EDITORIAL The Pros and Cons of Press
OP-EDS Election Special
AVENEWS The Benefits of Instability
FEATURES The Books Behind the Brains
CULTURAL COMMENT Letâ€™s Go to The Movies
Behind the Cover: Kyla Windley, co-president of the Committee for Social Justice, and student council president, Brandon Bunt, pose in front of an election map projected on the Avenues third floor grid. The 2016 Presidential election revealed the striking division between city, county, and state. This issue explores similar distinctions between our school, local community, and country. Photograph by Dylan Vaccaro and Clare Maleeny. 5 Letter 38 Community 42 Poem 44 Poem
46 52 64 67
Gallery Global Journeys Horoscopes Puzzles
Jackson Ehrenworth Sophia Koock Junior Editors
Grace Franco Eva Hwang
er C hand
k J ac
Senior Managing Editor
c e F ra n c o
lla S i m o n
h i a Ko o c
e M alee
n E h re n w th
olin e Yu
a S te r n b
a s H or ns
a H wa n g
Staff Writers and Artists
Creative Directors Dylan Vaccaro
Spencer Chandlee Humor Editor Caroline Yu
Jing Yu Cai
Harper van Doorn
Jean Li Spencer
Daniel Mendel Avery Barnes
Editorial / by Isabella Simonetti
The Pros and Cons of Press As a for-profit educational enterprise, Avenues has caught the attention of numerous nationally-recognized publications. Provocative and presumptuous articles about our school have appeared in The New York Times, the New York Post, The Telegraph, and more. On November 11th, the New York Post added to the list through an article entitled “Elite Schools Offering Coddled Kids Disaster Counseling After Trump Win.” The article lodged irresponsible and ill-informed criticisms at our school’s response to the 2016 presidential election. Being in the public eye is not new to Avenues. In the past, publications have posed difficult questions about our school’s foundation. “Is This the Best Education Money Can Buy?” and “Can Expensive Private Schools Teach Humility?” are just two examples of articles that have, at times, rattled our community. At the same time, such press has provided us with a unique opportunity to think more deeply about our school and its mission. This time around, the New York Post’s effort felt different, especially in the midst of a turbulent political time. Political discussions in academic environments have
received increased media attention as of late. Over the summer, the Dean of Undergraduate Students at the University of Chicago welcomed the class of 2020 with a letter that condemned “safe spaces” and “trigger warnings.” UChicago was criticized for being overly harsh—the opposite of the Post’s critique on Avenues. Yet, at Avenues, we host difficult conversations on a daily basis. Our school’s curriculum is centered around discussionbased learning, a major part of which is respect for others’ ideas. What is more, we have established outlets for various dissenting voices to be heard, including the Conservative and Women’s Leadership Clubs, as well as the Committee for Social Justice. This is the opposite of coddling. Any school should have the right to process the results of a presidential election as a community. Here at Avenues, we have only begun to understand how a Trump presidency squares with our school’s mission statement. We are, undoubtedly, a global school with our sights set on multiple worldwide campuses. Transcending borders and establishing a global community is a mission that is ingrained in our foundations. If the past year has taught us anything, it is that President-elect Trump
stands in contrast to these values. Leading up to the election, tensions were high at our school. In reflecting on the the pre-election environment at Avenues, sophomore Oren Schweitzer said, “Anytime there was a discussion about the election, it almost always broke out into an argument. Especially one with a Republican candidate who said and did things that offended large groups of people, and a Democratic candidate who many viewed as corrupt or fake.” After the election, students experienced a surge of emotion. Some were seen crying in the hallways, while others celebrated. To some extent, academic priorities felt less critical than the emotionality of our community. But that said, school very much went on, and many teachers hosted minimal discussion about the election. In contrast to other independent schools, the way Avenues handled the election could best be described as “mild.” Asher Muldoon, a senior at the Ethical Culture Fieldston School in the Bronx said, “When I got to school, people were sobbing in the hallways. Many requested that classes be cancelled. A couple teachers didn’t come into school. The administration tried to remain neutral but it was pretty clear the general consensus was that a tragedy had occurred.” Similar scenes played out across the country, and as Avenues students, it’s important to respond. When Class Divide, a documentary about gentrification in Chelsea (with a distinct focus on Avenues), was released, we watched the film as a community, talked through its implications, and charted a response. The New York Post has provided us with a similar opportunity to reflect and act. As a community, it is imperative that we discuss how our school is viewed, and as a response, we must work persistently to live out the message of our school’s mission statement. Being “at ease beyond our borders” means the welcoming of all perspectives at our school as opportunities for learning and for growth. •
DEAR UPPER GRADES STUDENTS, Wherever you are in your high school careers, there is one thing I hope you will consider as we near the end of 2016: when it comes to your education here at Avenues, keep an open mind. I recognize the day-to-day struggle of being an Avenues student: late nights, a lack of sleep, a heavy dose of anxiety. And by no means am I asking you to always be happy, optimistic, or enthusiastic. Instead, what I ask is that you will treat each and every challenge as an opportunity for growth, a chance to start from scratch. If there happens to be a class or two that you do not enjoy, consider how you can connect that class to your personal life. If you are struggling to do so, speak with a teacher, friend, or mentor and find a way to make meaning from the experience. Through a growth mindset, each and every challenge we face can be seen as meaningful. As your student council president, a primary goal for this year is to lead by example. I am honored to represent this student body, and I encourage you to share feedback and advice that will improve my role as student council president and your experience here at school. I am eager to hear your thoughts and wishes and do my part in helping to create positive change. Please feel free to speak with me any time about the challenges you face. A school full of growth-minded students â€“ individuals who greet adversity as opportunity â€“ will help us foster a community we can all be proud of.
Your student council president, Brandon Bunt
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Op-Ed / Election Special
How “we” versus “you” shaped an election. By Jackson Ehrenworth
It Came Down to Pronouns She said, “I can tell you’re hurting. I can tell you’re mad.” He said, “I’m mad.” ¶ One thing that Donald Trump did, that Hillary Clinton didn’t, was express anger about people’s legitimate economic grievances. Clinton said, “You’re angry.” Trump said, “I’m angry.” He recognized an emotional force and he swamped himself in it. If there is one thing to learn from this election, it is the necessity to connect with people. Clinton simply didn’t do that. She never even went to Wisconsin. As if they didn’t matter to her. And mostly, she called people who were hurting “them,” and “you.” ¶ Trump’s stances make it nearly impossible to listen to or figure out (to us, in this city), what drove his voters to vote for him. It’s hard not to dismiss anyone who voted for Trump as a bigot. That some people vote for him because he is a bigot, is true. And that is terrifying. He is a man celebrated by the KKK and by Putin. It’s bad. But it’s not the whole story. ¶ Let me be clear before I begin to look at some of the potential hypocrisy of prevailing liberal analysis of this election: I wouldn’t have voted for Trump. 8
I would have voted for Clinton. Actually, I would have voted for Sanders. Here’s why. Trump has given license to rant against and imperil immigrants and minorities. He has normalized misogyny and racism. He has promulgated xenophobia. He has unleashed behavior and views that are terrifying in their historical precedent. There are people who are far more threatened by a Trump presidency than I am. On the day of the election, I found a friend upset. Her cousin, who identifies as Black and Latino, had called because he had left his Long Island school that morning, when a small group of white peers stood outside the school, yelling, “now we can send you home.” That’s what Trump has unleashed. This campaign has been divisive, polarizing, dangerous, and not particularly nuanced. Yet now, there is plenty of time for much needed nuance in the aftermath of this election. First, the Democratic Party has to stop being “shocked,” and start asking questions. It also has to stop being insulated. We have to examine the way our own language cloisters us from ideas we don’t like. We have people who don’t hold jobs, or are afraid to change a job they find exhausting because they may not find another. We have people who work long hours and yes, they finally got health care, but it takes almost half of their income. I wondered why Ming voted for Trump. Ming is a first generation Chinese American. He has two kids in the NYC schools. He works six days a week in the hair salon where I get my hair cut. “It’s too hard,” Ming said. “I have Obamacare, and it costs $900 a month for me and my wife. Then another $200 for my children. It’s too hard.” When I asked him about Trump’s racism, and anti-immigration views, Ming simply didn’t emphasize that. “That’s not as important – he’s a businessman, and he says he is going to make things better. No-one else said that.” Listening to Ming didn’t make Trump palatable to me, but it did give me new insight. Discussion happens
when you don’t dismiss other’s points of views. Not everyone who voted for Trump is a sexist or a racist. Most people who voted against Clinton did so because she represents no change from a system they see as not caring about them. The liberal left is supposed to be compassionate. Calling all Trump voters racists and bigots isn’t helpful. Namecalling isn’t a compassionate move. Dismissing people’s individual lives isn’t empathetic. Nobody has ever been persuaded by being insulted and ridiculed. The truth is, there are people who voted for Trump not because they are frightening but because they are frightened. People voted for him while not liking parts of him, the way those who voted for Hillary didn’t like all parts of her. It’s true; Clinton gave her life to public service. She worked on behalf of children and women and the disenfranchised. But Trump connected with many voters in a way that she didn’t. She didn’t convince enough people, particularly working class whites in the rust belt, that she saw and cared about them. It’s not clear that she did see and care about them. Trump knows that people are threatened and suffering in across the country. So may Clinton, but Trump spoke to them. He spoke for them. What Trump represents is a terrifying and dreadful change. What Hillary represented was continuity. That’s where
the Democrats, that’s where we liberals, misread the situation. When the government isn’t working for you, when you have debt and your job has been outsourced, and your government appears to be giving loans to other countries, and bailing out the very people who are outsourcing your job, and nobody is talking about that, it makes you angry and desperate. Is there any evidence that Trump actually has any plans that will create economic change? Not yet. But his discourse was a discourse of change. This Democratic candidate didn’t seem to listen to millions of voters. She seemed to represent moneyed-interest. Ironically, Trump may represent moneyed interests as well, but he didn’t seem like he did. People want to be seen. They want to be heard. They want to feel as if they count. I’ll be a voter in the next election. By then, we need to move the Democratic Party to a listening stance. Frankly, we need to move it farther left. It has to visibly represent the working class and it has to connect not only with those who voted this time, but also with the 46% of voters who didn’t even vote. If the Democratic party can’t find a way to do that, the only solace financially desperate people will seek will be the unhappy solace of a candidate who explicitly publicizes his sympathy, no matter how flawed that understanding may be, a candidate whose pronouns are the pronouns of “we” not “you.” • 9
Op-Ed / Election Special
Finding Home by Alexia Nizhny Protesters marched to Trump Tower from Union Square in a sixty-block-long peaceful protest Wednesday, November 9th. Horns were honking at “#NotMyPresident” posters and people were recording the “Hands too small; can’t build wall” chants being shouted through the streets. “It’s a lot of walking,” a police officer said, lazily strolling through 34th Street, “[and] this won’t be the only one this week, that’s for sure.” He wasn’t wrong. Protests have continued every day since the election, and all around the country too. Portland, Oregon’s peaceful protest, for example, turned into a riot between Thursday, November 10th and Friday, November 11th. 26 people were arrested, and 19 vehicles were vandalized. It is riots like these that show how this election has drawn a clear and sometimes hateful division line between Hillary supporters and Trump supporters. Antonio Rivoli, a junior student representative, commented on the election: “We live in a divided country. […] this division was evident in the razor thin margin in the popular vote between the two candidates.” The popular vote was won by Hillary, 47.7% to 47.5%, though the electoral vote put Trump heavily in the lead with 290 to 232, leaving close to half the country wondering how they could vote for the other candidate. When senior Gia Donovan arrived at 515 on Wednesday morning, she noticed a clear separation between the upper schoolers: “It was [...] a very divisive day. I felt like there was a lot of belittling and invalidating of people’s feelings.” We create dividing lines through labels that we define groups of people with, whether it is conscious or not. For example, Elisa, a protester at the Union Square anti-Trump rally on Wednesday said, “[Trump supporters are] a lot of really angry disenfranchised white people who are really threatened by the Obama 10
PHOTO BY ALEXIA NIZHNY
presidency.” Labels such as those have been tossed around during the entire election in both directions, and, because of their notorious history, both Clinton and Trump have blurred the line of what’s ‘okay’ to say anymore. That’s where the problem lies. People look at this election through the lens of their own labels and can often neglect to acknowledge other people’s different priorities. This division is a “we” problem, not a Trump supporter problem, not a Hillary supporter problem, not a third party supporter problem.This involves everyone and it starts with the willingness for change, and open-mindedness for other’s voices. Safety is critical on both sides. It is troubling to see how many people have been noticed crying in the hallways at our school because of the election results.
