peers. “It was scary when I was younger, because I was easily intimidated and I felt like everything I did was wrong,” said Senior and extracurricular writer Maria Squadroni, “but yearbook was awesome. I learned a lot, like how to not use ‘be’ verbs. It really helped me refine my writing style.”
Whether it’s writers or editors of the yearbook, The Tatanka leaves a lasting impression on those involved in it. For readers, it completes the school year with its photos and stories. In the end all the work of the writers and editors pays off.

When Diversity Day was decided upon as the next symposium, word spread throughout the school. Students made plans to skip because of their own assumptions of what it was going to be. As the day began with a powerful opening act, there was a noticeable absence of students in the gym.
Unfortunately, more than 400 students missed school on Diversity Day. Over 250 more students than are gone on a typical day chose to miss a once-in-a-lifetime opportunity.
Some people said that it would be good to stay home because they "already accept" diversity. There's a huge difference between tolerance and acceptance, and there's just as big of a gap between acceptance and appreciation. Diversity Day wasn't about making you more tolerant or making you accept something you aren't prepared to accept. Diversity day was all about Cultural Appreciation. The day showcased cultural pride, traditions, and identity.
From people with disabilities to Aztec dancers, people were putting their culture and their art on display. For one day, the isolated people of Buffalo had an opportunity to appreciate something totally different.
People stayed home because they thought there weren't any "points" associated with the day, making it a "free day." If this was your excuse, than you are a part of the group that makes endless worksheets the norm in most classes. If you equate Points with Educational Value, then you are demanding an endless load of worksheets and study guides from your teachers. If it takes "points" and not valuable experiences or new opportunities for you to stay in your seat, teachers will give you points rather than enriching experiences.
If you skipped the day because of racism or intolerance, that means that your values aren't strong enough to withstand a challenge and maybe it's time to rethink them. If you don't challenge your beliefs, how do you know what you really believe? Ignorance and blind intollerance leads to stupidity.
The students who stayed home - for whatever reason - did a large part to weaken the school and the quality of education presented here every day. Teachers now are more likely to look at students as lazy, unmotivated, and intolerant. Your actions represented BHS to the community.
Each student skipping diversity day had to do it with support from their parents. Everyone involved should recognize that, even if they support diversity and appreciate other cultures, by skipping Diversity Day, they fueled the flames intolerance that are already too hot around this school.

Graduation standards at Buffalo High School demand that students take two levels of German, French, or Spanish if they wish to graduate. These classes immerse students into cultures hundreds of years older than the US, with customs completely foreign to them. To expect a student to learn a language within that small amount of time or fully appreciate the uniqueness of that culture borders on impossible. Language should be introduced into the curriculum as early as possible, so as to provide children with the chance to excel in a world of international opportunities.
Countries all over the world integrate English into their schools' curriculum as early as elementary school. Children who begin learning languages at a young age become more apt towards fluency when they grow older. Children also possess a curiosity that sparks their enthusiasm with learning. By waiting until their teen years to learn a language, the child loses that edge. Language becomes just another high school credit needed to graduate. It becomes a chore.
Anything but a chore, the languages and customs of each culture offer its own mystique. From the wonders of the Great Wall of China and the Stonehenge, to the brilliance of the Mona Lisa and the Sistine Chapel, each culture, past or present, leaves a bit of themselves behind for future generations to admire. With powerful, legendary leaders like Napoleon, Elizabeth I, and Julius Caesar, every culture illustrates the rise and downfall of a government for future generations to learn from. By studying these cultures' rich histories, present civilizations can establish a stable future.
A word of possibilities exists outside of Buffalo, outside of Minnesota, and outside of the U.S. Yet students tend to think inside the box. By truly learning about other cultures, students can open themselves up more for opportunities. To do this, language should be inducted into the curriculum around elementary school and kept throughout high school.
A couple years of Spanish are just a waste of time if the student forgets it - in the end anyways.

Dear Editor,
I arrive to school around 7:30. The parking lot is 2/3 empty and I get a second row spot. Yippee!
I think to myself, "Where is everybody?", when it dawns on me. It’s Diversity Day, and I live in Buffalo. Kind of sad when that is the only explanation needed as to why much of the student body stayed home. The need for Diversity Day was made evident by every student who chose NOT to walk through the doors of BHS on Wednesday, May 17.
It frustrated me to know that all of the kids who needed to hear what was to be said that day (the intolerant ones) missed out. You know who those kids are. The ones who believe what they’ve been told, without any attempt to educate themselves away from the shelter of their upbringing. The kids who use the words "gay" or "fag" to describe what educated people would say is "stupid" or "disgusting."
When I heard we had a Diversity Day coming up I was thrilled about it. I thought, "What a great thing to be happening right here in Buffalo where it is needed so much more."
A lot of kids I talked to about it said that their parents didn’t want them to go and they thought it was stupid. To this I replied, "If my parents had told me I couldn’t go, I would have told them I am going," because I wanted to be there.
Diversity Day was a day of learning and new experiences. There were Native American dances, workshops, sand painting, poetry, and lots of other interesting things students got to try. It wasn’t just speakers, as many assumed, but a wide variety of activities and fun. Certainly not bad enough to skip school.
Many of the teachers made attendance practically a requirement by making it worth extra credit, or just part of their students regular grade. It was also mandatory for some sports teams to be there.
In a world so full of different people and ways of life, I don’t understand why so many of our student body wouldn’t want to embrace it and rejoice in it. To not come to school because you thought it was a free day off, or because your parents wouldn’t let you, or because you are against gays, is saying no to diversity and yes to conformity. It’s saying that you don’t believe in being different, and it comes very close to saying you don’t believe in freedom. Whether that is the statement you were trying to make or not, I don’t know, but I do know this; Buffalo High School needs more diversity days, and they need them unexpectedly.
I challenge Principal Nick Miller to plan another Diversity Day for next year, except this time don’t give the student body a chance to run and judge the world beyond our district lines. Choose a normal day on a normal week, and tell the students only as they enter the doors that it is a special day.
Let the people get mad because it is when we get mad that we break down the barrier to a new way of thinking.

