THE CLASSIC, March 2015 - Volume 31, No. 6 by The Classic

Townsend Harris High School at Queens College

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March/April 2015 - Volume 31 No. 6

2015 SHOW INCREASES CAST size, PERFORMANCES

PHOTOS BY KARI IOCOLANO

Sarah Iqbal NEWS EDITOR EVERY YEAR, the most anticipated event on the calendar, Festival of Nations (FON), comes to the Townsend Harris stage with a bang. This year, it came with three. For the first time in the school’s history, FON led over 400 students in 16 different cultural dances. The production was so large that in order to accommodate all the friends and family that came out to support the dancers, it became necessary to include a third, matinee performance on Saturday. Though the performances took place on Friday and Saturday, the weeks leading up to the cultural festival saw halls full of jingling bangles, vividly colored costumes, and matching t-shirts that promoted the dances. The show started off every night with the bright colors of

Bengali FON, and featured several new groups such as French FON, Balkan FON, and Middle Eastern FON. More popular groups, such as Dhamaka, only got larger. “I was really excited about having three shows,” said Assistant Principal of Organization, Health and Physical Education Ellen Fee, “because it allowed for more people to view the performances, and I think that although the performers were tired, there was still a lot of energy on Saturday night.” As for the FON leaders themselves, having to choreograph for, position and keep track of so many dancers proved to be quite demanding. New groups, without the advantage of having seen previous performances, had to be creative and rise to the challenge. “At first it was hard working together with everyone and putting together choreography that everyone

would be able to successfully do and feel comfortable doing. In the long run, we all worked together to make an amazing outcome,” said sophomore Diana Jandunandan, leader of French FON, one of the new groups this year. Senior Joice Im, who was one of the Korean FON leaders, enjoyed preparing for three performances. “[Having three shows] was, in a way, more tiring and more time consuming but it was very exciting,” she recalled. “I loved the fact that FON didn’t end after just one show-- instead, we were able to re-live it two more times. I honestly wouldn’t mind if FON had five shows or more.” The performers themselves, especially those who were part of more than one FON, rushed around backstage, with barely any time to exchange hugs or congratulations as they changed costumes and adjusted makeup

before their next dance. Senior Lamiyah Kamal was among those breathless dancers. “It wasn’t that hard for me to do three shows,” she commented. “I couldn’t even feel time going by. It was basically just a cycle of performing and then running downstairs to get into my next costume, that I didn’t even really think about anything else.” After school, any space that could fit two or three students was occupied by a FON leader rehearsing steps. “It was very difficult to find practice space for all the different groups, and also to find everyone fair and equitable stage time practice,” continued Ms. Fee. “It was gracious of the wrestlers to allow the cafeteria to be used as often as it was,” she said When it comes to school events that feature such large groups of people, one would expect it to be easy for students to feel lost or left out amidst all the

chaos. Contrary to this, however, the groups gave some of the more shy students opportunities to be part of the production. “I like big groups because it allows more students to be in the back row that might not feel comfortable dancing in smaller productions, and I like the idea of so many students being involved in something more energetic and positive, “ commented Ms. Fee. “I enjoyed being able to celebrate my country and making new Filipino friends,” said freshman Renaenia Pangan. “FON made me feel more welcome into the Townsend family. I got to be a part of something big here and I got to know more people. As someone who is not good at dancing it really boosted my confidence to dance in front of people. Plus FON made me look forward to school and made me even happier to be in Townsend.”

2 March/April 2015

THE CLASSIC

NEWS

Students invest time in new finance club Andrew Nektalov STAFF WRITER LAST MONTH, the Townsend Harris community welcomed the Investment Club to its roster of extracurricular activities. Its mission is to educate members about the intricacies of the stock market and business world, mastering the art of financial literacy in the process. Club founder and junior Benjamin Chang explained that “The mission of the Townsend Harris Investment Club is to promote wise money management among members, in ways such as investments in the stock market, through hands-on competitions and presentations. Members will learn the basics in investing, as well as investment strategies and money management skills, which are essential when students incur debt from student loans, or get their first paycheck.” Benjamin thinks that “investing one’s money is an invaluable skill that many adults don’t possess today.” The Investment Club meets on Thursdays in Room 514, where members put their skills to the test by competing amongst each other as well as other high school students across the nation through simulated stock market games. Students also present compa-

nies to the club that they believe are worthy of their investment, explain their perspective, and advise the group how best to invest in that company. Members additionally participate in group discussions on Facebook about ongoing market trends and news. In addition to Benjamin’s interest in the financial world, stemming largely from his father’s occupation, he was encouraged to start the club because of “the recent news of Stuyvesant’s investment club and scandal, and a heightened popularity in the issue.” He continued, “I figured that many students would be interested in money and investing, so I took the initiative in starting the club.” Social studies teacher Alex Wood is the new club’s advisor. Although Mr. Wood has no professional experience in finance, his knowledge of the financial world comes through teaching an economics class to seniors. He believes that, “One of the powerful things of investing is that the earlier you start, the more powerful your investment becomes.” He encourages students to join the club and learn the basics of this vital skill. Freshman Noah Sadik attended the first few club meetings and commented, “It was

PHOTOS BY MELISSA WONG

Investment club students use an online stock trading simulator.

fun, yet very professional and educational. Mr. Wood is doing a great job explaining the stock market and seems very enthusiastic leading the club.” Although the Investment

Club is new to the school, members are in the process of formulating teams for the Capitol Hill Challenge, a fourteen-week stock market simulation and investment competition, which

they intend to enter. Each team is given $100,000 virtual dollars to invest in the stock market, and the winning team is sent to Washington, D.C. to meet members of Congress.

New cell policy raises questions on cheating Rachel Chabin and Hallie Wolff FEATURES EDITORS THE RECENT adjustment in Townsend Harris’s cell phone policy has been in effect for almost a month, allowing teachers to better facilitate in-class learning through technology. However, this update in the rules now begs the question: does a more lenient policy create more room to cheat? In keeping with new rules, phones must be turned off and can’t be visible in the building. If seen or heard, they will be confiscated and referrals will be distributed. However, with permission, “Teachers may use cell phones to supplement instruction and learning.” Though this policy is meant to benefit teachers and students alike, it raises questions regarding the potential consequences of cell phone leniency in the classroom. For Principal Anthony Barbetta, the extent of students’ freedom depends upon their maturity. “We think they’re mature enough to handle the policy. If we do find cheating we’ll have to look at the policy [again].” While Dean Robin Figelman feels that using cell phones during class time would enhance the learning process, she is adamant in sticking to the current policy. “I’ve heard rumors from teachers

that yes, [students] do use their cellphones to cheat, but I’ve never experienced that myself,” she said. “But I am sure that given the opportunity, students will use their phones to cheat; it’s just human nature.” Based on a poll of the student body, 95 percent of students claim that they have never cheated with their cell phones. However, while small and seemingly insignificant, five percent of students still claim to have used their devices in order to find out answers during an exam. When asked about the frequency of students using their phones to cheat, Assistant Principal of Humanities Rafal Olechowski acknowledged that it is hard to know for certain. “I know it goes on. Is it reported? No. Because people don’t always realize. But I know there’s been at least one case that they know of when someone took a photo of a test in another department.” Physics teacher Joel Heitman doesn’t believe the new policy has altered the amount of cheating at THHS. “I haven’t noticed a change yet,” he remarked, “but time will only tell.” Assistant Principal of Health, Organization, and Physical Education Ellen Fee also acknowledged that it can be difficult to

crack down on illicit cell phone use. “Any time I hear of any incidents, I report it...so I’ve not heard of any instances that the kid didn’t get in trouble,” she said. “Do I hear things from other schools, and my own children saying how easy it is and how easy it is to fool administrators and teachers? Absolutely.” Just how easy is it? Junior Abdoulaye Diallo says he sees it all the