These are people who feel unsafe not only for their futures and the futures of their loved ones, but people who feel their voice has not been heard by their country and students who walk by them and laugh. To some, it feels like they have lost their home. “I felt genuine fear and sadness as an American citizen, especially as a lower middle class person of color,” Donovan said. “It was upsetting to hear people tell students in many marginalized groups that they were overreacting and to just calm down.” A Trump presidency feels like a leap backwards to Donovan, who looked up to Trump’s soon-to-be-predecessor. Donovan said, “My happiest memory in nearly eighteen years was staying up past my bedtime in fourth grade to watch the results pour in and feeling like I had a presi-
dent I could identify with and love.” There have been mixed feelings with Trump supporters as well. Junior Lukas Mack was bothered by seeing the distressed reactions: “When I walked into 515, I was completely rattled to see numerous students crying. It really hurt me to see my peers in shambles over something I supported.” Although Mack was upset to see his classmates react so painfully, his partiality towards the Republican candidate still subjected him to exclusion, noting, “people ostracized me and told me to go away, as I was the reason behind their pain.” This continued online too. Mack said, “I logged onto Facebook and saw people writ[ing], ‘Trump supporters kill yourself ’ or others discuss[ing] their desire to burn the American flag. I was truly heartbroken.” Despite the division and confusion, home isn’t lost. It just has to be redefined. Home can be found anywhere where there is security, peace, safety, and most importantly love. It can be found at the Union Square protest among people who came together to fight for a cause they all believe in. In a community where no one part felt singled-out, unwanted or unwelcome, and in a time where ever thing feels so divided between left and right, togetherness is ex-
Despite the division and confusion, home isn’t lost. It just has to be redefined. Home can be found anywhere where there is security, peace, safety, and most importantly love.
tremely important. The day of the election results weren’t all hate on either side, “[On Wednesday,] some came together and grieved. People really leaned on each other and supported each other,” Donovan said. Mack also “was extremely pleased with how the teachers handled it. It must’ve been extremely difficult for those whose candidate lost; they were extremely gracious to me.” When asked about the importance of community to him, specifically when it came to political views, Rivoli said, “Having a group of people who agree with [your beliefs] is good for your mental health, and allows you to have discussions in a safe space.” He went on to talk about the value in challenging one’s views. As valuable as challenging your views is, throughout this election, there have been people protesting with hate and labels, and people reacting in the same way, dividing us all even more. Instead, we should encourage one another to fight for love and homes and communities and voices, to find people who can bring back the safety many feel has been jeopardized, and to surround one another with comfort and love. This country is founded on “We the People” which means change and community starts with us. PHOTO BY BRANDON BUNT
Op-Ed / Election Special
The Quiet Voice ANONYMOUS REFLECTIONS FROM THE NIGHT OF THE ELECTION 12:30 AM.
My mom walks in the door of our dingy Queens apartment, alarmed at the sight of her son still staring at the television screen while cradling his open laptop in his hands, both displaying the same information: Trump in the lead. Her wails come as soon as she closes the door, while she is walking toward the living room, and me. Her pained expression matches her horrified pleas, as she mutters to herself: “I can’t live here...Not in a country with him...we’re all a joke.....” She sinks into the couch beside me, barely acknowledging my presence, instead keeping her eyes glued to the screen, her ears holding onto every word uttered by the newscasters in front of her. But I don’t think she’s really listening. I don’t think she actually cares what their explanation is. All she wants is for someone, anyone, to stop this from happening; to wipe away the fear in her mind, that’s making her body tremble out of the impossibility of what she is witnessing past midnight, all in a tiny apartment in Queens. Of course she is afraid: she is afraid for the people she works with, all the Latino men that have jobs at the restaurant she manages. Their futures, within a few hours, are now clouded with uncertainty, all of their minds filled with dread. She fears for my father’s side of the family, all of whom are Latinos as well. She fears for me, her son, because of where my father comes from. But at the same time she fears for her own life as an undocumented immigrant, one of over 11 million, in this nation she has called home for 19 years. Now more than ever before does she have to keep that part of her life a secret, hidden away for no lingering eyes to come upon her dark truth: according to our soon-to-be President, she doesn’t belong here. It doesn’t matter that she has committed no crimes, and worked all her years here to support a child as a single-mother; to our new commander in chief, her status here is crime enough.
The polls haven’t changed. Alaska, the last state to reveal its polling status, has entered the ring with an un- confirmed decision among its population. There are still several states that have yet to choose a candidate, inciting hope among a mother and son, sitting around for an impending doom to arrive. He leads the nation, 244 to 219. A few sobs come from my left as my mother lets out a few more exasperated gasps. All I can do is find some way to comfort her, give her a few moments of hope (or denial) before the final results come in. “All she needs is Pennsylvania and Michigan. That’s it. And then it will go to Congress, and then she might actually win there.” But she doesn’t give me a glance or a response. My words flutter in one ear and out the other. As each state is revealed on the screen in a loop, she yells at the screen each time she sees a state marked red, her rage fueling each slur she cries out: “Bunch of uneducated rednecks!” The next state also declares red: “Just a bunch of trash who voted for him!” The states keep flashing on the screen: red, red, red. Her voice cracks with the tears that can’t contain her anger, her rage directed at the screen.
One of Hillary Clinton’s advisors lets the people know that they should leave the Javits Center, and go home to rest. Hillary Clinton never makes an appearance. I say to my mom that we should go to sleep, that we’re not going to find out till the morning. “Ok, I will,” she replies. But when I turn back, I still see my mother, sitting on the couch with her eyes glued to the screen, another tear sliding down her red cheeks. I shut the door to my room and slide into my bed, shutting off the light on my nightstand. As exhausted as I am for the time it is, I still can’t imagine falling asleep. My eyelids still remain open, until my body takes over and I descend into slumber. But I could still hear, even as I was falling asleep, my mother on the other side of my wall, mumbling something I couldn’t make out.
I finally fall asleep, as Trump’s electoral vote rises paset the amount required for his victory, from a 244 to over 270, as the undecided states with the most votes choose to go red. My mom falls asleep, unprepared for the new world she will find herself in, one where she now won’t feel safe being who she is anymore. Some people, whether they be at my school or at her work, might try to lighten the situation, by saying “it’s no big deal; it’s just an election.” They never see my mother’s puffy red eyes as she stays home on her day off, trying to recuperate from one of the longest nights of her American life. I can’t bear to see my mother crying anymore, the pain of America’s choice hurting her deeply. A choice that she never was able to take part of. Regardless of the countless hours she works for 5 days a week, coming home past midnight just to support the two of us, hoping each day that there will be some reform that will make her feel like she truly belongs here; to Trump, this isn’t her home, and it will never be no matter what she does.