-Jennifer Bussmann

Dear Editor,
This is a response to Mr. Hoffman’s article about the 11 million dollar basketball building that was built.
I would like to clarify the cost of the building proposal and how the money was spent. The cost of the project was 11.9 million dollars. The following additions and improvements were made at BHS:
1. expanded the cafeteria and serving line
2. expanded the north and south parking lots including sealing & new lines (summer 2006)
3. added an orchestra room with practice rooms, lockers and office
4. added a ceramics lab with 27 wheels, 4 electric kilns, 1 gas kiln & 4 station teacher office
5. added 2 agriculture classrooms including a green house
6. added 2 industrial tech labs with 30 computers, laser engraver & document printer
7. expanded the girls and boys locker rooms and added coaches offices
8. put terrazzo floors in industrial tech and PE hallways
9. added bathrooms and lockers in the industrial tech hallway
10. added JIVING classroom as part of the locker room addition
11. remodeled: a new PE classroom - heart monitor lab
12. expanded the weight aerobic equipment & new flooring in existing weight room
13. added lockers in the lower A & C areas under both sets of stairs
14. added 2 storage rooms and a ticket booth
15. built an activity center for physical education, intramurals and community education. This center is used for tennis, volleyball, badminton, baseball, DDR, and basketball. A suspended 4 lane track and multiple storage was added.
16. built a storage room for food service and modified the staff work area
17. Created additional parking on the east side of the building and on the west side of the activity center
18. installed new sidewalks in various areas
19. created new roads on the east and west side of the building
20. built a new spray booth in the woodshop
21. moved the west wall of the gym to provide space for gymnastics leaving the middle school with their gym space back
Obviously the 11.9 million dollars was spent on more than just a place to play basketball. The activity center is open to public use. Why else would we have built a community education office on the 2nd floor of that facility? I believe that we have always spent our money wisely and provided our students with state of the art, technology and current textbooks. In fact we are purchasing $70,000 of textbooks and materials for the world languages department for the 06-07 school year. In no way do I see our recent addition as a benefit for only athletes. This current project has benefited our entire student body and community.
I have taken pride in the fact that we look at all budget decisions from a global viewpoint so that we can defend how we spend taxpayer money. This is a project that I can explain and defend to any critic. I am very proud to have been a part of this exciting project and relish the opportunities created for students.
-Principal Nick Miller

Dear Editor,
Several weeks ago a few students at our school took part in a National Day of Silence for homosexuals. Our principal announced to the school that a few kids were going to take part in it, and that our school is a tolerant one so we must recognize this.
I believe that homosexuality is wrong, but I also believe we have to be tolerant, we do not have to accept this lifestyle if we don’t want to but we must be tolerant of it. But putting tape over your mouth and taking a vow of silence for a day isn’t going to do anything for recognition in society, the only thing it will do is cause tensions to arise between the homosexual students and students who do not agree with homosexuality. When you do something out of the ordinary, there will always be someone that will tease you about it.
I have experienced this first hand because my religious beliefs are different than most other religions, but I have been taught not to whine about it and just to ignore it because the reality is that it is not going to go away you just have to learn to live with it.
It concerns me that the staff saw it fit to recognize this day as well, I think that it would have been better if Principal Nick Miller would not have made the announcement to the whole school and just let those few students participate in it. By making that announcement it made a way bigger deal out of it than it needed to be, most disagreeing students would have just brushed it off as no big deal but when the principal of our school recognizes this day it then becomes a big deal, because all students are then basically forced to recognize it.
In closing I would just say that I think that this day was fairly pointless and did nothing but cause strife between students.
-Aaron Waaraniemi

Dear Editor,
The days leading up to the National Day of Silence put butterflies in my stomach. Pinning up flyers, kids signing up, it was all very exciting. I thought we would be respected, and maybe open a few minds. And then Wednesday came and I was thoroughly disappointed.
Five hundred thousand students from 4,000 schools all took a day long vow of silence to "peacefully bring attention to the pervasive problem of anti-lesbian, gay, bisexual and transgender bullying and harassment in schools." (www.dayofsilence.org)
At BHS, this protest received a lot of attention, but it seems only respect from Principal Dr. Nick Miller. Not even the protestors themselves took the day seriously, each note that was passed or white board utilized as communication tool made that clear. The only benefit I saw at BHS was personal- getting, to walk in someone else’s shoes, shoes that are still white and middle-class, but not straight. I know it’s hard not defending our beliefs, through note or voice, but the point of the day is to feel oppressed and silent.
Maybe the organization is to blame. My friend and I didn’t even sign BHS up until the Friday prior. And better organized protests definitely get more respect and more participants.
I have high hopes for next year, though. FLAG should be in motion and hopefully the kids here will understand what their numbers and true silence can produce.
-Alex Nord

If you have any comments about stories or editorials in this issue or any other previous issue please visit the official Hoofprints website at www.hoofprint.net. This website will still be running this summer and it includes a reader response message board.
If you have any ideas for Letters to the Editor, editorial, or story ideas, please visit the website and select Suggest a story or Write to us. Stories should be no longer than 250 words.

On April 26, 2006 over 60 students participated in National Day of Silence, a youth protest in support of the gay, lesbian, bisexual and transgender community. The silence of students involved represented that many members [of the] GLBT community are not open about their lifestyle for fear of their own safety and the safety of their friends and family.

Unfortunately, many students who did not support National Day of Silence did not understand what the protest was about. Rather than taking the time to learn, they spent the day proclaiming they were going to have a, "day of silence for straight people." These students missed one important detail: heterosexuals are not discriminated against, whereas homosexuals are rarely even tolerated.

Other students reacted by hollering like savages that they were going to, "beat up any fags they see participating," while also declaring that it, "isn't necessary," and, "is stupid." What these students didn't realize is that simply by threatening the protest participants they proved that Day of Silence did need to happen, as the whole point of it was to show the fact that members of the GLBT community and their friends and family are targets of verbal and physical abuse when they are simply honest about who they are.