“Now that we’re allowed to have them, numbers [of kids using cell phones to cheat] might go up.” Yet, some students feel that a stricter cell phone policy is not the solution to cheating. Freshman Michele Katanova has already found this to be true. She felt the number of students who cheat using other means is much higher. “I’d say that more than that, 20 percent, cheat [us-

“

teachers remain on the lookout. Latin teacher Jonathan Owens is diligent when his students take exams. “I keep moving. I’m always watching,” he said. “I will hover around more.” As Mr. Heitman commented, it can often be difficult to catch someone cheating. “To say that somebody’s cheating, you really have to see it 100 percent without any source of error,” he said.

I’ve heard rumors from teachers that yes, [students] do use their cellphones to cheat, but I’ve never experienced that myself. But I am sure that given the opportunity, students will use their phones to cheat, it’s just human nature. time. “[Students] go into the bathroom and pull out their phones. They pull up Google Docs and vocab,” he reported. “It’s not just for one class. It’s every class.” Senior Minhaj Rahman reported seeing similar things on a daily basis. “When I was in the bathroom, a student was using his cellphone to look up questions on a test.” Sophomore Adem Purisic believes that cheating will increase as a result of the policy change.

ing other methods],” Michele explained. Adem has seen examples of this cheating as well. “People make little study guides in the palm of their hands,” he commented. Junior Pamela Wong pointed out that cheating can occur more casually and subtly, regardless of the involvement of technology. “Everyone tells people what’s on the test; it happens in every school,” she remarked. To combat cheating, most

”

“That’s hard to do.” Some have tried to counteract cheating in a different way — by changing their tests. Mr. Olechowski said, “I’m always thinking about what kind of assessments are meaningful... If they’re tested on something that they can quickly cheat on with their phone then maybe I’m not interested in that assessment.” Additional reporting by Raveena Chunasamy, Ian Ho, Victoria Karlic, Tiffany Lee, Andrew Palma, and Faria Tasnim

THE CLASSIC

March/April 2015

NEWS

Ervin Drake: life of a legendary Harrisite forgot about his high school. When he learned that the reopened THHS lacked an alma THOUGH MUCH of the mater, he composed and wrote student body is familiar with one himself because he believed Townsend Harris’s alma mater, a “great institution” like THHS few are aware of the tune’s orshould have one. igins. Graduations and FoundMusic aside, what many may er’s Days are passed singing “in not know is that Mr. Drake also praise of happy days” thanks played a key role in reestablishto alumnus Ervin Drake, who ing THHS; he agreed to an offer graduated from the original from the City Council to be one THHS in 1935. On January 15, of THHS’s Founders. Since the PHOTO COURTESY OF The Crimson and Gold he passed away at the age of 95 original THHS was an all-boys due to cancer. institution, he requested that “Ervin Drake is one of eight females be admitted to the reeslegendary songwriters who tablished school. He was quotattended or graduated in a former Classic article ed from the original saying that he believed [THHS],” said Tom it was “rather criminal Postillo, an alumto have barred young nus from 1984 to women from at1986. “This list is tending Townsend quite something, Harris. Having an and only one of all-male school was these eight men especially wrong in is still living: an education instiCharles Strouse.” tution with so much He further exto offer…[and I am] plained that “the gratified others felt songs that these men the same.” wrote are referred to Mr. Drake had also as ‘the Great American been Keynote Speaker in Songbook’ and are conthe past and was inducted sidered among the greatest into the THHS Hall of Fame in cultural treasures that our 1993. He also received the country has given to the A yearbook picture of Ervin Drake, who graduated Founders’ Award. world.” from THHS in 1935. Mr. Postillo admired Born in New York Mr. Drake’s talent even City, Mr. Drake published his also inducted into the Songwrit- while he was in high school. first song at age twelve in 1931. ers Hall of Fame. Among Mr. When he heard that Mr. Drake He graduated from THHS in Drake’s best known songs are “I had written Sinatra’s famous 1935 and studied at the City Believe”, which became a num- song, he was astonished. For this College of New York. He went ber one hit for Frankie Laine. reason, “Ervin Drake held a speon to attend the Juilliard School He also penned “It Was a Very cial place in [his] heart.” of Music. Good Year,” which was later At the first Founders Day, Mr. Drake initially began his performed by Frank Sinatra. Mr. Postillo met Mr. Drake career as a furniture salesman Despite his burgeoning mu- for the first time. They kept in with his father, but when his sical career, Mr. Drake never touch, and Mr. Drake even at-

Poonam Dass STAFF WRITER

first few songs became popular, he left his father’s company and went on to write music for artists worldwide in numerous styles. Mr. Drake also produced television programs and wrote music for Broadway plays. From 1973-1982 he was the President of the American Guild of Authors and Composers, and helped pass the U.S. Copyright Law of 1976. He was

SPOTLIGHT: THE THHS ALMA MATER

BY SASHA BALKARAN We all know the words: “Sing in praise of happy days at Townsend Harris High,” but do we know of the lyrics’ origin? Twice a year, these melodic lyrics echo through Colden Auditorium, once on Founders Day and the other on Graduation Day. !e THHS Alma Mater was composed by the recently deceased Ervin Drake. Since then, it has developed into a long lasting tradition of THHS. Various versions of the school’s alma mater have been created. According to music teacher Peter Lustig, who has held his position for 23 years, there are at least two to three diﬀerent versions of the alma mater. “!e piece we play at school is the band version

tended several of Mr. Postillo’s shows, always requesting that Mr. Postillo play “It Was a Very Good Year.” “I joked with him saying that I was simply too young at the time to put that song across to an audience,” he said. Mr. Postillo emphasized the importance of the history of THHS’s musicians, saying, “I can only hope that the teachers today are aware of the rich leg-

while the original piece was lyrical, beautiful, and almost like a classical style,” elaborated music and Japanese teacher Mariko Sato-Berger. Mr. Lustig admi#ed that at first he disliked the melody and band arrangement that went along with the song. But a$er teaching hundreds of students and seeing that it would be one of the last pieces that they would ever play for him, he now associates it with many good memories. Sophomore Alexis Sarabia said, “I think the alma mater really captures what being in Townsend Harris is really about. We come here not just to learn but also to meet new people, make memories, and start friendships that will last a lifetime.”

acy that Townsend Harris alums have given to the world.” Music teacher Peter Lustig agrees, saying, “Students who study here look to [Mr. Drake] as an example….They an consider themselves as a continuation of great musicians coming from THHS.” “I’m waiting to see who’s going to be the next Ervin Drake [at THHS],” he added anticipatively.