THE BENEFITS OF INSTABILITY
By Emmanuelle Cohen
Change is a natural process within the relatively new Avenues community. From unpredictable schedules, to extreme faculty and administration turnover, the school is constantly changing in its never ending quest to best fulfill its mission. “When you go to any school, you have to trust the institution. And that’s a lot of trust. You rely on the school to teach you what you need to know,” said Yvette Lopez, a senior at Avenues. “I do trust Avenues, but [only] to an extent, because the uncertainty always exists.” To clarify, the Avenues mission promises to graduate students at ease beyond their borders. As their website claims, the school aims to continuously invest in ways to become better at what it does and to make their discoveries available for the cause of education. According to Dr. Judy Fox, the head of the upper division, Avenues is characterized by its openness to change. While many community members tend to interpret this as instability, this mindset is precisely what allows the school to give students the best education available. Dr. Fox does not believe it is productive to talk about ‘best practices,’ as the school will always keep searching for better. She confirms that “Avenues will continue to change.” Hamilton Clark, the head of school, said that “as long as [a teacher] is applying the mission to the best of their ability, there is a lot of freedom.” This freedom is rooted in the administration’s trust of their faculty, which they have described as “incredibly dedicated, scholarly and flexible.” The administration justifies the plethora of recent changes (curricular, and otherwise) with a range of well-supported research. Dr. Fox says, “we look at the research [on educational practices], and adapt according to it.” 14
The curriculum, particularly for the 9th and 10th grades, is evolving to incorporate much more interdisciplinary work and project based learning. For example, Mike Maccarone, the science curriculum specialist for the upper school, proposes reshuffling the typical topics and their order (physics first, chemistry second, biology third) into a thematic course that naturally evolves. Thus, integrated science was born. The course is based on the research from Next Generation Science Standards research by the American Association for the Advancement of Sciences. The association’s research focused, in part, on which topics students should be familiarized with in high school and the manner in which these should be taught and it puts forth three models they suggest school adopt.
The first, and prefered model, is the one adapted by Avenues: the integrated modular approach. Furthermore, the ninth and tenth graders have transitioned to a fully interdisciplinary schedule, as opposed to individually scheduled classes, according to Ms Fox and Mr Maccarone. The decision making process here was an attempt to mesh the previous year’s benefits of concentration of study, with this year’s more regular and stable timetable. While the leadership makes it clear that there is no single vision for the future of Avenues, Mr Clark does offer an outline of the institution’s goals for the coming year. These goals include developing some sense of stability in which innovation occur just as vividly, but less dramatically, as well as strengthening the relationship between the New York campus and headquarters to better fulfill the ideal of “one school, many campuses” as Avenues global development unfolds. Ms Fox reminds the student body that while the school “lacks the routine and stability of some 250 year old institution, [it] prepares students for a world we do not know.” She argues that the experiences, procedures, and traditions of other schools in the New York are not up to par with today’s constantly evolving world. •
Project-Based Learning Makes an Entrance at Avenues By Sydney Judge Since the beginning of this school year, students in the ninth and tenth grades have experienced a new approach to learning in the classroom. In addition to the Harkness Method, which forms the foundation for the student centered approach that is the pillar of learning at Avenues, project-based learning is being introduced into the curriculum, giving students yet another opportunity to take active command of their educations. Project-based learning promotes an exchange between interdisciplinary subjects, as well as collaboration between students by using the lenses that different subjects
provide in order to develop a final product while being mindful of a specific process. Adam Jernigan, an English teacher at Avenues, points out that this is not the first time project-based learning has been a focus in classes at Avenues. In particular, fifth term projects at Avenues have also employed this style of learning. Students in classes such as The Living Wall, Tiny House, and productions such as Cabaret reached their goals of sharing a collaborative, final product at the end of the year. The common purpose of class time was to develop an idea and see it to fruition. Mr. Jernigan designed an interdisciplin-
PHOTO BY CLARE MALEENY AND HARPER VAN DORN
Example of project-based learning mixing a World Course topic (the objects that have shaped history) with an Art & Design project.
ary project with Ms. Ramos, Ms. Howard, and Ms. Pollack called, “Excavating the Self.” Students in the ninth grade began the year by working to complete the project, which called for them to “be archaeologists of their own lives by reflecting upon what the objects found in their bedrooms reveal about the person who lives there.” Students in the class took photographs, wrote poems, and made collages to explore and analyze aspects of their identities. A greater understanding of themselves and of each other emerged as a positive outcome of their shared work. Ms. Kate Howard, the curriculum specialist for the arts at Avenues, shared that projectbased learning is also being intertwined in classes such as World Course and art. She explained that one class was tasked with telling the story of an object through writing,
and then took the object apart in order to create artwork based upon what they saw. In addition to the opportunity for students to learn more about themselves and the world around them, the process of project-based learning had a profound impact on members of the faculty. Mr. Jernigan said, “For me, one of the most exciting aspects of project-based learning has been the opportunity to collaborate with teachers across a wide range of disciplines. The challenge of coming up with engaging projects has sparked some of the best faculty conversations that I’ve experienced in recent years.” The success of project based learning in Avenues classrooms so far has made it an indispensable tool enhancing the educational experience for students and faculty alike. It comes in addition to the discussion-based learning that has
been used in most Avenues classes. Mr. Jernigan indicated that teachers are still discussing how the Harkness Method formally fits into project-based learning. “My view is that project-based learning and discussion-based learning are motivated by many of the same values and principles: collaboration, student agency, authentic inquiry, etc.” Looking ahead, Mr. Jernigan hopes that project-based learning and discussion-based learning will both continue to be embraced at Avenues. Mr. Jernigan is looking forward to exploring the possibilities of what students will be able to generate through project-based learning. He said, “A project might invite students to invent a new athletic sport, board game, social network — or just about anything!” • 15
MANIC PIXIE DREAM BAGS BY ALEXIA NIZHNY This year, upper-school students find their noses in large textbooks under heavy backpacks, contradicting the attractive tech-based ideal that helped lure people to the school. Integration of technology and e-textbooks in the Avenues’ curriculum was always an important marketing tool and function of the utopian, designed-for-the-future, dream school fantasy that draws crowds of applicants to the luxury ten-story building on tenth avenue every year. This left students imagining a world with near-empty bags and wild dreams, going off of the Avenues’ testimony on their website, describing its use of technology integration as a way to “[emphasize] a commitment to prepare students for citizenship in a world increasingly made smaller through transportation and technology.” Avenues has mostly kept up with this promise in the past, but recently the student body has found this “commitment”, so to speak, to be less prioritized. “[The Avenues’ admissions office] told us that we mostly use computers, so I thought it would be less paper than it actually is,” Sophie Wazlowski, a new junior this year, confessed. Though a little confused by the weight of textbooks in her bag, Wazlowski wasn’t as concerned as students who arrived in previous years and had time to become accustomed lightweight backpacks. In a 2010 study by the University of California, it was discovered that backpacks weighing more than 10% of a student’s body can begin to severely compress intervertebral disc’s (cushionesque structures that lie between vertabraes) heights. This could result in extreme spine curvature and intervertebral asymmetry-both causes of sometimes-extreme back pain among children and adolescents. Talks of recent back pain has become common amongst Avenues upper-schoolers. Fourth-year student, Amanda Redfern-Taube, said, “I [pulled] a neck muscle last week because of my backpack,” afterwards stating, “It’s a little upsetting to see just how many books we have this year, and it’s strange too because it doesn’t seem very necessary.” Considering Avenues already provides a 130inch macbook air along with a 9.7 inch ipad to every student; these textbooks only add to the weight of students’ backpacks. The standard iPad given
at Avenues is a little less than one pound with the lowest storage capacity at 32 gigabytes. If only used for eBooks, anywhere between 600 and 1000 books and could be downloaded, which could save the spines of many students if applied. With this in mind, the sudden switch from digital files to paper copies quickly sparked disappointment in students who had been spending the past four years perfecting the most efficient methods for themselves of melding technology in with their schoolwork. Junior, Caroline Yu, who applied to Avenues as an incoming sophomore, expressed her discontent by saying, “It’s a little disappointing since we’re supposed to be a paperless school, at least that’s what I thought when I came here, and it’s especially disappointing that they’ve begun giving us really heavy textbooks.” Yu went on to describe the weight of her two heaviest books, and the stress she’s been having on her back of having to carry around a separate notebook for every class. Heavy backpacks were introduced to students this year during back and forth schedule between two buildings across the street from one another. Teachers suggest the use of lockers, and although some students find this more easily applicable than others, the new building on 26th street proves transitioning back and forth with no passing time a big obstacle in the suggestion. “Especially with the new building at 515, it’s just more convenient to have everything in my backpack despite how much it weighs. It’s just easier than going up to [my locker] on the tenth floor,” Antonio Rivoli, one of the eleventh grade student representatives, sighed with no particular enthusiasm. The transition to hardcopy textbooks doesn’t seem to have an end in near sight, but teachers are slowly becoming aware of students fight with the thick sacks of notebooks and folders that have begun physically weighing upper-schoolers down. As for the statement about technological integration throughout the school: it still stands solidly on the school’s website, eager to be read by aspiring Avenues students, parents, and faculty with a fascination in the half-true dream of an innovative, relatively paper-free school. •