Both protesters and its critics scorned Principal Nick Miller for going on the announcements in the morning to spread awareness about the students involved in the protest. For those pledged to silence, it became a day of harassment where they were forced to sit quietly while no one defended them. It became a day in the life of an openly GLB or T person. Miller was not, however, endorsing the protest in anyway, and despite the complaints the school district has been receiving that claimed he did just that. It remains true that he was simply making the student body aware of what was going on, and doing his job as a principal. Still, his decision caused more silent students to be targeted than ever before and the division between beliefs more and more apparent.

Some students felt protesters should be loud instead of being silent. Perhaps suggesting that students should walk around school crying, "Support gay rights!" only to be echoed with a chorus of "shut-up [insert homophobic slang here]." And though many would choose not to believe that people would respond with nonsense, it is true.

Day of Silence could have proven that its members, friends, and family are subjected to horrendous treatment. Whether or not students choose to acknowledge it, prejudice against the GLBT community is a problem. Before you choose to hate what you perhaps fear or do not understand, remember that everyone is a human being, deserving respect and equal rights.

"..e was simply making the student body aware of what was going on, and doing his job as a principal."

It's been a long day; you're tired, a little grumpy, and totally depressed about the fact that the chemistry project you didn't turn in was worth 100 points. Opening the door, you are greeted by an eccentric yellow lab that is bounding at the mere sight of you. Somehow his charm, his carefree and playful disposition has wooed you out of your gloominess. Not all of you have a yellow lab, but for those of you who own any pet, you know what it's like to come home to them.

"I couldn't live without my dog," said Junior Sam Sorenson, who owns both a dog and a parakeet, "but my bird is kind of mean, so we're not as close." Though she only really gets along with her dog, Sorenson still takes good care of both her pets and treats them like one of the family.

"In the winter time, we let my dog in and we even used to keep a mattress outside for her," said Sorenson, "and Harry (the bird) comes and sits in the living room with us like he's one of the family." It seems for pets, life is simple and serene, but to us it may appear dull and boring.

"My bird rings bells, looks in the mirror, eats, and poops," said Sorenson, "Sometimes I leave the radio on so she's entertained." For others, who don't live in a cage, life can be a bit more adventurous and sometimes their freedom to roam is taken a bit too literally.

"My dog figured out how to unlock the fence," said Sophomore Emma Haggen. "If we don't take her on a walk, she'll just take herself."

A lot of pets, even the little ones, have mastered the art of begging to get food, and sometimes you can't help but give in.

"We let our dog eat popcorn with us when we're watching movies," said Junior Lauren Rohlin, "She really likes it."

"Lexy (the dog) will eat anything except pickles, grapes, and lettuce," said Sorenson, "She even eats corn right off the cob the same way I would."

Something pets love almost as much as food is playing, and while it's great exercise for both you and your pet, it can often end up in a desperate game of tug-o-war that leaves you drenched in drool.

"They love to play tug-o-war," said Sophomore Krista Nauman about her two golden retrievers, "They'll put the rope in your lap and hit you with it until you play."

Whether it's feeding the dog popcorn or remembering to take them for a walk, owning a pet is a rewarding experience that is cherished by many students.

Growing up in a non-stop world can be chaotic, but think about being a teen in the 1930s.
When teens get into trouble today they get into trouble with the authorities. Back then it was unacceptable to disobey any one who had a higher authority.
"The most trouble I got into was going to a dance during a school night," said 92 year old Delia Bock, "my cousin and I lived in an apartment, and our landlady called my mom and said we were out late."
Curfews have always been something that teens like to push to the limit.
"Teens are going to behave mischievously in any era, it's part of their nature," said Bock.
Teens today and elderly people have one thing in common; they both know how to have fun.
"They play pranks on each other like ding-dong ditch and ghost in the graveyard," said Sophomore Jackie Hendrickson.
Pranks are fun to pull, but there are other types of fun.

"I remember being in the one room school house, and the older boys always playing pranks on the young teachers," said Bock, "The most common one was putting a dead mouse in the desk drawer."
Nowadays, fun could be hanging out with friends or going to the club and partying, but in the 30s, their type of fun was also about time spent with family.
"I always remember all of us climbing into the car," said 67 year old Helen Soltis, "at least once a month we would all gather to go ballroom dancing with family."
Teens believe they are stereotyped by older people, but no one really knows what other have to say about them.
"Some teens are good, and some teens are bad, they're not all in one category," said Soltis.
Teens may not see what older people and themselves have in common, but whether it's by the way they behave mischievously or spend time with their family, teens will act the same way in any decade.

With a short amount of time left at the high school, the seniors are becoming eager to move on with their lives. Some will attend four year colleges, some will attend two year and technical colleges, and some will be working full time immediately after graduation.

"I plan on going to college at St. Cloud State for the first year and then transferring to Duluth after that," said Senior Becca Sandhoeffner. "I'm going for interior designing. I've always liked designing rooms and putting colors together, so I'm just kind of going with the flow."

"I'm going to be working at Buffalo Bituminous," said Senior Michael West. "I'll be doing road construction. It's long fricken days but I get paid a lot though. I'll start on the first Monday after we get out of school."

A number of students plan to continue college beyond the first four years in order to succeed in getting the career they want.

"I'm going to the University of North Dakota," said Senior Amy Jensen. "I'm studying Physical Therapy. It will be a total of six years with summer classes and internships."

"I'll probably have to go four and a half years to five at the most for what I want to do," said Senior Jake Gnerre.

Some seniors do not plan on heading straight for college; many are just taking a year off from schooling and then going the next year.

"I would go to North Hennepin if I go [next year] just to get my generals done," said West. "If I go there and get good grades then I can go to any state college I want."

The majority of the seniors are now adults and ready to live on their own. A large part of those going to college will be living in a dorm.

"I plan on living in a dorm for my first year," said Gnerre. "I'll probably rent a house for the rest of my time there, but I want to live in a dorm first so I can meet a lot of people. I want to live on a co-ed floor."

Money will be an issue for the seniors next year. Some will keep getting money from their parents as they always have, but for many that is not an option.

"I'm probably going to get a part time job while I'm there for money," said Sandhoeffner. "I'll probably just get whatever's available."

"I plan on doing a work study at the school at the fitness center," said Gnerre. "It's where I would work and they take it out of the tuition."

Those that will be attending college next year had a decision to make - which college will they go to? What's the best choice for them?