SciOly wins big at states for second year Elizabeth Tum STAFF WRITER THE SCIENCE Olympiad Team competed in the New York State Science Olympiad in Syracuse and won seventh place overall, which is the school’s highest ranking so far. For the first time, the team also won gold medals in Anatomy and Physiology and Green Generation. The team competed on March 15 against the top 54 teams in the state and won medals in 11 events-a new school record. The New York State Science Olympiad has focused on improving science education and technology for grades 6-12 for 30 years. Using hands-on participation, it strengthens the application of skills to the real world and teaches the importance of intelligence and teamwork. In the tournament, the team with the lowest points wins the competition. Townsend Harris

placed at 416 and beat Stuyvesant, which had 536 points. Senior and captain Shirley Lin, who has been on the team since sophomore year and won in three events, was extremely excited about the win. “Watching members run up to the stage to retrieve medals after hours and hours of studying building just makes me so extremely proud,” she said. After graduation, she hopes to help the team to another victory with Coach and science teacher Thomas Sangiorgi. “There is no way you can do that unless you have all of the students working together and putting forth a very serious effort,” said Mr. Sangiorgi. “Seventh place is really cracking the top ten,” stated Assistant Principal of Math, Science, and Technology Susan Brustein. “And the fact that we’ve cracked it two years in a row is very exciting for us.” In order to win big this year,

the team increased the number of invitational competitions, Science Olympiad practices, to three. Shirley said, “The members of Science Olympiad constantly motivate each other, and inspire each other. It’s a connection you won’t find elsewhere. The team, itself, has always had this energy. I’ve just noticed it a lot more as president this year.” Preparation for the competition also lets students explore unconventional topics. Freshman participant Annie Chu said, “Through Science Olympiad, I was able to find the things that I am interested in, which is based more on engineering.” In the future, she plans on preparing for a robot arm and electric vehicle. Junior Cindy Lin won first place in Green Generation and in two other events. “Each year we keep moving forward,” she said. “I’m really happy to be a part of that and continue this forward motion.”

PHOTO BY YASH SHARMA

THHS won numerous medals (above) at the NYC Regionals Competition. They went on to win additional medals at the state competition.

4 March/April 2015

THE CLASSIC

NEWS

THHS has most applicants in the city

Steel Hawks qualify for Worlds

Vickie Savvides STAFF WRITER ACCORDING TO a recent report from Inside Schools, Townsend Harris has topped the 2015 list of the 20 New York City public high schools that received the most applications. This year, 5,540 students applied to THHS. Each year, the Department of Education releases a list of the top 20 public high schools to which NYC eighth grade students have applied. These 20 schools are selected from over 400 high school programs citywide, excluding specialized high schools. The list is based on the number of applications each school received and disregards applicants’ personal orderings of the schools. Last year, THHS ranked fifth on the list under Baruch College Campus High School, Pace, Eleanor Roosevel,t and Beacon, with 5,521 applicants. Assistant Principal of Pupil Personnel Services Veronica York credited this year’s leap to the actions of the student body, citing students as the “best recruitment tool” for potential applicants. Ms. York has found the fall open house to be a major attraction factor for applicants. She said it “is a school effort and a great opportunity to show off all that we do here.” The increase in applicants should not affect the number of accepted students, but according to Principal Anthony Barbetta, “it will” because of school funding. Because the senior class is larger than usual, this year’s incoming class must also be larger. If only 270 students were to be accepted, Mr. Barbetta explained that “we would be in a 38 student deficit and could lose as much as $200,000 in our budget.” For this reason, the Class of 2019 is expected to be a larger graduating class than the Class of 2015. Senior Rebecca Duras said this statistic made her value her spot at THHS more. She said, “Realizing that so many kids are competing to be here makes everything else--the complaining about the workload--seem so trivial.”

PHOTOS COURTESY OF PAULA AND PHILIP FRACZEK

The Steel Hawks strategize together and prepare their robot at the NYC FIRST Robotics Competition.

Aayush Beri STAFF WRITER FOR THE first time in the eight years since their inception, the Townsend Harris Steel Hawks will be competing at the 2015 For Inspiration and Recognition of Science and Technology (FIRST) Robotics Competition World Championship. The competition will take place at the Edward Jones Dome in St. Louis, Missouri from April 22-25, and will feature over 600 teams worldwide. The team earned this opportunity after winning the Engineering Inspiration Award at the New York City FIRST Robotics Competition from March 13-15. The award recognized the Steel Hawks’ commitment to spreading STEM literacy through various initiatives including teaching younger students about computer science and donating robot parts to teams in China. The team was also noted for the excellence of its own robots. Steel Hawks captain and senior Jan Pazhayampallil, commented, “Whether it be our underclassmen or people in the community, our first priority is to spread knowledge to [younger students].” Prior to winning the award,

the Steel Hawks intended to reach the World Championships by outperforming other alliances in the NYC competition. However, they eventually experienced several difficult matchups towards the end of the competition and fell in the rankings. Robotics coach and Physics teacher Joshua Raghunath mentioned, “Winning the award wasn’t a specific objective of ours, but the team is honored and excited to have received such recognition for their efforts.” The team prepared for the NYC competition with a sixweek build season beginning in early January and ending in midFebruary, followed by a postbuild season period leading up to the competition. Team members would spend an average of 50-60 hours per week working during build season and 25 hours per week during the post build season period. “We go home at 10 almost every day. None of this could have been done without our mentors,” mentioned the team’s communications secretary, sophomore Darsiya Krishnathasan. “They can go home but they choose to work with us instead.” “It’s been tough missing all these days of school, but this is a once in a lifetime experience,”

added junior team member and robot driver Marcus Barbu. “Being a part of the first team in our school’s history to make it this far, that’s really something else.” Robotics coach and Physics teacher Joel Heitman expects more of the same in the coming weeks, stating, “We’re going to put in more practice hours and make small modifications to the robot.” A change in team culture and unity also helped make these achievements possible. “This year we made a concerted effort to bring in new members and instill in them a learning attitude,” said Steel Hawks vice president and cocaptain, senior Neil Chen. “We taught them the basics, but otherwise it was their job to look up resources and train.” Mr. Heitman added, “This year we had the right combination of outreach and involvement.” Regarding the success, Mr. Raghunath commented, “The team’s commitment and ability to ignite an interest in engineering, robotics, and STEM within the school and community deserve all the credit.” Assistant Principal of Math, Science and Technology Susan Brustein added, “So many peo-

ple pitched in to make this victory possible--in particular I also want to comment on the incredible dedication of the faculty and some of the parents.” The Steel Hawks have also been fundraising extensively, recently holding a fundraiser at Applebee’s in New Hyde Park. The team will be holding another Applebee’s fundraiser in Flushing. All proceeds will go towards funding for the World Championships. Steel Hawks member Swathi Mettela mentioned, “We need to pay for transportation to and from St. Louis, as well as within the city itself. We also need money for lodging, so every dollar is important.” In addition, the bits and pieces needed to build actual robots cost the team thousands of dollars. Before the World Championships, the Steel Hawks will compete at the Long Island Regional FIRST Robotics Competition at Hofstra University from March 26-28. Neil stated, “Having learned from the New York City Competition, we hope to field a more effective robot and cohesive team.” “The team’s future is bright,” added Jan.