The Reasoning Behind Waking Up Early This year, the Avenues administration implemented a multitude of schedule changes to the Upper School, including starting classes at 8:00 a.m., forty-five minutes earlier than in previous years. Lisa Melore, the Upper School’s Executive Assistant, said that the school put an earlier starting time into effect this year due to parents complaints that students did not have enough time in the day for after-school activities. This also involved rescheduling the end of the school day from 4:15 p.m. to 3:45 p.m.. The school’s old ending time caused special problems for Avenues athletes because other schools started athletic events around 4:15 p.m.. This disparity in time caused student athletes to be 45 minutes late to other schools’ events, according to Jennifer Inniss, the Director of Athletics and Physical Education for Avenues’ New York Division. Furthermore, Inniss stated that there were many student complaints about the old starting time, wherein student athletes had to show up for early-morning practices at 7:00 a.m. Because they needed to change out of gym clothes at 8:45, student athletes were often late to their first classes of the day, even though they were already physically in the school building. With the new starting time, earlymorning soccer and volleyball practices have been eliminated and early-morning basketball practices have been cut by 90%. These practices have been rescheduled to afternoons, when teams can go to the nearby Chelsea Piers sports center to practice. To compensate for the loss of earlymorning practices, there has been an increase in afternoon practices at Chelsea Piers. According to Inniss, this change means that students have more sports practices at Chelsea Piers, since there are more available scheduling times for Chelsea Piers facilities during the early afternoon (after 2:15 p.m.), than during the late afternoon (after 4:15 p.m.). The new
schedule also preserves a program wherein student athletes can sign up for smallgroup sports practices with a coach for 45 minutes to an hour in the morning. The rescheduling comes just one year after the controversial World Week/ STEAM Week scheduling system was implemented. In that system, which ran on a two-week cycle, students would have humanities, language, and World Course classes during one week and science, technology, engineering, arts, and math classes during the other week. The Upper School Division Director, Dr. Judy Fox, stated that the two-week system soon drew complaints from math and language teachers who wished to have shorter, more frequent classes every week. In April 2016, Dr. Fox addressed parents’ concerns, writing an email to parents in which she explained the causes of the rescheduling. In the letter, she wrote that shortly after the two-week system was in
effect, administrative officials “received suggestions for improvement from faculty, students and parents.” As a result of these suggestions, officials created a “diverse” leadership team of staff and faculty. The team ultimately decided to implement the new schedule, which changed the start time in addition to making class meet more frequently. In the current schedule, students’ math, humanities, and language classes, as well as their independent study periods, were allocated “numbered” blocks that meet nine times every two weeks. “Lettered” blocks—electives, World Courses, seminars, performing arts, and interdisciplinary projects—meet every other day. Ninth and tenth-grade classes were separated from eleventh- and twelfth-grade classes because, according to Dr. Fox, freshmen and sophomores needed more interdisciplinary instruction while juniors and seniors needed a more honed-in, disciplined
ART BY DYLAN VACCARO
By Ryan Ng curriculum. This rearrangement of class blocks was made in conjunction with rescheduling the school’s starting time from 8:45 to 8:00 a.m. There has been a noticeable decrease in lateness since the rescheduling has been implemented. “More students have been on time this year” compared to last year,” Melore said. Dr. Fox agreed, saying that the ratio of latenesses this year is no higher than last year’s. While preliminary data are still being collected, this trend seems to indicate that more students are waking up earlier, since fewer students are late to school during this year so far than during the same period last year. Students are required to badge into the school’s buildings with the ID cards before starting their first class, so that they are automatically marked as having entered the building. This data helps
teachers who need to take attendance for their first classes of the day. Since more students seem to be getting to school early, the trend may simply show that students are changing their sleep routines to work around the earlier schedule. However, despite the general decrease in latenesses, Melore says that she has received complaints from some students who wished that classes started later. She did not give any specific statistics, but states that “many students” have objected to the earlier start time. Dr. Fox stated that some teachers also wanted school days to start at a later time. In addition, this new schedule may have negative consequences for students’ sleeping habits. Dr. Fox said that according to research, “adolescents should get seven to nine hours of sleep if possible.” Under this principle, a student who needs 15 minutes to get to school would likely need to sleep at 11:30 p.m. and wake
up at 7:30 a.m. at the latest. Students living farther away would need to go to sleep even earlier. This may not be possible given the load of homework that students get per night, as well as students’ athletic and extracurricular activities. It is unknown whether this new start time will be retained in the future. Each year, Avenues administrative officials gather information about the effects of that year’s scheduling pattern on students. This is so officials can adjust the schedules for future years, according to Ms. Melore. School lateness is an offense that may seem minor, but it is serious because chronically late students can miss out on significant amounts of learning. If students are late for enough days, they might have case-by-case consultations with school officials to determine if the students should be penalized. This is something that, as Dr. Fox says, hopefully won’t be the case with the new schedule. •
Comics / Pilot by Isabelle D’Arcy
Why the New Schedule Lowers Concentration By Edwin Shen
n the past, upper school students were allowed to get to school by 8:45am. However, this year, morning classes changed from 8:45am to 8:00 am. This forty-five minute change impacts students academically because it can disturb sleep patterns and cause students to sleep less, affecting Avenues students’ ability to concentrate and focus in classes or on homework. While the forty-five minute change may seem trivial, the impact is profound. According to an online survey sent out to the upper school, a large percentage of respondents are getting fewer than seven hours of sleep daily. However, last year, many of the respondents were able to sleep 8 hours or more. These statistics are concerning because, according to the National Sleep Foundation, “teens need about 8 to 10 hours of sleep each night to function best.” If students are not getting enough sleep, they will not perform as well. Dr. Judith A. Owens, a sleep pediatrician, explained in an interview with the New York Times that “when the students were more alert, they were able to get their work done faster and thus get to bed earlier. It takes a sleepy student five hours to do three hours of homework.” In a poll of 70 Upper School students, 60% of respondents indicated they could not concentrate in morning classes and 77.1% felt their productivity dropped because they were tired. Many students feel that their productivity dropped because they cannot concentrate, especially at night. For instance, Olivia Miller, a sophomore at Avenues, said that “after 8pm, I have trouble concentrating with homework because I need to sleep. I can’t stay up late and do homework.” She is not the only one feeling this way. Many of the survey respondents replied that at night they have trouble focusing on homework. One respondent wrote “I can’t stay awake and properly focused by 11pm so I can’t do homework properly.” Concentration and focus is not only a nighttime issue. Senior Junho Kim usually comes to school early to get a head start on homework. However, over the past month, he noticed that he was not getting through homework as fast 20
as he wanted to. “Waking up early probably affects my ability to concentrate because in the morning I try to do homework anytime I get, but it’s hard to because I’m tired,” he said. Despite sleeping earlier, Kim reported to be “tired all day.” Although it is unclear whether or not Kim’s performance has dropped in classes, he has not been able to focus as well as he used to because of a lack of sleep. On the other hand, Zac Bilmen, another senior at Avenues, believes that the new schedule improved his homework, since students are dismissed about thirty minutes earlier than in the past. “I think it improved my homework because I could get home earlier. I feel more energy when I do homework at home,” Bilmen said. Even though he did feel more energetic when doing homework, he was “concerned by the amount of hours slept each day.” He said that last year, he “usually slept at around 10:30 pm,” but if he were to keep that proportional to this year, he would have to sleep at 9:30 pm. He explained that he would not have time to finish homework and other activities if he were to sleep this early. Bilmen feels there are both pros and cons to the new schedule. “It’s hard to get a sufficient amount of sleep, but I feel like I can do more work. However, I don’t think I can sustain the workflow forever because I don’t have a strong foundation in sleep.” Like many students, Bilmen has been tired. He used to sleep for around eight hours and thirty minutes, but can only sleep for seven hours now, causing him to change his morning routine. In the past, he put milk in his tea, but recently he has started drinking “it black because it helps” keep him awake. His actions reflect that he is getting less sleep and is taking actions to stay awake. Students are not the only ones grappling with the schedule. Haiwen Lu, a Chinese language teacher, had trouble “staying awake and focused on the first month.” She explained that because she lives in Long Island, it takes her at least one hour and fifteen minutes to get to school. This long commute forces her to leave her home before 6:20am and causes her to “wake up at 5am and sleep around 10pm.” Although Lu is sleeping one hour less than she used to, it “didn’t really lower productivity.” Rather, it made her feel tired “when teaching morning classes.” As she became more accustomed to the new schedule, “teaching in the morning has gotten better” Ms. Lu said. Even though it is currently unclear whether waking up early correlates with lower grades, it is evident that some of the student population has been sleep deprived because of the new schedule. As a result, their concentration and focus in classes and on homework has dropped. •
A SQUEAK LEADS TO SCREAMS BY SOPHIA KOOCK
Shrieks rang throughout the fourth floor of 515 on the morning of September 27th when a rodent scurried across the floor during a Chinese three class. “When the class was almost finished, the rat jumped out. And then it started to run across the hall and all the kids were jumping up because the rat tried to escape,” Haiwen Lu, the teacher of the class, said. “We thought we saw two rats, but I think we only saw one.” The rodent revealed its presence in the beginning of the class, when boxes of school supplies began rustling. Lu, who heard the movement in the corner of the room, wanted to calm her students and informed them that the rustling was most likely caused by the wind. The class continued until junior Camille Mercado, “notice[d] something, a little brown thing, running over some of the boxes in the corner of the room and I realized, then, right there and then, I realized it was a mouse in our classroom.” According to Mercado, the brown mouse disappeared from sight and ran into a different box. The rustling stopped. Spencer Baron, a teacher who was also in the classroom, then attempted to lure the rodent out. “He got some crackers and put them in front of the boxes,” said Lu. It worked. Soon after the food was put on the floor, the rodent scrambled around the room, causing students panic and scream.