"I considered tuition, how far away the college was, and mostly if it had a physical therapy program like I was looking for," said Jensen.

People say that it is hard to keep high school friends after going off to college. Seniors are aware of this, yet some think that meeting new people is good for them.

"None of my friends graduating this year are going to Bemidji," said Gnerre. "I'm definitely okay with that. I do plan on keeping in touch with most of my high school friends, but yeah some of them I know I'll probably never talk to again."

For the majority of seniors, being content with their lives after high school and doing what they love is important. For some, this means going to school for eight years to become a doctor and to others it means working while dealing with things they love and enjoying their work.

"I want to be happy for the rest of my life regardless of what I do," said West. "What I want to do is outdoor film and product development in the outdoor industry. I would like to work somewhere where I can deal with hunting products my entire life. I'd be a happy boy."

Aroma of coffee fills the air as the doors open inviting people in. A place to relax and enjoy a nice hot cup of joe. Classic, relaxing music shifts through air to ears that came to listen, grinding of fresh coffee beans being blended into a cup of joe, low, sultry lighting to set the atmosphere, colorful, yet cool tones on the walls, floor, and art work hanging to make the relaxing mood perfect.

"Dunn Bros. is designed the way it is," said Dunn Bros. Employee Melissa Thompson, "because we want people to feel welcome, yet we want to create a relaxing atmosphere where people know they can stay and chat amongst their friends. We want to create the visual of the feeling a person has when they take that first sip of coffee."

Dunn Bros. strives to create an atmosphere of relaxation for each of their customers.

"It's beautifully decorated inside," said Sophomore Ashley Campion. "I absolutely love their coffee. They care about you and invite to stay and relax. I just like how it was set up and the whole décor of the café is just so cute."

Dunn Bros. may have the upper hand in a comfy, homey atmosphere, but Starbucks is no doubt the larger company. Though Starbucks shops may be small, they are good for everyday business.

"They have real quick service," said Senior Casey Radtke, "and they serve only the 'best' coffee the town has to offer, even better than the diner's traditional cup of joe."

Shelves stocked with their varieties of coffees and teas you can get for home, tables and chairs to relax and sit before a busy day at work, earth tones of color throughout the entire café, and for the in-a-rush people, the quick in-and-out service.

We here at Starbucks strive for being the best," said Starbucks Employee Ariel Mathews. "For the busy customers we have our fast, but still quality service. We set out our latest styles of teas and coffees for customers to pick up and have at their homes. Our customers are to feel welcome at every Starbucks café they walk-in. The bottom line, we always figured that putting people before products just made good common sense."

Most people don't realize the tremendous amount of work and care that goes into creating a wonderful cup of coffee. Before taking that first sip, take a moment to imagine the processes that the beans used to make this cup have gone through.

Starbucks, unlike Dunn Bros. who roasts fresh coffee beans, pre-roast their beans then freeze them for quick service to each of their customers.

"We roast our beans everyday," said Thompson. "We strive to make the best fresh coffee for every customer that walks through our doors. We want them to walk out saying they'll come back for more fresh taste. We want them to know that we care."

Customers have a different respond to walking in through the doors of their favorite cafe. Customers know what their expectations of their cafes are.

"Walking into Starbucks," said Radtke, "it's like you get the sensation of knowing they make coffee best around. They let you know they care about you. It's a comforting feeling to me. I know someone cares."

The differences between Dunn Bros. and Starbucks are in how the cafes look, how they serve their product, but they are similar in ways too. They, as competing companies, strive to be the best coffee joint in the area. When it comes to getting the customer, everything matters because they still want the business.

"Point blank," said Mathews. "We want you as our customer."

Photo by Mariah Laqua

Junior Nick Marrandino and Sophomores Nick Robinson, Ethan Arnold, Kelsey Rogness and Jennifer Bersie take time after school and before summer drumline practice to get a cold treat from the local ice cream store. "Ice cream makes me happy and I’m not even kidding," said Senior Maria Freund. "If I’m having a bad day or get stressed out, ice cream is the cure."

Angie Anderson and Emily Danielson
Journalism Staff

As the school year comes to an end, people are going to be out in the hot weather of summer and when they want a treat, ice cream is going to be at the top of their lists for delicious and refreshing summer treats. But why do people love this cool tasty treat?

"It makes me happy and I’m not even kidding," said Senior Maria Freund.

"If I’m having a bad day or get stressed out ice cream is the cure."

"I like ice cream because it is the most amazing food in the world," said Math Teacher Stacy Eggers.

Everywhere you go you can find ice cream, there is ice cream at almost every fast food restaurant and even whole store chains where ice cream is the main thing that they sell. There is Dairy Queen that is quick and easy to get to and close because there is even one in Buffalo, and then you have Cold Stone even though it is farther away many people still want to have their Cold Stone.

Out of the students surveyed, 73 percent said that they liked Cold Stone ice cream and seven percent said that they did not like it.

"I would be a liar to say I have never experienced the sensation of Cold Stone," said Junior Justin Johnson.

"Cold Stone ice cream is the best. Alyssa Danielson is the one who introduced me and I love it," said Freund.

Even though there are many appealing qualities about ice cream, people know that it is loaded with calories and fat. At Cold Stone the calories in the ice cream ranges from 270 calories to under 1000 calories in one dish of ice cream.

"When it comes to ice cream it is its own food category where calories and fat don’t exist," said Freund.

Besides, always trying to look your best when summer comes and you are going to be out on the beach in your swimsuit you want to look better than normal.

"I probably should [care about the amount of fat and calories in ice cream] but I don’t I just keep eating it and eating it," said Eggers.

Ice cream will always be around so whether you like it, love it, or gotta have it there will always be ice cream right around the corner just waiting to be eaten.

BJ's deli, also a local ice cream shop, is a popular place for students and staff to find a cold treat during hot weather.

It’s 7:45 in the morning and the kids finally settle down in their first block class.
After the morning announcements he opens his book and begins his teaching. From graphing to geometry, math is the class.

Grant Popp is this months feature teacher. Popp has taught at BHS for two years. Popp teaches integrated two and geometry.