Teacher’s cafeteria returns to teachers, vending machines moved Stephanie Geier EDITOR-IN-CHIEF RECENTLY, THE vending machines in room 136 have been moved to the lobby in order to re-establish the room as a place solely for teachers. Assistant Principal of Organization, Health and Physical

Education Ellen Fee explained that about 10 years ago, the school lunch program used to serve teachers. Once it stopped, “slowly the teacher’s cafeteria became a student lounge.” Now, students cannot stay in this room. “We’re trying to create a space again for teachers to have

lunch together and to collaborate,” she explained. In addition, more people might use the vending machines if they’re in the lobby. COSA and Biology teacher Sarah Oberlander, who is working to develop the space, hopes the room encourages teachers to socialize with colleagues

from other departments. “I think it’s important for teachers to have a place to congregate... which isn’t necessarily their office space,” she said. “We never get out of our offices to see other teachers and see what’s going on in their lives.” Though some students

sometimes stayed in 136 during free time, Ms. Oberlander feels that students have plenty of other available areas to hang out. “Teachers don’t really have a place like that at all,” she said. “It’s helpful to have a space that’s off-limits for students.”

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March/April 2015

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6 March/April 2015

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OPINION Don’t let loose lips sink “ships” Ross Cimagala COLUMNIST IF X and Y are sitting in a tree, does that automatically mean they’re K-I-S-S-I-N-G? I’ve heard people being teased this way since I was in kindergarten, but it’s not something I expected to see in the halls of a high school. Grow up. We’ve all come a long way from the schoolyard chanting that so many of us are familiar with. At this point, such an immature practice is completely unnecessary and only complicates things further. “Shipping” is a term that stems from the word “relationship.” Originating from the realm of fanfiction as an expression of the fans’ desires for two fictional characters to be in a romantic relationship, it is now used to advocate for a romantic relationship between any two people in the real world, regardless of whether or not they’re already in one.

Statements expressing the hope that two people will get together in this school appear frequently in the comments of social media platforms such as Facebook and Instagram; it seems teens have grown accustomed to parading around with their couples of choice stapled to their chests. However, with so many people sending out ships, one of them is bound to hit an iceberg. Whether it be the looks friends give when a potential couple walks by, or the inevitable mash-up creation of a couple name, these “ships” can put obstacles in front of a blossoming relationship, leaving it dead in the water. P e e r pressure in this manner can either fill people with fake feelings that are only there because of the neverending mention of the

two together, or even cause people to drift apart due to pressure and expectations that are set for them unwillingly. If people walk up to you and begin forcing their opinions on you, are you likely to agree with everything they say? Just because someone constantly pesters you with his ideas doesn’t make you any more likely to believe him. The intent i on s b e hind shipping itself may not b e

purely negative, as often times people genuinely want a couple to end up together. But if done repeatedly and against the wills of those involved, it becomes more and more obnoxious, and is bound to cause problems in the lives of everyone involved. Let people figure things out themselves. If they wanted a third party involved, then they would ask for one. High school is a place where we should grow; nursery rhymes should be left in the nursery.

ARTWORK BY AMANDA YAN

LETTER TO THE EDITOR Maria Assante HEALTH & PHYSICAL EDUCATION TEACHER I READ the article concerning locker usage with great interest. Many students find their locker to be very useful and some find the floor it’s located on to be inconvenient. The point I would like to make is: THHS students should consider themselves lucky to even have lockers. Many high schools do not have any lockers for their use at all (except lockers to be used for Physical Education classes). My daughter goes to Francis Lewis High School. On top of the school being very overcrowded, she has to carry everything she might need with her throughout the building all day. This would include textbooks she needs for class everyday, her lunch, her coat, snow boots, umbrella, projects, etc. I think many NYC students would be happy to have a locker to use.

You don’t need to “makeup” for your flaws Angelina Liu COLUMNIST “I WOKE up like this, flawless.” I know we all like to think of Queen B (Beyoncé, not Blair) as the epitome of perfection, the most flawless person to walk the planet and the person we should all strive to be, but let’s face it: it isn’t healthy for us. We shouldn’t succumb to the pressure in society to be perfect, and we shouldn’t allow “flawless” to be the ultimate standard to which our young girls hold themselves. Perfection does not exist, not even in our favorite diva--that is, the idea of perfection that popular culture perpetuates. The truth is, the common conception of perfection frequently changes with beauty trends. It used to be associated with graceful, rail-thin runway models, but has since shifted towards thin but well-rounded women with well-endowed busts and round derrières. Even though it may seem like society is becoming all-encompassing, the truth is that popular ideas regarding beauty have always been narrow-minded, focusing on one set of physical fea-

tures while rejecting the rest. As curvy women take the stage, the long and lean ladies are cast off to the shadows of the wings, dismissed as “anorexic looking” or “too thin,” and the cycle of body judgment continues. Not one of us females benefits from this dangerous cycle, for even those who possess the characteristics of currently trending ideals of beauty are always at risk of losing their precious spot front and centerstage. But there is one benefactor: the cosmetics industry. You see, the cosmetics industry has everything to gain from our constant obsession over appearances and our volatile beauty trends. When styles change, make-up companies get to market products to achieve new looks, keeping themselves relevant and giving off an illusion of novelty. In fact, it doesn’t just reap rewards from our fickle fads — the industry preys on our insecurities, exploiting them in advertisements that tell us what “beauty” looks like and what products we need to achieve it. The cosmetics industry doesn’t just depend on our vulnerabilities — it profits off of them. It takes advantage of us,

ruthlessly telling us that we aren’t enough as we are and that we need to fit into society’s ideals of beauty. I fully understand that moment of relief when you cover up a blemish from a sudden breakout. I know the exhilaration of putting on false lashes that make your eyes look al-

the drain on our wallets and the false sense of self-confidence? I do think there is a right and wrong approach to wearing makeup. Even though I personally choose not to wear it on a daily basis, there’s nothing inherently wrong in deciding to use cosmetics regularly. It’s all about the why and

only condoning but also perpetuating the industry’s profiting off our insecurities. Makeup ought to be worn for oneself, for artistic creativity or a little pick-me-up--for anything but the feeling of being accepted by society. It is one thing to want to look nice, and another to succumb to societal conformity.

not the when. People shouldn’t wear makeup every day if they’re only wearing it because it’s almost expected of them and they feel like they are obligated to do it. Those who do are only succumbing to the pressure of “perfection” and beauty standards that are neither realistic nor natural. By listening to the influence of the cosmetic industry, they’re only allowing the cyclical nature of unhealthy beauty trends continue, not

We need to accept that perfection doesn’t exist and that anyone who tells us that our skin is too pale, too freckled, or too wrinkly is wrong. Before accepting it as fact, ask yourself: is this normal? Is this good for my health? Does it actually make me unattractive? We may not realize it because we are constantly following the societal norm, but the answer is often “no.”

r e n an

Sc m a yC b Not one of us females benefits from this d e n dangerous cycle,Sfor caneven those who possess the characteristics of currently trending ideals of beauty are always at risk of losing their precious spot front and center-stage.