Security entered the room after hearing students’ yelps. The rodent could not be tracked down by teachers or security. The Security team declined to comment on their involvement. Dr. Judy Fox, the head of the upper division, said, “My reaction [to the rodent sighting] was ‘that’s unacceptable.’ And I immediately wrote to our facilities personnel, the supervisor and the onsite person, and said, ‘Can we please address this?” According to Dr. Fox, the school notified their contracted pest control company about the rodent in the classroom. “The company comes regularly and when we have a sighting, they make a special trip and they set traps in order for us to find out where [the rodents] are getting into the building,” said Dr. Fox. This is the first rodent sighting at Avenues for many students and faculty. “I have never [seen rodents in a classroom],” said Lu. There is not a consensus on what kind of rodent trespassed into the classroom. Lu referred to the rodent as a rat, but Mercado believed it was a mouse. According to junior Ethan Friedman, a student in the Chinese class, the rodent was the size of a, “small dry-erase board eraser.” The rodent, because of its small size, was most likely a mouse, according to criteria posted on the website of pest removal company, Orkin. The Center for Disease Control states
that rodents can carry at least seven diseases that can infect humans, including Hantavirus Pulmonary Syndrome, which is a respiratory infection that can be fatal. The New York State Department of Health’s website states that rodents are attracted to food, especially if it is unsealed and left out. Students everyday enjoy snack at both the main building and in 515. This year students do not have a snack break. Students often have to eat snack in their classrooms. According to Student Council President Brandon Bunt, many students leave food behind. “No one cleans up after themselves,” said Bunt. “I’ve personally dealt with leftover banana peels.” Snack can be very appealing to mice since it is unpackaged and left out in baskets, so students can access it easily. The New York State Department of Health’s website also says that rodents can travel through holes in walls and floors. Though snack may be enticing to rodents, it is difficult to locate the source of the mouse since Avenues shares the 515 building with several other tenants. Mercado said she is still impacted by the incident. “I think that every time I step into that room, I’m going to feel a little bit on edge,” said Mercado. “I’m not leaving my bag on the floor anymore. I’ll definitely be taking a lot more precautions as the year continues.” • 21
Beyond the Bottom Line BY LUCAS HORNSBY
STUDENTS HAVE BEEN contemplating what Avenues’ forprofit model is. How can, some wonder, a school be a business and a business be a school? “Honestly, I don’t really know anything about it. But I want to be aware of what’s going on, know about our financial model,” said junior Kyla Windley. This is a popular sentiment among students in the Upper Grades. At the most basic level, a for-profit organization is one whose primary goal is to make money. Most of the companies we think of as “businesses” follow this model. On the other hand, the primary goal of a nonprofit is not tied to profit; this goal might be to benefit a community, and the organization is only concerned with generating enough money to cover its overhead. In the education industry, the fundamental qualities of these models are usually retained. Most private for-profit schools have a board of investors, each of whom has a stake in the school yet is usually distanced from the educational sector of the institution. Furthermore, for-profit schools “must pay taxes on their property and income, but need not have a board or disclose their financial statements,” said Jenny Anderson of The New York Times. A not-for-profit school, on the other hand, is largely funded through donations from alumni and families of students. Both models, of course, also rely on tuition. “Nonprofit schools enjoy generous tax advantages, including low-cost benefit packages, property-tax exemptions and grant eligibility,” Anderson reported in a different article. Why for-profit for Avenues? Avenues’ decision to be a for-profit institution was primarily “practical,” said president and Chief Operating Officer of Avenues Jeff Clark, who has been at the school since 2013. Launching a school with “Avenues’ ambitions” takes a lot of capital, and the most realistic source thereof was the capital market, not philanthropy. Through investors, Avenues raised $75 million to open its first campus in 2012 and has continued to raise money for expansion. Steve Hanon, Avenues’ Chief Financial Officer, echoed Jeff Clark: “Opening a school requires a lot of capital, and the for-profit model made the most sense.” This is especially true today, with real estate acquisition and construction costs higher than in previous decades, when most established private schools in New York City were founded. Like many Avenues students, Hamilton Clark (no relation to Jeff Clark), the interim head of school, is new to for-profit schools, though he is a veteran in education. Before coming to Avenues, Clark served as headmaster at the Episcopal Academy in Philadelphia, a traditional nonprofit independent school. There, he said, “I was spending as much as 50% of my time fundraising,” especially in the final years of his tenure, when he spearheaded efforts to raise $100 million to build the school’s new campus. At Avenues, his time is entirely dedicated to managing
the school, not raising money for it. At nonprofit schools, Hamilton Clark says, parents are “expected to make contributions” in addition to paying the tuition. Not only does this expectation put a strain on families, but it may also lead to uncomfortable or unethical relationships between the institution and families. “What I like about this model is that I’m not running this school to any special interests,” says Hamilton Clark. Hamilton Clark painted a picture of the nonprofit scenario: “some parent gives a lot of money to the school… you have the such and such gymnasium, and you have the main buildings named after so and so. If that person has a child or grandchild in my school, I have to pay a little more attention to that child or grandchild than anyone else.” Though Hamilton Clark never received any direct requests for
“I’M NOT RUNNING THIS SCHOOL TO ANY SPECIAL INTERESTS” favors, he said that there was certainly a pressure from families that donated large sums. At Avenues, “everyone is on the same footing; there is none of that.” Lauren Bedell, Chief Operating Officer of the Chelsea campus, has also worked in nonprofit education for most of her career, and she finds Avenues’ model refreshing: “It makes me more agile. K-12 is so slow at change, and with the for-profit model we can adjust more rapidly.” None of the administrators interviewed communicated any significant drawbacks that they have encountered with the model itself. Jeff Clark shared, however, that “not-for-profit schools get the benefit of the doubt that they are mission-driven,” so he feels that, in an industry dominated by such institutions, for-profit schools have to work harder to indicate to families their commitment to students and education. Some students feel that this skepticism is justified. Senior NiKaila Saunders said: “It’s kind of understandable. For profit implies that you want money out of it and aren’t thinking about the students.” Junior Noah Shamus said that “for profit shouldn’t be inherently bad” and that this is a good model for our school, as it is “giving us the best resources that money can buy.” However, he does think that the skepticism Jeff Clark mentioned is “justified based on how recent charter schools and privatized schools have mishandled money, but this reputation can be proven otherwise.” Hamilton Clark shared that in the meetings he has had with 23
the president, Jeff Clark, since starting this year, matters of finance and budgeting have never come up. Every conversation between the two is focused on “creating excellence in a new school of thought.” In other words, at Avenues, education and finances support and depend on each other, but the two departments make decisions independently. Despite the promise that so many of Avenues’ administrators and several students see in the model, for-profit private schools in the United States are still hard to come by. However, many such institutions flourish abroad. One example is GEMS, or Global Education Management Systems, founded in Dubai in 2000 by Indian billionaire Sunny Varkey. GEMS has grown its network to 88 schools in 88 coun-
tries, including two in Chicago. But one need not go far to find other examples. In New York City, York Prep, The Dwight School, the British International School, Léman, and several more share Avenues’ for-profit model, though these schools still amount to a clear minority. In 2010, Chris Whittle, one of Avenues’ founders, said: “They [for- and not-for-profit schools] are both capable of really good things and less than great things. The main difference is their capital source.” Whittle resigned in March 2015. Jeff Clark alluded to a similar rationale in a recent interview, saying that the success of a school (or of any organization, for that matter) is based on its adherence to its core principles and the strength of such principles, not on the source of the its money. And on this account, Jeff Clark said, Avenues is built for success. •
PHOTO BY LUCAS HORNSBY
START TO THE SCHOOOL YEAR The response this year to the HIP Program has been generally positive, where, out of a small sample, the majority of the upperclassmen approve. One suggestion that the student body has is that they should receive more in-depth feedback. Sophomore Student Council student representative Oren Schweitzer said: “They give us a lot of feedback, but I don’t think it’s the right feedback. I think it’s important to help us and boost our confidence, but we also need to receive constructive feedback.”
BY AVIVA VERBITSKY, DYLAN MURPHY & SASHA ARIES
Amidst the school-day chaos, a single room is dedicated to noiseless study. When the door closes, the rest of the student body is hushed. Guided by a uniquely culled advisor, a concentrated group of students sit vigorously, writing in their notebooks. They will continue to sit for twenty five minutes in complete silence, responding to the day’s prompt. As the new year commences, the HIP Writing Program has evolved. Instead of having a rotational system of teachers of different subjects to run HIP sessions, like last year, there are specific teachers assigned to each class. “We wanted to find people who were passionate and knowledgeable about writing and passionate about the approach we were taking in this program,” Todd Shy, founder of the HIP Program, stated. As a result of these teachers, students are receiving more feedback more frequently for each piece of writing. Avenues sophomore Lauren Schulson said, “This year, my HIP teacher has been outstanding. My teacher continually encourages students to take risks, put their own original spin on the prompts we receive, and promotes the sharing of each other’s work, as long as we are comfortable with it.” “The teacher feedback has been going great because the teachers respond and discuss important and key facts and ideas that help to improve my writing skills,” said freshman Henry Gillis.
by Eva Hwang and Grace Franco
Thais Legrand, also a sophomore, agreed with this sentiment: “I think the feedback is good but we only receive positive comments. Although this can be helpful and supportive, I would also want to receive more constructive criticism to see how I can improve with my writing.” 25
Moreover, another concern students have is with the timing of the HIP blocks. Last year’s HIP writing sessions were from 8:45-9:30, the very first period in the day. This year, each session still lasts 45 minutes, but its placement on the schedule varies, sometimes falling in the afternoon, making it difficult for some students to focus. “Having HIP...first period last year was helpful as I was able to really focus.” Junior Eleanor Davol remarks. “It was a calmer and creative way to then segue into a full day of classes.” Sophomore Harper Van Doorn agrees. “The main negative from HIP this year has been the time period.” said Van Doorn. Everyone is tired at the end of the day, making us less productive.”
However, some students like having HIP sessions in the midst of their classes as a break in their tiresome day — a time when they can write creatively without the fear of a bad grade. As sophomore Ariana Alatis said, “I enjoy taking a break from my stressful day to write in silence and share my work.” Although some students praise the program, others seem dissatisfied, describing it as “meaningless” or “pointless.” However, this is to be expected with any new venture, and we can only hope that as the HIP Program progresses with the school, it will grow stronger and assimilate into the Avenues culture. And for now, at least, it seems like HIP is doing its job. Henry Gillis stated, “I think that it is a great way for me to explore my mind
and become more fluent in translating my mind’s thoughts to paper. HIP writing allows for me to learn more about myself because I write about things that cause me to have a mini discussion in my brain, and this allows me to learn more about myself.” And these, Shy said, are the exact hopes for the HIP Program: “The program is focused on developing the very highest level of thinking skills — empathy, creativity, critical thinking, mental agility — through the vehicle of writing… Every school worth its salt is trying to figure out how to cultivate creativity, flexible thinking, nimbleness — all the skills people see as necessary for a complex world. Avenues has designed multiple approaches to do just that. The HIP Program is one.”•
PHOTO BY MICKEY CARTON
Feature / By Noah Shamus
The Books Behind the Brains Students often wonder about the lives their teachers lead outside of school. Where they live and what they do beyond the walls of Avenues is – to some degree – mysterious. To learn more about these complex personalities that lead and teach us each and every day, city editor, Noah Shamus, visited the homes of faculty to ask them one simple question: what’s on your bookshelf ? The following series explores the books that teachers read, cherish, and collect upon their bookshelves as a brief glimpse into who they really are. Dr. Judy Fox loves reading books about Albert Einstein. As a scholar of science education who lived and worked in Princeton, she feels a special connection to the Nobel Prize-winning physicist. She is fascinated by the type of genius he was, a quirkly oddball who made significant contributions to the betterment of society. Ever since Dr. Fox started reading on a tablet, she has stopped buying physical books. That is why many of her books are still in cartons. On her shelves, you can find sets of photo books and diaries that she has kept over the years. Many of the books that she has are out of print. Dr. Fox says that her favorite book is always the one that she is reading in that moment. (She is currently reading Brain on Fire by Susannah Cahalan.) Dr. Fox says that her style is reflected in the books she has, but she also buys books to support her thinking. For example, she is also currently reading Who: The A Method for Hiring by Smart and Street, which is helping her as she hires new faculty.