Popp attended college at Arizona State. Not knowing exactly what he wanted to do with his life, Popp went through college with one goal and one thing on his mind, teaching.

"My parents are both teachers," said Popp. "I got to see teaching from their point of view. I didn’t really know what I wanted to do in college, I only really knew that I wanted to teach."

As any teacher knows there are good and bad parts of teaching. Anywhere from dealing with hyper high school students to knowing that you made a difference in a students live, teaching has its up and downs.

"I like the kids in my class," said Popp. "There is always a lot of cool kids in class. We get a lot of good kids and a lot of cool math subjects."

Though the students are a high point for Popp, there are those days when he doesn’t like teaching that much.

"There are some days that are tougher," said Popp. "It’s hard when either I don’t like a part of math I have to teach or the students are not into it."

Even though not being in the buildings of the school, Popp is still involved with school. He coaches Cross Country and Speech and also Track at the middle school.

"I have always liked Cross Country," said Popp. "Speech is a lot of fun. It’s totally different from the other things I do. I get to see kids that I don’t always get to see. Track, well I like the running part."

The bell rings and the students are off to their next class.
The day ends with minds filled with new knowledge.

"I like how he’s always willing to help and ready to answer questions that I have," said Sophomore Alyssa Trygessth. "He can put up with a lot of stuff from students and I like how he makes class interesting. He’s cool."

“I think it went awesome,” gushed Junior Sam Stone walking out of the tunnel of the Performing Arts Center after the Concert Band's performance in the May 12 Showcase Concert. “It was a really long concert, and I think we all kind of got tired and maybe a little sloppy at the end, but the first couple songs were amazing.”

If band members' and other groups' reactions glowed after the concert, remarks were much more pragmatic beforehand, because this year's Showcase presented a unique set of hurdles to jump over in preparation for the event.

Band and Orchestra

As the concert approached, the band became ready to play their mostly new songs. “I think as an ensemble we're pretty ready,” said Senior Ken Koepsell two days before the concert. “We have a few solo issues, I think, but as an ensemble we're ready.”

“It's been a little iffy, like, if we could get the songs ready,” said Junior Zachary Tripplet.

The seniors are the ones “showcased” at the concert, and for the band, that means even more. “Showcase is our last concert for the band,” said Junior Andrew Burns. “Like, orchestra and choir both have concerts after this, but this is the last hurrah for the band. The same night they honor the seniors is also the band seniors' last concert, so that works out nicely.”

That fact provoked a sentimental pre-concert speech by Band Director Lee Kjesbo, while Band Director Scott Rabehl recited a list of old songs the class of '06 had played during his tenure, eliciting a strong and vocal response from band members.

Meanwhile, the orchestra was at a similar point of light repair just before the concert. “We're just fine tuning at this point,” said Senior Karen Wheeler two days before Showcase, nervous about the Concerto solo she shared with Senior Steven Hendrickson. “I just have to go up there and do my best and whatever happens happens. I'm sure we'll do fine at the concert, but, without practicing it for awhile you get kind of rusty at a song.”

Choir

For the choir, rust had no chance to build up. They played almost all new songs. But as a trade-off for freshness came a time crunch, where Concert Choir had just over a week to prepare a concert's-worth of songs. “I think we're doing pretty good for the amount of practice we've had on some of these songs,” said Junior Matt Patterson. “We've gotten better since the beginning of the year. They're not extremely difficult songs. They're easy enough to learn quick.”

Like the band, the choir also went to Nashville, getting back less than two weeks before Showcase. “The trip was what kind of made it difficult,” said Senior Kristen Wheeler, “because we were working on what we were gonna do or the trip. But then for Showcase they're all new pieces practically, so we, you know, we just had to do them, like, in a week; we had to learn them all.”

Though it's easy for the choir to get through a piece, lack of time mainly affects musicality. “It's pretty much just, you know, memorizing the music and then once that's done we can get more musical with it,” said Patterson two days before Showcase. “We're not too musical right now: with some of the songs.”

Jazz Band and BHS Singers

For the two extra-curricular musical activities in Showcase, time was even more precious, with neither group normally practicing every day. “We're not ready to perform yet for Jazz Band,” said Burns the day before the concert, “and we have one hour-long rehearsal left. We're doing some last-minute shuffling, and we're playing two very technically difficult songs. I think we're probably struggling the most of any group.”

But if the Jazz Band put everything off to the last minute, the BHS Singers waited until the last second, closing their final practice just a half-hour before the concert. At the 6:30 practice, Choir Director Mike Walsh scurried about the PAC adjusting amps, talking with the sound booth, and occasionally stopping to conduct, snapping his fingers loudly when his singers got off tempo. “We did pretty good,” said Senior Adam Redlin. “I feel that, well, personally my part could've gone a little better; we made a few mistakes, but all in all it was pretty good.”

Coming Together

And it was even harder to find practice time for the three main groups in their “Battle Hymn of the Republic,” finale. “We could use more time with the choir,” said Koepsell, “but we've been working hard so it should be going good.”

Though Concert Band and Choir both practice first block, snagging Orchestra proved a challenge. “The biggest problem,” said Koepsell, “is the orchestra usually practices fourth hour, so we gotta pull them out of class if we want to practice with them.” “There were some people that had some trouble with that,” said Wheeler. “They had to go in during Orchestra to make up what they missed during first block.”

When the groups were able to practice together, disputes arose over the band's sound dwarfing the smaller orchestra and choir. “There isn't necessarily anything we can really do about it,” said Violinist Wheeler, “just because there are so many more of them and they are so much louder because they're wind instruments not string instruments.” “The band's really loud,” agreed Junior Choir Member Kory LaCroix, “so anything that's marked in our music we usually have to times by four or five to make it sound right.”

Some band members didn't see it as a problem. “When we do our whole combined bit they're quiet and we're loud because wind instruments are way louder than singers,” said Burns. “That's why they have microphones and we don't, but they still can't hear themselves because we're on the same stage. They just wish they could be loud and cool like us.” “I don't think they sing too softly,” said Koepsell, “It'd be nice if they could sing louder, but I think they're doing their job.”