“

luring. And I definitely understand what it’s like to do your makeup for a special event and how much of a confidence booster it is. But think of how unnatural it is. Skin isn’t meant to be poreless. Your complexion isn’t supposed to always be a bronzed tan. Your face will eventually develop wrinkles. Why do we put so much of our time and effort into applying numerous products on our faces, when the most immediate effects are

”

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March/April 2015

The Classic EDITORIALS: CRIME & PUNISHMENT EDITION

Collective punishments go too far AT TOWNSEND Harris High School and schools everywhere, sometimes groups of students are affected by the actions of individuals. The situation is familiar: someone messes up and everyone is punished. In certain cases, someone fails to do something and everyone misses an opportunity. Take the following examples: students in physical education classes have done extra work when individuals failed to perform sufficiently (or misrepresented their work), grades of single students on assessments have been applied to entire classes, extra credit has been awarded based on perfect attendance during tests, or whole classes have faced consequences when individuals have had problems with homework or cheating. Working with others is an important skill, one that teachers incorporate into assignments and policies. These collaborative efforts often succeed, and students learn to work better collectively. However, the above examples create unnecessary stress for students. Ill students may come to school to grant their class perfect attendance, even though they put themselves, their teacher, and

their classmates at risk. Sometimes, when teachers are aware of misbehavior occuring but do not know the culprit, large groups are given ultimatums until the guilty party comes forward. In such cases, if a student is wrongly accused of misbehavior in the process, it may lead to humiliation and harassment. By treating students as a collective in this matter, teachers and administrators instigate a witch hunt as students go against each other in an attempt to preserve their own academic standing. Group punishments in scenarios such as this let the guilty get away without truly owning up to their actions. Since the guilty and innocent parties receive the same treatment, there is no true recognition of guilt, so it’s almost as if the entire class committed the crime. “Smoking out” the guilty person at this point seems almost redundant. In the real world, where everything is supposedly harsher, group punishment is rarely employed. If a thief shoplifts from a store and gets away with it, the business owners don’t place the burden of finding the culprit on their customers; they simply

move the most tempting items behind the counter. There is a difference between repercussions that a whole group must deal with as a result of individual acts and being punished as though you were guilty of those acts. Teachers should increase precautions without risking the ramifications of group punishment. In the example of cheating on a test, appropriate inconveniences include retests, more intense proctoring, or the creation of multiple exams. In every situation with punitive means, there are always better, preventative measures that can be taken. Although this entails more work for the teacher, there are very few preventative actions in a student’s arsenal. Beyond discouraging others from wrongdoing and not participating in misbehavior themselves, students can do very little in such situations. Teachers must punish students for wrongdoing if the education system is to operate properly. Students should be held accountable for their actions, but those who played no part in the offense should be left alone.

Time for demerit overhaul Harry Petsios MANAGING EDITOR

AT FIRST glance, the demerit system of Townsend Harris High School seems clear-cut. It provides an extensive list of infractions, matched to the corresponding number of demerits applicable for that offense. This system prides itself on being “an objective method of monitoring the behavior and citizenship of students.” Contrary to its description, however, the method isn’t very objective. While analyzing the list of offenses in the student handbook, one begins to notice something striking: a lot of them sound very similar to one another. In fact, this is so prevalent that some infractions are entirely redundant. But that redundancy is not reflected in the gravity of the various offenses. For instance, the difference between “inappropriate conduct” and “substantially disruptive behavior” is three full demerits. Another huge detriment to the demerit code is its ambiguity. Perhaps the most illdefined violation is described as an “improper act”––as if

any breach of the rules isn’t automatically improper–– worth five demerits. Most likely, the person who decides between all these ambiguities is the one issuing the referral. And oftentimes, the person giving a demerit has been rightfully offended by the misdemeanor in question, and might be acting irrationally. In such a case, students find themselves at the mercy of an arsenal of demerit-worthy charges, rather than the specific offense they committed. To combat the subjectivity and ambiguity in the demerit system, three major changes must be made. First, the demerit code itself must be rewritten to remove any redundancies or ambiguities, where subjectivity can interfere with jurisprudence. Moreover, there must be a rework of how we view crimes at THHS. It is more than obvious that some offenses at this school do not warrant their respective demerit amounts. Second, teachers should make, or continue making, a concerted effort to always

assign the minimum number of demerits warranted for any offense. By opting for a lesser punishment, teachers grant students some breathing room to rethink their offense. Granted, a number of offenses simply cannot be granted second chances, but a student can learn to refrain from disruptive behavior just as well with one demerit as he or she can with three. Third, there should be a transparent way for students to appeal the demerits they receive. This complaint system can perhaps be established within the Student Union, through which students can present their case directly to the Dean with some due process. Although students can already appeal demerits by themselves, an organized presence from the student government would definitely be supportive and beneficial. THHS boasts a nurturing and welcoming environment, where students come to learn as well as abide by the rules of the school. However, students feel neither nurtured nor welcome when they are crushed by demerits.

EST. 1984

The Classic is an open forum for the expression of student views. The opinions expressed therein should not be taken to represent those of the administration or faculty, or of the student body as a whole.

EDITORIAL STAFF EDITORS-IN-CHIEF Stephanie Geier Amanda Yan NEWS EDITORS Sarah Iqbal Ann Kochupurackal

SPORTS EDITORS Eleni Sardina Noah Silversmith

FEATURES EDITORS Rachel Chabin Hallie Wolff

LAYOUT & DESIGN Christina Wang

OPINION EDITORS Zion Kim Zachariah Ooi A&E EDITORS Jason Lalljee Jennifer Walsh COPY EDITORS Evan Mancini Jane Tekin Simrankaur Wahan

PHOTOGRAPHY EDITORS Kari Iocolano Yash Sharma MANAGING EDITORS Nina Leeds Harry Petsios ONLINE EDITOR Frankie Nicolazzi

ADVISOR Brian Sweeney We welcome letters to the editor. Townsend Harris High School 149-11 Melbourne Avenue Flushing, NY 11367 thhsclassic@gmail.com

The Classic reserves the right to edit letters for clarity and concision.