Mr. Cestero shares his bookshelf with his wife. He organizes his 25 shelfs by topic ranging from books he has found really interesting and fun, to art history, historical movements, and activism. Mr. Cestero does not have a television in his house, making his bookcase the centerpiece of his home and a common topic of conversation. Mr. Cestero enjoys the physical possession of books and the tactility that books possess. On the shelves, he normally keeps photos of his family. He says that his favorite books are like food, they rotate given his mood. However, he believes his most important book is Infinite Jest by David Foster Wallace. After all, he wrote his college thesis on it. He keeps the book to remind himself of how much there is to know in the world. In the middle row, Mr. Cestero keeps a book tucked away behind a row of books. On the cover is a painting of a man looking out into the distance. It is Mr. Cestero’s most hated book because he has tried to read it four times but never could. He keeps the book for two reasons: first, he likes the painting on the front; and secondly, it reminds him of his guilt in not reading it. One challenge that Mr. Cestero sees in education systems is that schools often overwhelm students with schoolwork, not providing them with enough time to read for pleasure. He doesn’t enjoy getting emails at 3 am from students who can’t finish their work. He does, however, believe that Avenues does a good job of providing students with a solid foundation for reading by giving us interesting books to read.
As Mr. Jernigan curates his bookshelf, he is ever-conscious of diversity. While a student at Middlebury College, he was upset with the lack of diversity in the literature he was assigned to read. Additionally, he has never wanted to be known explicitly for his interests in the literary arts. His bookshelf includes not only a wide assortment of authors, but topics as well. In his house, there are a total of five bookcases. In his bedroom, there are two bookcases; one belonging to him, the other to his wife. The bookcases are separate and have different designs. Mr. Jernigan’s bookcase was from his old house, which had a more industrialized design. His wife’s bookcase was built by her dad out of wood that matches the color of their walls. On their shelves, you can find literature Mr. Jernigan reads and incorporates into his teaching, as well as books on emotionology, theory, and heavy philosophy. The largest shelf is reserved for American literature, and contains several children’s toys that Mr. Jernigan likes to play with. One of his favorite books was written by the poet, Sylvia Plath. He reads it every year, as he has done since he first received the book as a fifteen year old. He is particularly fond of it because it belonged to his mother. Overall, Mr. Jernigan has a special connection with his books. They are his traveling companions and his personality. He often wonders whether we live within our books, or our books within us. He sees bookcases as archives of knowledge and of ignorance.
Mr. Martin’s bookcase is not your typical Ikeaassembled display–he and his wife built it themselves. They simply thought it would look better this way and would hold more books. The rows of his shelves are organized by genre: history, China, non-fiction, fiction, and art. Mr. Martin’s bookcase does more than just hold books, it holds his memories. On his shelves, he has pictures of his family, squashed pennies from the places he’s been, and a piece of Coprolite, dinosaur feces, that he got for his wife. His bookcase is where he keeps his family’s life and history. There are no other photos located in his house, they only rest on the shelfs. When he looks at his bookcase, Mr. Martin often notices the complete works of William Shakespeare, which was given to him by his high school teacher. His teacher gave all students the book telling them it was something they will want to hang onto for the rest of their lives. Mr. Martin picks the book up about twice a year and re-reads some of it, reaffirming what his teacher told him.
Feature By Clare Maleeny
Stranger Things Are Happening At Avenues
It’s confirmed—a Stranger Things fanbase is growing among the Avenues faculty. I knew that the sci-fi adventure series, set in 1980’s Indiana, had begun to dominate pop culture, but I never realized it would spread to so many people within the Avenues community. With the start of school, I was pleasantly swarmed with Stranger Things references not only from my classmates, but also from my teachers. During my section’s first 10th Grade Science lesson for instance, Mr. Jofre Lora played the Stranger Things soundtrack during an activity. With Toto’s Africa sounding in the lab, the first day of classes was made memorable. Within the first week, it was clear that a majority of the Avenues faculty adored Stranger Things. Shortly thereafter, I knew I wanted to explore teachers’ opinions on the show. I sent out a survey to the teachers I learned had become fans over the summer. And yes, the survey had eleven questions. The results were awesome, and in some cases, laugh-out-loud hilarious. Below are accounts of a few of the questions I sent out. Who is your favorite “Stranger Things” character and why? The majority of respondents chose either Dustin or Sheriff Hopper. Mr. Meatto chose Dustin because “he’s loyal, wise, funny, and resourceful.” Ms. Pollack chose Dustin because “he seems totally into everything! I loved his and Lucas’s contradictions.” Mrs. Meatto commented that Dustin is “witty, warm, mature yet immature, and always brings all of his friends together.” Ms. Ray wrote that for her, “It’s a tie between Lucas and Dustin. Lucas is the voice of reason in the group, which I enjoy, but Dustin is just an adorable goof.” Ms. Celimli, on team Hopper, wrote, “I really liked the way he communicated with Eleven and believed the mom.” Mr. Maccarone noted that Hopper is similar to “so many reluctant heroes from the movies I grew up watching. He’s like Han Solo living in the 80s. A tragic hero.”
Have you connected with any other “Stranger Things” fans at Avenues? Many teachers responded that they had bonded with members of the Avenues community (especially other faculty members) over Stranger Things. For instance, Mr. Cortese answered, “Absolutely! Both students and teachers alike.” Mr. Maccarone wrote, “Yes! Lots of faculty have been buzzing about it.” If you were trapped in the “Upside Down” who would you want to have by your side? All of the teachers who participated in the survey answered Eleven except for two. Most chose Eleven because, as Mr. Jofre Lora put it: “She’s the only one who can cross into both realms at will, AND she can move things with her mind. ” He added, “Pretty wild.” Mr. Meatto (one of the two faculty members with different answers), chose Hopper. “Having seen the real Upside Down, i.e. life without his daughter, Hopper isn’t afraid of anything and knows that the only way out of that dimension is through it,” he responded. Mr. Gutkowski (the other of the two faculty members who didn’t choose Eleven), chose Barb because, “Barb clearly did not have the skill nor did she have the survival instinct to escape the Upside Down and would be easy prey for the monsters, allowing me to escape.” Nancy and...? Responses to the big “ship” question nearly resulted in a tie, but, Jonathan ended up winning. Sorry Steve fans, Avenues may be a Jancy school. What is your favorite part or element of “Stranger Things”? Several of the participating faculty wrote about how Stranger Things reminded them of other TV shows or characters they had been passionate
about in the past, i.e. the “nostalgia factor,” as Mr. Cortese described it. For instance, Ms. Pollack said her favorite element of the show was how “the old TV shows/movies that I grew up with are being referenced!” Like Ms. Pollack, Mr. Felsen said he loves, “the visual references to all the 80s sci-fi like ET, Poltergeist, Goonies, X-Files, etc. That wig that Eleven wears is straight out of ET.” On a different note, Ms. Celimi brought up how technology has changed from when the show was set in the 80s. She said, “I like how free spirited the kids were and I really enjoyed watching life as it was before all the smart technologies we take for granted today.” Which character do you connect with the most and why? This question’s responses were my favorite to read. Every answer was unique. Mr. Cortese answered, “Will - he reminds me of myself when I was that age.” Mrs. Meatto chose Nancy because “she’s trying to live her own life but doesn’t deny when something
“We were both experimented on by the government as children and given superpowers.”