When it was over, “Battle Hymn” and the rest of the concert gave the groups an emotional reflection on past performances. “I think this concert is the best one we've had so far,” said Weller, “but it's sad, because it's like the senior send-off, so it's like the sad concert, you know; it kind of makes you realize that this is it pretty much.”

When the news broke during the first performance of Good and Plenty that the Buffalo Drama Department was heading to the American High School Theatre Festival (part of the larger Festival Fringe) in Edinburgh, Scotland, the drama members took it, well, dramatically.

"H-D [Director Tracy Hagstrom] told us after the first show onstage when we had the curtain call," said Freshman Miranda Cole, "and I had to catch [Senior] Maggie Lungstrom, because she fell. Because, this is what some of us have been—not all of us, not me as much as the other ones—but they've been waiting for this for so long and they've worked for this so hard. And, it was just amazing. People were screaming, and the boys were trying be cool and be like, 'That's cool; that's cool,' but they were really—when they got backstage they were like little girls, screaming."

The significance of the event sank in quickly with drama members.

"Edinburgh is really important," said Junior Amy Dyrdahl. "The chance to get to perform at the Fringe Fest—you can't pass that up. It's just this internationally-known, great opportunity. It's like the pivotal moment in a sense. It's kind of the thing that—if you were to write out your résumé—it's the kind of thing that somebody would look at and say, 'Oh.' It's the biggest thing, you know? It's worth a lot to me."

However, another realization also set in: many of the seniors (and even graduating classes before them) that brought home the bread wouldn't get a chance to eat it.

"They're probably a bit disappointed that they don't get to go," said Junior Matt Patterson, "like [Senior] Tim Schmidt is always joking around that we're eating the fruits of his labor and such. But I think they're proud that they helped get us there."

"It's really sad to see them go," said Dyrdahl, "because they really are great people, and they're great actors, and they give you a lot to live up to, as far as your acting goes."

Most of the seniors don't feel any animosity over the affair, however.

"It's really cool," said Senior Jacob Cline. "It's kind of sad that we don't get to go, but it's still really, really cool that some people are gonna have the opportunity to do this. I just wish it would've been a year earlier, but, for me anyways, it's not something that I'm like, 'Ahh this sucks, I don't get to go!' and grumble about it. I'm just happy for the people that do get to go."

Increasingly, the juniors feel their obligation to help their younger peers.

"I know for myself and Amy [Dyrdahl], we're both new this year, and we were talking, and we're both a little scared," said Junior Ali Fitzpatrick, "because, besides being new, we're also seniors, and we also have to be role models for the younger people now. And it's kind of a big responsibility. But I think that we'll adapt to it. We'll grow. The juniors, we'll find a way to step into the role that the seniors are now leaving us with."

Meanwhile, the drama members speculate at what play H-D will choose to bring to Scotland.

"There's lots of rumors going on among the cast," said Dyrdahl, "and I'm sure that whatever she chooses, she'll choose a good show that we can do well."

"This will definitely be a tough decision for H-D to choose a show," said Cline. "It'll be a lot harder than any other year."

With tryouts for next year dictating the cast of the trip, it places even more importance on auditions.

"I've been reading different kinds of plays out loud, to myself in my room," said Dyrdahl, "which is kind of creepy, I know, but I just turn up my stereo and read out loud."

Others don't see as much value in pre-emption.

"I don't really prepare," said Patterson. "I just go into tryouts and wing it."

However, as drama raises money to go overseas, the shock of the event still lingers.

"It's the biggest thing ever," said Cole. "This is the best thing that's happened in my life so far. It is. This is the biggest, best award you could ever get in a theatre. It's like the biggest competition in the world. Forty-seven schools got in, and ours got in. People who aren't even in theatre should be happy that we got in, because it is amazing."

Journalism Staff
We walked up to the to players entrance. There was already a crowd of about 20 people waiting for the players to enter the dome.
Their faces lit up with excitement as they saw us walking towards the entrance. As we got closer the crowd realized that we weren't players, just a group of high school kids being journalists for a day.
Once we entered, a guard led us to the basement of the Metrodome.
The Basement was plain, the floors were cement and the walls were painted white. The hallways were long, skinny, they all looked the same. If the guard had not been leading us we would never have found our way.
Finally the view of the green turf appears at the bottom of a set of steps. The Minnesota twins were starting their batting practice.
Hip-hop and techno music was playing in the background. They started out the practice with stretches, running back and forth, and even catching. They all went into groups. As some went up to bat others went in the outfield to catch. The players were laughing and joking around with each other.
"We like to have fun together," said Twins Pitcher Matt Guerrier. "It helps keep us relaxed, we are no different then any other co-workers, we just play baseball for a living."
Being in the major leagues is not all fun and joking around, they have to put in a lot of time and work. They usually get to the dome around 2 p.m. for a 7 p.m. game. Not only do they put in a lot time during the season they also have to stay in shape in the off-season.
"I work out like 20 hours a day in the off-season," catcher Mike Redmond said jokingly. "We each have our own thing that they expect us to do. We just have to find what works for us. It's not like it was 10 years ago when you would use spring training to get in shape, they expect you to be in shape when it starts."
Batting practice also showed a different side of the players then what is shown during the game. When they are playing they are more focused and serious.
The game is the exact opposite for Terry Ryan, the general manager of the team. The game is the only part that Ryan can enjoy and be left alone from all the work.
"You would not believe all of the stuff I have to do in a day. I deal with the media a lot through out the day. The game is the only time I don't have to think about anything else but baseball," said Ryan.
Baseball games are fun and entertaining, but there is a lot more than just that for the team. It's all about teamwork, friendship, and the ability to play baseball.