8 March/April 2015

THE CLASSIC

exploring international he ARTICLE WRITTEN BY MATTHEW MANDEL AND LEO RODRIGUEZ

NEW YORK CITY, often regarded as one of the most ethnically and linguistically diverse areas in the nation, is home to people from virtually every country around the world. In Townsend Harris, like the city as a whole, there are those who were born outside the United States, bringing their cultures and experiences to the community. This is true not only for students, but for teachers as well: THHS is home to many foreignlanguage teachers who teach the language of their home country. Japanese and Music teacher Dr. Mariko Sato-Berger moved to the U.S. in the 1980s while studying music. Although most Japanese students tended to travel to Europe, she decided to take a different route by coming to the United States. Upon arriving in America, she encountered many contrasts to the life she had grown accustomed to in Japan. “In general, I think [the] Japanese focus on politeness,” said Dr. Sato. “It’s not only Japan, though, it can be many other countries as well. The quality of service in Japan is incredibly high. It was the first thing I noticed when I arrived. At the register, they don’t say ‘thank you.’” She also explained the differences in the people and atmosphere between the countries. “Japan was a very clean place; you could walk barefoot in a public bathroom. Flushing is not very clean. I

still prefer living here. I like the energy and diversity here. I love meeting new kinds of people; it’s interesting to me. It’s the whole atmosphere of positivity. I like that people here are more individualistic. In Japan, if you are different, people would force you to conform.” Dr. Sato’s students appreciate her heritage, and love to hear stories about her culture so that they may better appreciate the language. “It stimulates students’ imaginations,” she explained. Senior Mary Ji found that Dr. Sato’s experiences in Japan helped her better understand the language. “I remember one time [Dr. Sato] was talking about Japan, saying that during elementary school, it is always the 5th and 6th graders’ responsibility to take care of the underclassmen,” she recalled. “[She] mentioned a few times that in Japan, no matter if it’s in school or in society, the senpai-kouhai [senior-junior] relationship is very important. Kouhai, regardless of anything, has to treat his/her senpai well and with respect. On the other hand, senpai always has to teach and lead his/her kouhai. This helps me to understand Japanese, since it is a language that shows a lot of respect and gratitude.” Spanish instructor Christian Castillo moved from Peru at the age of 16 to attend college in the United

States. Upon arriving, Mr. Castillo found etiquette in America to be shocking. “I came from private school to a public school for the first time here. It was disrespectful, the way kids treated teachers here,” he told. Mr. Castillo still notices a difference in culture to this very day, commenting that “I’ve been in New York City longer than Peru. I can never get used to it. I’m still not used to the seasons or the cultures in general.” He then elaborated: “I accept them, but it’s not like I become a part of them. I stick to my roots.” In regards to teaching, he feels that his background is advantageous to him. “When you know the language as your language, it makes it easier to explain the concepts,” he says. Freshman Alexis Martin values Mr. Castillo’s proficiency in both English and Spanish. “Being that English is his second language, he understands how to teach non-Spanish speakers in a way that his students understand,” she said. For French teacher Caroline Lopera, becoming a teacher in the United States was a major accomplishment. “One of my biggest triumphs was becoming fluent in English and becoming a teacher at one of the best schools in the country,

and making a life for myself here,” she explained. When asked about her French teacher’s exciting culture, freshman Chaiyeon Lee explained, “She talks about the traditions and cultures in France . . . She said she might even bring us chocolate-covered snails.” American cuisine was a shock for Ms. Lopera, who said that she “found the food to be weird at times.” Latin and Spanish teacher Sara Laderoute began immersing herself in these subjects from a very young age. Born in Italy, she moved to Rhodesia, now the country of Zimbabwe, where she started to study Latin. In Rhodesia, she also found her love for Shakespeare through her professor, Ms. Miles, who guided her through many of his works such as Hamlet and Macbeth. When Ms. Laderoute came to America to teach, she noticed a much larger focus on student accountability and responsibility or “onus,” as she put it, within the classroom. “In this country,” she said, “there is less concern what the teacher does for the student, but rather what the student does for themselves.” Despite this, Ms.

Laderoute highlighted that schoolwork here was much easier than in Rhodesia in many aspects. “The school year lasted all year round, from January to December, with a six week break for the holiday season.” In addition, the intensity of the work far surpassed that of any American classroom, even in THHS. “By the time I entered high school, I had already studied Latin at the level the juniors here are studying,” she pointed out. Ms. Laderoute’s background made Latin more interesting for senior Alan Lee. “I think she helped . . . by tying in local traditions and stories into the myths we studied in class,” he said. Junior Nadia Khan said, “She speaks from such a close perspective. I’ve never once seen a person so passionate about something.” Sophomore Tseten Lhamo believes that the diversity of the school faculty benefits the entire student body. “I think it’s awesome that we are exposed to people who are from other cultures because it helps us widen our horizons just a little bit more . . . You’re reminded of how diverse the Townsend Harris family really is. It all makes us closer.”

LAYOUT BY CHRISTINA WANG // TEACHER PHOTOGRAPHY BY YASH SHARMA // FON PHOTOGRAPHY BY KARI IOCOLANO

THE CLASSIC

March/April 2015

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FRENCH AFRICAN

10 March/April 2015

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12 March/April 2015

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SPORTS Spring teams ready themselves for a new season

Nicole Sung STAFF WRITER

SPRING IS slowly blossoming, bringing with it numerous sports and their athletes, who have been training hard during the winter season. Spring sports include badminton, tennis, fencing, baseball, outdoor track, handball, wrestling, and softball. Despite marking the “beginning of the end” for their seniors, coaches look forward to the season and welcoming new team members. Coaches and captains in each sport have adopted challenging goals for individual athletes as well as the team at large. The coach of the boys varsity volleyball team, Lauren Caiaccia, has coached the team for six years, with the team making it to the playoffs each year. The team has shown a strong standing relative to other schools in their division, including Benjamin Cardozo High School and Bayside High School. Ms. Caiaccia explained the major objectives she holds every season to keep the team as fresh and aggressive as possible. First,

she seeks out players who will best represent the school at the varsity level: these students possess both talent and immense determination. Next, she educates the team on how to do well on and off the court, both in academics and on the team. Finally, she motivates the athletes, putting them in a position to contend for the division title. The girls badminton team, following its rookie season, is making its reappearance. Despite its novelty, the team made it to the playoffs last year. Many girls have tried out for a spot on the team, but the team can only accept 1215 girls. Matthew Reid, the coach of the girls badminton team said that he wants new, strong players to replace the graduating seniors. His goal for this year is to “improve from last year’s success.” He added, “We made it to the playoffs last year but lost in the first round; going further in the playoffs would be a good accomplishment. Also, to have a couple of girls make it to the individual playoffs [would be an accomplishment].”

Junior Evan Noblesala, a captain of the boys baseball team, noted his expectations for this year: “This year is definitely going to be a challenge, because PSAL switched the divisions and now we are in a much more competitive division, but I know our team can face the challenge and thrive.” Although the team lost many key players last year, Evan is still optimistic. He said, “I know that many players are going to be working harder this year to step up their game and fill in the shoes of our departed players.” Due to the recent snowstorms, the boys tennis team has delayed its first two matches, but tryouts have officially begun. Senior Frank Nicolazzi, the team’s captain, commented, “Our expectations for this year are to win the division. Cardozo has really dominated the Queens A division for a long time, and I think this year we have such a good team [that] we can change that.” The team tries to practice wherever it can, both in the basement and on the sixth floor. Senior Stanley Li, captain of

the boys varsity handball team, looks foward to this season. He said, “I think that our team can build upon the improvements we made last year, because last year we saw many of our players grow and this year, we have many new recruits, so I’m pretty excited about that.” Senior Brianne Futerman, captain of the varsity girls tennis team, laid out her goals for the

that our team can build friendships and develop teamwork while attaining these goals.” Undoubteldy, THHS teams look forward to an exciting and challenging spring season.

team, saying, “After having lost a lot of our senior players, we are looking forward to building a new team. I hope to maintain the fun, carefree spirit of the team, but also to work hard and perform our best.” Girls fencing coach Katherine Yan has high hopes for this season, holding significant expectations for this year’s athletes. She remarked, “We hope to make it to the division champs and bring home the championship [title] for epee and foil. I hope