bigger than her takes precedence. She rises to the challenge.” Mr. Carpenter said, “Mike and his friends remind me of me and my friends at that age. Going on “missions” around the neighborhood with our bikes and walkie-talkies.” Mr. Felsen (who kindly showed me a mural someone painted of Barb in class one day), answered that he can “... relate to the Chief because he loves kids, he’s brave, and he’s open minded enough to believe in the seemingly impossible.” Mr. Gutkowski said he could relate to Eleven’s childhood “because we were both experimented on by the government as children and given superpowers.” The Avenues community is full of Stranger Things fans. Who knows? Your new teacher may be wishing for powers like Eleven’s or longing to jump on the bikes Dustin, Mike, Will, and Lucas ride. If you notice stranger things happening around the school—walls moving, lights flashing, that sort of thing— ask one of the teachers about it, they just might know how to explain it. •
When Risk Bites Back By Jackson Ehrenworth
It’s October, which means…football season for the NFL (concussions, broken bones), and at Avenues, new freshmen (what does that mean?), SATs, ACTs, and college applications (performance anxiety, pressure, competition). It’s another season of risks taken and near misses. Some of these risks will be openly applauded ones; others will be kept secret lest they be condemned. Others will be of the accidental didn’t-see-that-coming variety. Listen to an Avenues kid talk about their weekend or their summer, and you’ll hear hair-raising tales, some of which will never be told to adults. What you won’t hear is a common theme. For some of us, asking someone out is more terrifying than bodily harm. For others, saying no to a friend is terrifying. For others, it’s any threat to morals that we may not be able to uphold. I asked a few people to share their views on risk. I had no idea if they would answer honestly, or how much they would reveal. Here’s what they said. 36
The first question I asked was, “How do you define risk?” Kavin Chada, eleventh grader, has clearly thought about what risk means to him right now. Kavin started by saying that anything that was a “threat to my education and schooling” was something that scared him a lot. Kavin’s response turns out to be shaped by his experiences with his older brother, a somewhat Salinger-like character who has changed schools a bit. “Everything, down to what I could say, was censored for a long time, to make sure I wouldn’t end up like my brother,” Kavin asserted. He added, “He’s currently in his third school, one grade above me and two years older.” Getting kicked out of school is a fear for any student, or at least, any kid at this school, or maybe any private school kid. Kavin’s story of his brother fulfills students’ worst nightmares of unintended risk – that we could get kicked out for something that we didn’t realize
was a big deal at the time. “My brother called a girl ugly once, then a second time he was in the wrong room at the wrong time.” Listen, those aren’t admirable behaviors. But they seem on par with bad behavior any of us might slip into. As Kavin puts it, he’s “done a lot worse.” But with his brother, there’s an attitude toward risk that might explain his experiences, at least as seen through the notnecessarily-sympathetic-younger-brother perspective. “Maybe it has been his consistent efforts to define the terms of risk – or his lack of those efforts, that make him more prone to getting in trouble and losing the opportunity at a stable education,” Kavin says. Teens, it turns out, tend to define risk as bad. Kyla, also an eleventh grader, said, “in the context of high school, I’d assume that a risk (more times than not) stems from competitiveness, stress, or peer pressure.” Kavin defined risk as “a threat to the things I hold dear.” Mr. Cortese, on
the other hand, likes Avenues, because, as he puts it, “Avenues is very much a high-risk/ high-reward environment.” Of course, Mr. Cortese models his attitude on the British Special Forces, whose motto is “who dares wins.” As he says, “first of all, that’s badass, and second of all it’s true.” For Mr. Cortese and adults like him, risk makes their lives more interesting. For teens, it threatens the lives they want to live – their futures. So, do people tend to avoid risk, or do they seek it out? I asked about situations where people put themselves at risk. Mr. Cortese remembered when he was sixteen, and, as he put it, madly in love with a girl who didn’t know he existed. Here’s how he described what he did: “I got an invitation to her sweet sixteen party. I think it was more out of pity than of anything else. And I was convinced, because I had gotten this invitation, that clearly there was this tremendous amount of rapport between the two of us, and I needed to let her know how I felt. I needed to just sweep her off her feet. So, I decided that I would send eleven roses to her home, with a note saying, ‘You will know who this is when they walk in the door with
the twelfth rose.’ And I was thinking, ‘This is smooth, this is really slick.’” Here’s what happened to dashing young Drew Cortese. The girl’s parents called the florist to find out who her anonymous potential stalker was. So, when he showed up at the party, twelfth rose in hand, he was expecting to be the answer to the mystery. But here’s what happened, as he puts it: “Her whole family knew it was me already, so when I walked in the door she just looked at me and barely said, ‘oh thanks.’ I was completely crushed.” Risk was rejection then, for a young Cortese. Sometimes people put themselves at risk accidentally. I was expecting stories of peer pressure, illegal substances, and so on. As Kyla put it, though, those stories aren’t even safe to tell. Asked about risks in her life, Kyla said that she had to “go with something that can’t get me in trouble with anyone in the future.” Likewise, Kavin skirted details, admitting “yesterday I told a huge amoral lie that could probably get me suspended, and I did some things in a school covered in cameras that are probably still there.” The accidental risks can be ones that suddenly threaten your seeming immortality. Kyla, for example, told this story.
It was 7:50 am, and she was just getting off the E train on 25th and 8th. She was running late, literally. As Kyla put it, “my legs are so short, it takes me far more effort to get to the 515 building than someone that’s an entire foot taller than me.” This happens to her often. “I typically run and jaywalk my way to school with minutes to spare,” Kyla admitted. But, “this time, however, a car came out of a driveway just as I ran past, and somehow, even with all my speed, it still managed to tap me.” Those moments, when you almost get badly hurt, remind of us of how vulnerable our bodies are to risk. Kyla’s thoughts were: “What if that car backed out of the driveway a bit faster? You’d probably be badly injured, and you would not have made it to school, period.” She was mad too, mad at herself for almost getting herself killed over something so stupid as running late for a morning class. Kyla probably only remembers this because she did get hit. As Kavin says it, “the thing about risky situations is, like bad memories, you only remember them if something goes really wrong.” Or, as he put it, “I’ll keep doing stupid shit until it bites me back.” •
By Noah Shamus
Dream Centerâ€™s Eighth Annual Turkey Giveaway was held on Saturday, November 19, outside of the Chelsea-Elliot Houses on 25th street between 9th and 10th avenue. A local church and non-profit, Dream Center is an organization that runs giveaways and offers services to bring communities together. On this warm November day, The Highliner had the pleasure of speaking with folks waiting in line to receive their turkeys. We asked them to share their thoughts â€“ specifically, what would be on their minds this Thanksgiving.
“During the Thanksgiving season, because of my religion, my love for God always comes to mind. I also love to eat. I am thankful to God for all that I have and for my family.” -Nick
“During this holiday I feel happy. My family will be together, so I give thanks to god. I also think it’s important to be thankful for what for what we have and what we don’t have. It’s a special holiday for me because my family gathers together. However, it’s bitter-sweet. I miss having my daughter with me. She moved to Florida 20 years ago and I haven’t spend the holiday with her since then.” - Anamarie
“During Thanksgiving one feeling that comes to mind is happiness. During this time, people are in the giving mood. Everyone comes together and I get to spend time with friends and family.” -Patricia
“I’m thankful for everything I have and that I got all my clothes.” -Dani
Photo by Luca Leung
A R T S + L E T T E R S
Arts & Letters
Oh, Shoe An Ode to Shoe By Sam Boyce
Photo By Kyla Windley
Oh, shoe Gotta keep you outta the dew Cause if you get too wet, I start to fret And think about swappin’ you out for a new... pair Oh, shoe I’m thankful for you My feet you hold And don’t let them get cold I don’t wonder anymore why for $300 you were sold! Oh, shoe Thanks for keeping me on my feet ‘Cause without you I’d be in for a treat Hot sidewalk, scalding my soles Tetanus nails taking their tolls No, I don’t want that Yo, shoe I got you to thank For preventing my toes from smelling dank Man, I gotta be frank Without you to guide me my mind goes blank So shoe, It seems we’re coming to the end Take care to take me slow ‘round the bend Don’t really wanna know what’s round the corner Don’t really wanna know what’s on the other side But knowing you’re between me and the street somehow stops me From going and trying to hide For without you, shoe Away from life I would have shied.
Emancipate By Marley Perez
emptied out the light and the dimmest shadows come to play they keep me and hold me tight until the dying day Iâ€™m here but Iâ€™ve flown away until my moments turn yesterday but darkness is a disguise the oceans will always rise but you can not blame the tides when you look inside there should be no surprise we are the meaning in our lives
Art by Luca Leung
Arts & Letters / Gallery
Excavating the Self
A look into the ninth grade mind â€“ and bedroom â€“ through the art of collage.
Arts & Letters / Gallery
Cultural Comment By Sabrina Sternberg
Letâ€™s go to the Movies Why have audiences stopped going to theatres?
We are currently in a renaissance of television culture, while the film industry slowly tanks.
2016 will go down in history as one of the most influential years in American history—the most controversial presidential election, largest mass-shooting in the US, and the deaths of dozens of beloved celebrities all took place this year. However, one of the less noticeable yet remarkable cultural shifts lies within the movie box office. For decades, the American public has had an appetite for sequels, remakes, and adaptations. Superhero movies, which were comical parodies before the 21st century, have become highly respected within the film industry thanks to “The Dark Knight” and other box office hits. With a line-up like “Captain America: Civil War,” “Independence Day: Resurgence,” and “Jason Bourne,” it was no question to anyone that the summer of 2016 would burst with box-office hits. However, the past few months have seen the most drastic change in the attitudes of movie-goers. By many standards, this past summer was an utter failure for the film industry. Of the top ten highest grossing movies of the summer, only two of them are original films: “The Secret Life of Pets” and “Central Intelligence.” The sheer number of original concept movies decreases every year—in 2006, four of the top ten grossing films were originals, and in 1996 all ten were original films. The summer of 2016 was slated to do quite well—several classic characters and franchises were releasing new films, such as “X-Men: Apocalypse” or “Suicide Squad.” It seemed to be no question to critics and fans alike that it would be a fight for that number one spot. However, “Finding Dory,” one of Pixar’s more mediocre films, with an average of 7.7/10 on Rotten Tomatoes, made an estimated $80 million more than the summer’s number two movie, “Captain America: Winter Soldier.” Films that were expected to be in the the top five didn’t even come close—”Independence Day: Resurgence” landed at a far number 13, and franchise films such as “Jason Bourne” and “Star Trek Beyond” drastically underperformed their predicted box-office grossing. Not only were these films box-office bombs, but they were critical disasters. “Jason Bourne,” the fifth movie of the
franchise, received a 57% rating on Rotten Tomatoes, compared to its first film, “The Bourne Identity,” which received a 79%. Chris Tilly of IGN Entertainment stated in a review that “...in the context of its predecessors, that isn’t good enough, the new movie never fully escaping the shadow of that previous trilogy, and making you question the wisdom of drawing Bourne back out of the shadows at all.” A particularly embarrassing film was “Alice Through the Looking Glass.” Its predecessor, “Alice in Wonderland,” made an astounding $1.025 billion internationally. While sequels are often known for failing to live up to the standard of the original, it is very rare that a sequel has a 50% drop from the first film. “Alice Through the Looking Glass” had an over 70% drop from the original. While $299.3 million internationally is nothing shabby, these drastic changes in the box-office behaviors of audiences are apparent. Why have audiences stopped going to the movies? When movie studios began cranking out remakes and sequels a little over ten years ago, the culture of bingewatching and instant streaming did not exist. Television was made up of sitcoms and soap-operas. However, as the film industry has shifted towards remakes, television has become the artistic outlet for the original film creators shut out of Hollywood. With programs such as “Breaking Bad” and “Game of Thrones,” television has become a highly respected and prestigious industry. Many critics agreed that the best film of the summer was the television show “Stranger Things.” We are currently in a renaissance of television culture while the film industry slowly tanks. What will the world look like 10 years from now? Most large movie franchises have films planned all the way through 2025, such as Marvel or DC Comics. However, the future of television is unknown, giving original filmmakers and artists a platform to share their ideas. Even as we have gone into fall, new blockbusters have underwhelmed critically, such as Doctor Strange, while television continues its popular streak with Westworld or The Good Place. The future is unclear, but what we do know is that we will have movies for years to come. •
discoveries from the equator
We will graduate students who are accomplished in the academic skills one would expect; at ease beyond their borders; truly fluent in a second language; good writers and speakers one and all; confident because they excel in a particular passion; artists no matter their field; practical in the ways of the world; emotionally unafraid and physically fit; humble about their gifts and generous of spirit; trustworthy; aware that their behavior makes a difference in our ecosystem; great leaders when they can be, good followers when they should be; on their way to well-chosen higher education; and, most importantly, architects of lives that transcend the ordinary.