Sports Editor
Boys Tennis moves onto Sections
Going undefeated in conference, the Boys Tennis team achieved the number two seed behind Eden Prairie in Section 2AA. The players have had an extremely successful season going 14-1, and achieving a ranking of 11th in state. Playing number one singles is Sophomore Michael Sicora, and at number two singles is Foreign Exchange Student Ivan Benitez; this year. Our team put in a very great effort. I'm proud of our results.
Rounding off the singles players are Juniors Ross Trousedale, and Josh Wachter filling in at third and fourth spots. One doubles is Foreign Exchange Student Brandon Hartley and Junior Alex Rixe. Playing second doubles are Captains Max Rixe and Aaron Gauthier.
Completing the lineup is Juniors Ron Larson and Jack Durand at third doubles.
Boys Track run to First place in M8
The Buffalo Boys Track team became M8 conference champions last week when they placed first in front of St. Michael Albertville, and Cambridge Isanti with a team score of 264. The boys won Conference titles in 10 individual events and in three relays. Senior Ted Greenprice took titles in the long jump, 200 meters, 400 meters, and in the 4x400 relay with team members Junior Mosic Greenprice, Senior Jake Fourre, and Junior Ray Heinkel.
Senior Ryan Selchow won the high jump, and the 110 meter hurdles. Other title winners were: Junior Ross Hillukka in the shot put, Senior Mitch Paumen in the Triple Jump, Junior Mosic Greenprice in the 300 meter hurdles, and Freshman Zach Mellon in the 800 meters.
Girls Golf take M8 title
The Girls Golf team clinched the Mississippi 8 championship last week at Pebble Creek Golf Club last week versus Monticello. The Bison's winning score was 374 to Monticello's paltry 390. The Bison are led by Sophomore Kendra Kane at the number one spot, followed by Junior Ellen Pokorney, Junior Kate Dehmer, Junior Laura Ackmann, Junior Casey Arntson, and Sophomore Brittany Freund. The team will begin their section tournament today at Oakdale Golf Club in Buffalo Lake.

When thinking of American past times, one usually thinks of baseball, football or perhaps enjoying a leisurely picnic on a Sunday afternoon. But some however, the elite, the extreme, devote themselves to a different cause. This hobby is so intense that to some it becomes no hobby at all but a lifestyle. Many hours of sweat and tears are devoted to the cause with little to no recognition given in the public or sports community, but still they play on. The game is table tennis and the stakes are high.

Extraordinary people of this game are hard to find, but they are out there. Senior Max Rixe and Junior Alex Rixe are two brothers who are constantly at each others throat when playing, because the games get so competitive and intense.

"We play because it runs in our family," said Alex. They both started out on an old table from the basement and learned by playing with their dad and then with each other.

"It only took a couple of months to get good, but that's because we already knew how to play tennis," said Alex.

Now, having about four to five years of experience under their belt, if you sit in on one of their sessions you will see them playing at least 10-15 games at a time without breaks.

"When we play it gets pretty competitive," said Max. "When one of us loses it's not unusual for us to throw or break a paddle."

When they do break their paddles it's really not that big of a deal, because these hardcore players make their own paddles. Max usually makes more than he needs and sometimes makes some of Alex's. Max even has his own specific way of making paddles. He drills holes in it to make it lighter and to redistribute the weight, makes the handle longer or uses a graphite hockey handle, and uses sandpaper for the surface of the paddles.

"Since we have our own paddles it makes it really hard to play somewhere else and have to use their paddles," said Max.

These ping-pong extremists even host table tennis tournaments at the end of the year sometimes with family and friends.

Max even felt he was good enough at ping pong to offer some advice.

"Don't feed the forehand," said Max.

Junior Patrick Carlson is another avid player of the game of table tennis. He started out just going to a friend's house and playing for fun. With his natural talent and three years experience he now takes the game more seriously and plays to win.

"I usually play with friends and go over to their house but that makes it harder to play, because I'm used to my house," said Carlson.

Like everyone else though, he gets mad and breaks paddles once in a while. He has even put a paddle through his own wall.

Junior Karl Olson started out seven years ago playing with his dad, but didn't really pick up the game seriously until three years ago when he and his brother started to play every day.

"I am a power player. I use my forehand a lot and I never wait for the other person to just make a mistake," said Olson.

Now Olson is a table tennis player for life and usually plays with his brother, Dad or his friends.

Table tennis is a game of finesse, power and control. It requires reading different styles of play whether it be power, spin, forehand, backhand or defensive strategy.

Conference Champions
Girls Tennis
Erik Rogness
Football
Kelly Ross
Girls Tennis
Paige Brummer
Dance Team
Girls Tennis
Girls Swimming
Boys Hockey
Conference Runners-up
Volleyball
Boys Soccer
Boys Basketball
All Conference
Corey Jeske
Brad Willetts
Cameron Geelan
14-2
9-1
10-15-2
22-7
10-9
16-11
Football
Football
Football
Tyler Antony
Eltedric Greenprice
Ashley Allen
Amalia Schroeder
Nolan Hanson
Jonathan Stanley
Lucas Rogness
Jenna Samuelson
Corey Meyer
Zach Christofferson
Josh Wachter
Aaron Kramer
Jarae Ellefson
Laura Farbo
Dana Van Bruggen
Football
Football
Volleyball
Volleyball
Cross Country
Cross Country
Cross Country
Cross Country
Boys Soccer
Boys Soccer
Boys Soccer
Boys Soccer
Girls Soccer
Girls Soccer
Girls Tennis
Brianna Emmel
Laura Walz
Sarah DeVore
Kailee Trogstad
Alyssa Danielson
Justine Houfer
Lindsey Marty
Chelsey Trogstad
Brittani Matzke
Maria Freund
Darrin Olmscheid
Josh Ortmann
Miranda Speckel
Ali Dykhuizen
Katrina Cordes
Girls Tennis
Girls Tennis
Girls Swimming
Girls Swimming
Girls Swimming
Girls Swimming
Girls Swimming
Girls Swimming
Girls Swimming
Girls Swimming
Boys Basketball
Boys Basketball
Girls Basketball
Dance Team
Dance Team
Briana Smith
Lauren Rohlin
Jared Ackmann
Tyler Antony
Corey Meyer
Nate Reineccius
Kathleen Rosso
Jenna Bullock
Toni Menth
Jordan Vandorp
Casey Radtke
Nikola Car
Derek Klatt
Erik Rogness
Justin Franke
Gymnastics
Gymnastics
Boys Hockey
Boys Hockey
Boys Hockey
Boys Hockey
Girls Hockey
Girls Hockey
Girls Hockey
Boys Swimming
Boys Swimming
Boys Swimming
Wrestling
Wrestling
Wrestling

Standing on the tee box, staring down the long fairway, all you can do is to tell yourself to drive the ball straight. You step up, take a few practice swings and then, you crush it. The ball soars through the air landing directly in the fairway. It's going to be a good day.