PHOTO BY YASH SHARMA

Varsity softball hopes for success in new division Evan Noblesala STAFF WRITER IN THE 2014 spring season, new division alignments helped turn things around for the girls varsity softball team. After four years of bearing losing records, the girls achieved a record of 10-2 and made it to the second round of the playoffs, the furthest they have gone in the postseason since 2009. Hoping to continue and even expand their winnings, the girls look forward to working hard and removing the weaknesses that caused an early playoff exit last year. The new division alignment played a key role in the girls’ success last season. Moving down from the tougher A division to the B division, the softball team saw immediate success, placing second in the Queens B III division. Senior captain and first baseman Kimberly Newman was very pleased with the new division, saying that the change boosted the team’s confidence and played a key role in the team’s success. She said, “Being in the A division, it was difficult

to compete. However, the B divi- ners in scoring position… Any sion allowed us to showcase our contact we would make wouldn’t skills and helped bring us togeth- pass the infield a lot of the times,” er as a team.” she commented. Junior Lianna Rada-Hung Kimberly agreed with Debra, agreed with Kimberly, saying saying that the girls are working that, “Being put in B [division] strenuously not only to improve gave us a taste of victory and we their swings and hitwere able to come together as a ting, but also team and make it to playoffs.” to get runWith their first taste of post- ners on base season play, the softball team is a g a i n continuing to work hard this year to make it further into the playoffs than they did last year. The team plans to improve on both offense and defense. Senior captain Debra Chan believes that hitting was the team’s biggest weakness last year and is something they need to improve on. “Last year, we couldn’t capitalize on the times when we had runARTWORK BY KATHY CHUNG

so they can continue creating run scoring opportunities that they can capitalize on. The team is also working on their defense, especially their pitching. Last season, the softball team lost their ace pitcher Bianca Dilan. Bianca pitched in 11 of the girls’ 12 games, throwing 41 innings and collecting 78 strikeouts. B e ing a vital part of the team, Bianca was someone extremely difficult to replace. Debra, a relief pitcher, noted that without Bianca, the pitching staff was very inexperienced. Lianna agreed, saying that, “Our strength last year, which was our pitching, has become our weakness this year.” Senior captain Alexa L u ciano, the starting catcher for the past three years, noted that it will

take time to rebuild the pitchercatcher relationship. Pitchers and catchers need good relationships and communication in order for the pitchers to do well. When Alexa caught for Bianca, she “could always tell when she was feeling anxious at the mount or even when she knew she was about to dominate, and I think that really helped our team.” But this year, Alexa has to start building her relationships with two new pitchers, sophomore Victoria Karlic and junior Dina Goodger. On these two new players, Alexa remarked, “They are both amazing players with a lot of potential, and with hard work and dedication, I can see them being very successful this season.” Although they have many things to work on from last season, the girls know that they can make it even further into the postseason and are ready for the challenge. Ready to help lead the team into this season, Kimberly knows that “there will be adjustments, but I believe that we can get past those and have a successful season.”

THE CLASSIC

March/April 2015

SPORTS

Trackies run, walk, vault, and throw their way to States Benjamin Chang and Kristine Guillaume STAFF WRITERS THE CITY’S top track and field athletes converged at the PSAL City Championships at the New Balance Track & Field Center at the Armory. On February 22, senior Minhaj Rahman and juniors Abdoulaye Diallo, Hannah Yoo, and Kellie Zestanakis qualified for the New York State Federation Indoor Track Meet. Hannah punched her ticket to state championships by seizing first in the 1500-meter racewalk. She passed Brooklyn Technical High School’s Jane Wu in the final lap, finishing with a time of 7:49. “It feels pretty great but also surreal,” said Hannah. “I started out as a pretty slow walker so I’ve just been working up the ladder slowly.” Girls track coach Timothy Connor praised her progress, saying, “[Hannah] dropped almost 15 seconds from the beginning of the season, and even went through some injuries.” Abdoulaye placed fifth with a time of 1:24 in the 600 meter run, earning for himself a spot

PHOTO BY YASH SHARMA

Junior Kellie Zestanakis pole vaulting at the PSAL City Championships

on the PSAL Distance Medley Relay (DMR) team. Boys and Girls High School’s Richard Rose placed first, but had qualified for

states in another event, bumping Abdoulaye to fourth. “It feels great to have reached the state level for competitions,

considering I’ve always wanted to run nationally,” he said. Boys track coach Orlando Martinez added, “We always

knew Abdoulaye had the ability [to compete at such a high level]. He definitely deserves to be at states.” Kellie dominated the pole vault with a height of 8 feet, 4.00 inches, easily securing the gold medal. She achieved a back-toback win in both the borough and city championships. “It feels amazing to actually be recognized and go from freshman year, when I was not even an asset to the team, to now win city champs,” she said. Minhaj placed second in the weight throw with a distance of 52 feet, 4.00 inches, a personal best by almost two feet. He will now compete at both the state and national championships. “What [Minhaj] accomplished was extraordinary because this was the first year in which he started the weight throw,” said coach Martinez. “We expect him to throw a personal best [at states].” Although wary of the stiff competition the meet presents, the coaches maintain faith in their athletes. Coach Connor stated simply, “They’ve earned the right to be there.”

For PE teachers, exercise goes beyond the classroom Catherine Ng STAFF WRITER PHYSICAL EDUCATION (PE) may be a touchy subject for many students at Townsend Harris High School. Many tend to resent the rigidity and demanding nature of the PE classes at THHS, and maybe even physical activity in general, but this is certainly not so for our physical education teachers. Unlike some students, PE teachers share a deep love and interest for what they do; this is reflected by their activities outside of the classroom. PE teacher and dean Robin Figelman always tries to stay active and complete her workouts during her free time. “I use the Queens College weight room every morning at 6:30 A.M. before I teach my zero band classes. I do cardiovascular exercises, ride the Cybex Elliptical Machine, and power lift,” she said. “On certain days, I also do regular weight training exercises.” She added, “I am a true believer in the saying, ‘a sound mind, a sound body.’” PE and health teacher Maria Assante lists walking as her top athletic hobby, saying that, unlike running, it is less straining on her knees while simultaneously burning the same amount of calories, but over a longer period of time. To vary her routine, she also swims and bikes. PE teacher Raymond Adamkiewicz said that his outside activities include membership in both

PHOTO COURTESY OF LAUREN CAIACCIA

Ms. Caiaccia prefers to get her exercise outdoors.

an indoor league as well as an outdoor Sunday league for soccer. Describing them, he said, “Both of them take place in Long Island. One is an adult full-fledged Sunday team, while the other is an indoor over-30 league.” He has a simple reason for his love for working out: “Because I wanted to live long and prosper.” He also remarked, “I want to be a great role model for my students. I do more because I enjoy it, and because I want to stay fit.” PE teacher Lauren Caiaccia has a more well-rounded taste for exercising. She said, “I like to

mix up what I do: I like to bike ride, and I like to boat ride. When spring break comes up, I like to enter some races.” Ms. Caiaccia also does jogging, but sparingly, due to a leg problem, and also enjoys going to the beach “to catch some waves.” She added, “I love to go outdoors when I exercise,” admitting that she isn’t a big go-to-the-weightroom person. The enjoyment factor is the main reason why she loves to exercise, saying that keeping active releases a lot of endorphins, which in turn gives you a “high energy buzz.” For Ms. Cai-

accia, another enjoyable component of exercising is doing these activities with family and friends, so she can mix physical activity with the people she loves. PE teacher and athletic director Keith Hanson says that his personal exercise regime consists of lifting weights and doing cardio at a local gym at five o’clock in the morning. As to why he loves it, he stated simply, “Habit. I’ve been working out since I was a teenager.” In his youth, Mr. Hanson played all the local sports such as basketball, football, baseball, and

handball. Then he got into karate, which became his main interest because of his desire to protect himself against bullies. As he conveyed it: “I was a midget. I was short, and I was picked on a lot.” Later on, he became a teacher because he loved the profession and sports. Even before teaching at THHS, he had previously taught at an alternative school called Lower East Side Prep, instructing students there in both karate and gymnastics. Mr. Adamkiewicz summed up his feelings: “Sports define my personality. It’s part of who I am.”

14 March/April 2015

THE CLASSIC

ARTS & ENTERTAINMENT Alumni build on extracurricular experience Akash Singh STAFF WRITER THOUGH MUCH of high school is spent focusing on grades, extracurriculars can play an equally significant role in determining one’s future. This was the case for many alumni, who joined a club only to have it shape their future more than they expected it to. Alumna Dennise Hernandez, class of 2013, said her time as editor-in-chief of The Phoenix was a defining leadership experience. “Lately, I’ve been working on a lot of projects in conjunction with a faculty advisor,” Dennise said of her work as editor of the Dartmouth literary publication. “Working with Mr. [Rafal] Olechowski as the advisor to [Townsend’s] magazine, I had previously experienced this sort of dynamic firsthand. It turns out that there is certain knack to keeping faculty advisors in the loop about new developments so that they can most effectively guide and facilitate the direction of a project.” She described her work on The Phoenix as a highlight during college interviews, particularly in landing a tutoring position at Dartmouth’s student writing center. “To produce the magazine, we had to integrate so many different forms of media into one final product...I think the fact that I could point to actual hands-on experience definitely helped me

stand out as a candidate during the application process,” she said. “Most of [Denise’s] job was her coming in, putting away her feelings, and and making things happen-- like a professional,” commented Mr. Olechowski. “Her experience here will be helpful during her professional life... she’ll find herself in the same position.” Nancy Lin, class of 2007, gained many useful skills from her leadership positions in both the Art Club and SING!. After high school, she studied art history at Harvard and curated an art show while interning at an art museum. Nancy was also a SING! director for three years. She describes SING! as the highlight of her high school experience. “Besides being another form of artistic expression for me, it also taught me important leadership skills, such as confidence, sensitivity tactical problem solving, consensus building, managing large numbers of people, and conflict resolution,” she added. She mentioned that these skills helped her while working at an architecture firm in Manhattan. Today, Nancy is pursuing a PhD in art history and plans to become a professor and curator. Elizabeth Feder, class of 2005, also used THHS’s Art Club to gain artistic experience through many of the city’s art programs. This would later culminate in her research on Berlin architecture and working for a German architecture office.

PHOTO COURTESY OF NABIL AHMED KHATRI

Editors of The Phoenix work together to create the 2013 edition. Margherita Wischerth, Art teacher, commented on the significance of Art Club to students.“It is also an opportunity for students pursuing careers in the arts to build up a portfolio when they otherwise wouldn’t have the time.” Keegan Valbuena, class of 2010, says his time in Latin League taught him to appreciate the classics. “Before I joined my sophomore year, I was already enthralled with the classics and having the opportunity to be part of a group of like-minded individuals

was, as it were, icing on the cake if not the impetus for my study of the classics in college and beyond.” As Jonathan Owens, Latin teacher and Latin League advisor, put it, “Those interested in Latin come to Latin League. Students find a place where they can pursue an interest with a much greater enthusiasm and focus than they would in class alone.” Keegan majored in the classics at Columbia University and is currently attending Cambridge University for a Masters degree

in Philosophy in ancient history, but his high school classics experience has not left him. “Whenever I am burning the midnight oil translating some obscene amount of Thucydides, I still reminisce about those afternoons playing certamen and learning obscure Roman gladiatorial terms. It often brings me back to those initial feelings of excitement and joy that anyone who has found their passion knows so well—it is often these memories that inspire me to soldier on.”

Additional reporting by Jason Lalljee

Every month, The Classic provides you with four clues. Can you guess the identity of the staff member who matches these clues? We will reveal the identity of the staff member in the next issue.

March’s Mystery

1 3

I have skied on the Chacaltaya glacier, a glacier that has since disappeared, 17,700 feet above sea level in the Andes. I have eaten the Prehensile-Tailed Skink, boiled in water with coconut milk, in the country in which it is endemic.

2 4

I have hiked to the summits of five of the high points of the United States: Mount Mansfield, Mount Washington, Mount Katahdin, Mount Elbert, and Humphrey’s Peak. I attended three games of the 1996 WorldSeries.

PHOTO COLURTESY OF ROBIN FIGELMAN

Last issue’s Mystery Teacher was Ms. Figelman. The clues were: 1. I was featured in a video at Queens College for Education Majors and received an academic award of excellence in my field. 2. I met Joan Rivers and went to her penthouse in New York City. 3. I have a son who is a junior black belt. 4. I have an identical twin who is five minutes older than me.

THE CLASSIC

March/April 2015

ARTS AND ENTERTAINMENT

Townsend Trends: Sock it to me this spring Hallie Wolff FEATURES EDITOR THE MOST stylish among us know that an outfit isn’t complete without the right accessories. From shiny bangles to gauzy scarves, Townsend Harris’s fashion-forward know how to put the finishing touches on an outfit, and these days they are giving “head-to-toe” dressing a whole new meaning. The sock is this season’s biggest statement piece. An oftenoverlooked element in any given wardrobe, this seemingly insignificant garment is actually a fantastically fun way to enhance virtually any outfit. Turning this staple into a statement piece adds a hint of personality, no matter how formal or informal the occasion. It is an especially essential accessory during transitional months, as we move ever so slowly from frigid winter temperatures to a slightly chilly early spring. Paired with boat shoes or oxfords, boots or sneakers, pat-

PHOTOS BY HALLIE WOLFF

Stylish socks spotted on students terned and colored socks are also a great way to draw attention to your most coveted kicks. Polka dots, stripes, and plaid patterns are ultimate classics and can dress up any simple outfit, but can also add a little bit of

fun to your laziest Monday (or Tuesday, or Wednesday…) ensemble. They range in material and thickness, from luxurious cashmere to breathable cottons and beyond -- your feet will be both pretty and pampered as you

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stroll to school each morning. Eccentric patterns and styles have inserted themselves into the zeitgeist, everything from stripes to polka-dots to plaid, providing a colorful contrast to shoes and pants of solid color.

So when you’re walking down the halls to your next class, be sure to take notice of this growing trend -- what you see just might knock your socks off.