The pressures of golf begin early and stay with you until you sink your putt on the 18th hole. While it is easier to cope with these pressures if you play well, it can be difficult to keep playing after a few bad shots.

"Just playing well helps you to keep playing well. It's key to get off to a good start," said Senior Brady Bruhn.

In a lot of sports it is easy to let your mind wander when the game is not going on, but when the ball is in play and you have a running back coming at you at full speed it is pretty easy to maintain focus. With golf being hugely mental but slow paced, it can be hard to keep your head where it needs to be.

"You just have to focus yourself and concentrate on what you're doing," said Sophomore Jordan Olmsheid. "Thinking too much makes it hard to make a good shot."

While much of golf is purely individual, if you are one of the top four team members your score will count towards the team. Forgetting about that pressure is key.

Bundled up in a warm windbreaker, Senior Ryan Brummer tees off. Stresses started at the tee offs and lasted throughout the day until the last putt for many of the boys' golfers.

Top: Junior Karl Olson takes a shot during a home meet. Bottom: Senior Jared Ackmann works on his shot. Home meets and practices were both held at Wild Marsh.

"With golf there is a lot of pressure. You've just got to rise above it," said Junior Karl Olson. "You've got to harness the good energy, and block the bad."

A lot of people don't realize how difficult of a sport golf really is. They think that it is just a leisurely activity for old men. While golf is not overly physically straining, competing can be a challenge.

"I got into golf for some leisure time with my family," said Senior Jared Ackmann. "When I get into a competition I just try to think of it as another practice round."

So whether you are lining up your drive on the first hole or sinking your putt on the last hole, the pressure of golf will be there the next time you want to hit the links.

Completing a perfect swing, Senior Zach Braun watches the ball move towards the hole. Braun helped lead the team throughout their first Mississippi 8 season.

When sitting in the stands watching Buffalo High School athletes perform, you can't help but wonder how they developed their talent.
The skills that they exemplify surely could not just appear. So how do athletes keep in touch with their athletic activities and improve each season?

While many kids sit on the couch and watch T.V or indulge themselves in a classic conversation with friends, "What do you want to do?" "I don't know, what do you want to do?" Numerous student athletes devote their time to a different cause, preparation for the upcoming season participating in summer sports.
Although most summer sports generally have no relevance for competition's sake, they are a gateway to a successful regular season, but that success doesn't come without time invested into the summer.
"I think it's gotten a little overboard in recent years," said Junior Karl Olson.
"But if you want to excel in the regular season sports, you must put in the time during the off-season."
Summer training seems to have become a necessity in past years in order to maintain a competitive level in the regular season, but that training doesn't come without a cost. The anticipated amount of money spent for this summer is over five hundred dollars.
"I would estimate I will spend over one thousand dollars for all the various sports and camps," said Junior Darrin Olmscheid. "Mostly my parents will pay for it; I'll just pick up the loose ends."
With all the money spent on sports and camps, you would think that these kids really enjoy the activities they participate in over the summer, but that isn't always the case.
Many coaches put pressure on their players to spend time during the summer on their sport forcing kids to spend money on a camp or league they might not want to.
"I play in some summer sports by choice and because I enjoy it," said Junior Josh Ortmann. "Other things I do because of an obligation to coaches."
Whether it be for fun or obligation, for the love of the game or to hang out with friends, summer sports remain an essential part of high school sports and pure enjoyment.

It's the bottom of the seventh inning and Senior Tyler Antony steps up and belts one out of the park. BISON WIN! And the crowd goes . . . wait . . . . there is no crowd.
The spring sports season is upon us, but why is the attendance so slim? The average crowd for a baseball game is up to about 20, which consists mainly of the opposing team's fans. Are spring sports just not exciting or is there another factor in the minuscule crowds at the events?
You would think that more people would show up to baseball and softball games because of the 70 degree weather and the sun shining; rather than football games where sometimes it drops to the 30's with the wind blowing, or the snow falling.
One thing that really brings the spirit of football into the school is Homecoming, with all the pep rallies and the dress up days people get excited for that game, and the sport itself.
"They are less exciting without homecoming. Teams don't seem very spirited or at least they don't try to get the school excited and involved," said Junior Amanda Blomquist.
Also it seems that the weather may be a bad card that the spring sport season holds. With the nice weather, people want to use it for their own leisure and recreational pleasure.
"When the weather is nice, people enjoy free time outdoors," said Math Teacher Stacy Eggers.
"Since it is starting to get warm again people want to get tan and spend time with friends some place else," said Sophomore Anna Steen.
Why wouldn't people want to drive with their windows down to go see a softball game in the sun instead of getting bundled up, cranking the heat, and driving 45 mph in the snow to go see a basketball game? The gym gets to be so packed when Monticello comes to town, to the point where extra bleachers were assembled for the countless students.
"The atmosphere at a basketball game is much different than from a baseball, or softball game," said Sophomore Andrea Parsons.
Others simply think that these sports showcased in the spring just are not mentally stimulating. Their answer to the big question is a much more straightforward one.
"They all suck," said Sophomore Dyllan Opsal.

Students explore and learn about different cultures
and beliefs through art, music and other activities

Photo by Mariah Laqua
Photo by Mariah Laqua
Photo by Mariah Laqua
Photo by Mariah Laqua
Photo by Mariah Laqua
Photo by Erika Solsten

1. Seniors Eva Walsh and Kristen Weller create folk art. 2. Students follow the
instructor in a presentation on Indian culture. 3. A professional beat-boxer
waits to begin performing in a spoken word workshop. 4. During a presentation on African dance students follow instructions from a dancer. 5. Seniors
Chelsea Boman, Amber O'Flanagan, Tiffany Barkley, and Ryan Liljequist try
to stay in beat during an African drum activity. 6. Jamie Wynne from Teens
Rock the Mic recites during a duo poem entitled "Hurricane." 7. Michael the
"Hook" Deutsch plays the piano. 8. Junior Kelly Cinquegrani balances while
playing the maraca during an activity on transferring body energy.