Over the summer, a group of upper school students traveled to Ecuador to experience life in one of Latin Americaâ€™s most distinctive countries. From the heights of Quito, the countryâ€™s capital city, to Mindo, the village within the cloud forest, students gained a firsthand understanding of what it means to be global citizens.
Chasing Waterfalls Discovering Mindoâ€™s Biome BY JINGYU CAI
Faintly, he heard the gurgling sound. He stopped in his track—an intense excitement boiled from within him. Water! Fresh, running water! Trees blocked his view, but he was sure, quite sure, that there was a creek nearby. He put down his bamboo basket on the moist ground, and a couple of limes rolled. Grabbing onto a seemingly stable branch, he heaved himself up and began climbing a tree. One by one, the tree branches made cracking sounds but did not give way. Brushing off the leaves, he ascended to the top and began scanning. Immediately, he was hit by the glamour of the Sun God. The sky, as old and true as Mother Earth, extended on, infinitely. Engulfed by the deep, lush green, he found it hard to breathe. And then, guided by the rays of the Sun, he saw it: water running...no, falling, literally falling. But how? The river was not running smoothly, it was pouring endlessly from the Sky, like drops of silvery elixir sent from the Stars. He could not see the source... The same awe struck me, as I stood at the heights of Mindo’s jungle. I turned around a bend and a waterfall loomed into view. Looking out at the world that lives within the cloud forest, I imagined the wide-eyed and transfixed expressions that must have appeared on the faces of the Yumbos thousands of years ago when they discovered the land by mistake. The group I was hiking with had followed the mountain trails to reach the stunning view. A definite path led us to our destination, one where trees had been cleared and stairs were constructed, one that tour guides knew well and tourists frequented. We knew where we were going and what we were going to see. But, the Yumbos wandered. Their people were primarily involved with agricultural productions and trade. Active from 800 AD to 1660 BC, before being conquered by Pizarro and the Spanish Conquistadors, they were adept farmers, who cultivated avocados, honey, eggfruit, bananas, pineapples, hearts of palm, citrus fruits, guavas, and raised animals like turkeys, agouti, and fish. They were also skilled hunters, craftsmen, and medical experts. Fruits, plants, livestock, clothing, ornaments, and medicines were the main goods that they traded. Their network for trade stretched from the sierra (mountains) to the coast of Ecuador. The town of Mindo, lying between the two geographic regions, acted as the resting stop for traders coming and going. The first Yumbos, not knowing their destination or the adversity they would face along the way, journeyed with open minds. They did not set out to engage in commerce; they were merely ramblers and travelers. What a surprise it must have been for them to see streams of water cascading from the heaven. Drenched in sweat from the enveloping heat and humidity of the rainforest, covered in mud and bugs that had fallen unexpectedly from trees; they wore bamboo shoes and ragged, leathered clothes, and the marks of sharp branches that had sliced across their dark skin. Water has always been the source of all life. So while the Yumbos sought out to settle in lower and
flatter lands beside the mountains, they made sure to stay close to rivers or ponds. At first they fished for fish and shrimp in these waters. Over time, they used the water for irrigation, cultivation, and eventually an entire system of agriculture developed. In the Yumbo language, Mindo means “Tierra de Guayabas”—Land of Guavas. Thanks to its climate, guavas are abundant in Mindo. And so, the Yumbos cultivated guavas for trading purposes. News of this rich land spread by word of mouth and after the course of hundreds of years, civilization bloomed. Mindo became a populated town with its own distinct culture and values. People settled, and new trading routes were formed. The Yumbos constructed secrets passages through the mountains to conveniently carry large goods, such as livestock, to trading grounds in the coast and sierra regions. And so, from the first explorers, roaming the mountains and chasing waterfalls, a steady network of trading was developed. The Yumbos continued to be a social, amiable, and peace-loving society for over two thousand years. When the Europeans came to the Americas in the 17th century, though, they brought more than just guns, germs, and steel with them—they brought the end of prosperity. Microbes carrying smallpox and syphilis had the most lethal effect on the population, wiping out more than half of Mindo’s inhabitants. There are no direct descendants of the Yumbos currently living today. During my time in Mindo, it became readily apparent to me that the rich history of the land and its unique environment continues to be a source of pride for locals. The people of Mindo deeply value their rich and delicate environment. Tourism and excursion programs provide a source of income for many residents. From tubing, to zip-lining, to bird watching, and more, tourists enjoy the unique biome whilst experiencing the Mindo way of life. While tourism has become a leading industry in Mindo’s economy, residents are especially concerned with preserving their land and resources. Their efforts to protect their fast-consuming environment and resources are going strong; many of their conservation projects have even received support from the Ecuadorian government. Witnessing Mindo’s waterfalls pouring from behind the dense fog of the cloud forest stopped me in my tracks. But Mindo’s locals left an even more lasting impression on me. From their manners to their light-hearted laughter at my Spanish mistakes, to their earnest offerings, to the capacity of their hearts and arms to welcome all things, and their positivity to prosper through all barriers, I am forever changed. As our EIL guide Miriam Flor put it, “they are simple people who live from the land, but they have beautiful souls.” And that is how their images are embedded in my memory and heart. • 55
MÁS ALLÁ DE 7.8 POR LUCAS HORNSBY
Dieciséis de abril, dos mil dieciséis. Era un sábado como cualquier otro. El sol se ocultaba, y la noche llegaba. A las seis y cincuenta y ocho de la tarde, la tierra empezó a sacudir. Estas sacudidas asustadoras duraron menos de un minuto. Muchos en Ecuador estaban confundidos. Sería esta una cosa seria o solo unos temblores. Los residentes de la costa — específicamente en la región norte, cerca de Manta, Muisne, Pedernales, y Portoviejo — sabían. Aún no tenían detalles ni estadísticas, pero los costeños sabían que era muy fuerte. Y fuerte si fue. Un terremoto de 7.8 grados de magnitud había golpeado el Ecuador, con el epicentro en la provincia de Manabi, entre Muisne y Pedernales. Aproximadamente 659 personas están fallecidas, 48 desaparecidas, 18000 heridas y 29000 albergadas. Este fue el terremoto más fuerte que afectó al Ecuador desde que hubo un terremoto en Colombia en 1979. Los desastres naturales no son raros en Ecuador. Así es la vida en una zona rodeada por volcanes y situada en la intersección de dos placas tectónicas, la placa sudamericana y la placa de nazca. Generalmente, el país maneja bien ocurrencias pequeñas que la naturaleza lo trae. Pero este desastre fue demasiado inesperado y fuerte. El Ecuador se daño mucho, y aún está en recuperación. Desde que llegué en Mindo, yo he hablado con muchas personas sobre el terremoto. A pesar de que Mindo queda lejos del epicentro del terremoto, sus residentes tenían mucho para decir sobre el asunto. Entonces yo salí y empecé a entrevistar Mindeños en la calle y en mi casa. “Donde estuvo y que hacía cuando hubo el terremoto?” Esta fue la primera pregunta que hice en la mayoría de mis entrevistas. Los desastres naturales no tienen paciencia ni conciencia. Ellos vienen cuando todos menos lo esperamos. Es por esta razón que pregunte a las personas que entreviste lo que hacían. Actividades cotidianas fueron interrumpidas, millares de vidas cambiadas irreversiblemente. Lamentablemente, es común olvidarse de los humanos afectados por desastres como esto, y la realidad que podría haber sido cualquiera de nosotros, leyendo un libro en una hamaca, cocinando la cena, tomando una ducha. Los datos son importantes, pero no deben desviar la atención de las historias de las víctimas. Recientemente, yo hablé con mi hermana anfitriona aquí en Mindo, Glenda, sobre esto. “Yo fui a visitar a mi abuelo que vive en Puerto Quito,” ella me dijo. “En el momento que estaba regresando a Mindo… venía en el bus y sentí que algo quería virarlo al bus… Talvez
el terremoto que sacudió a ecuador
había alguna falla mecánica. Cuando llegué a un pueblo cercano a Mindo vi que no había luces, todos estaban asustados, afuera en la calle.” El primer instinto de Glenda fue contactar a su familia. Ella me contó que las líneas telefónicas no estaban funcionando, pero ella consiguió hablar con sus hermanos y su madre via internet. Afortunadamente estaban todos bien. La madre de Glenda, Ninfa, es la dueña de la única farmacia de Mindo. En el día del terremoto, una familia pasó por la farmacia camino a Quito. Ellos venían de una boda en Pedernales. La iglesia donde era la boda se derrumbó durante el terremoto, entonces esa familia salió de la costa lo más rápido posible después que escaparon. Ellos dijeron a Glenda que todo parecía una película de terror — las personas murieron, los niños se quedaron solos en las calles. Yo hable con otras personas que me dijeron historias parecidas. Una tarde relajante se volvió estresante, dramática y triste, sin aviso. Algunos se juntaron a sus familias en un cuarto, otros salieron a la calle y se pusieron a orar. Reaccionaron todos de maneras diferentes, pero el miedo era universal. Dos temas comunes surgieron en mis entrevistas. Lo primero fue la inquietante incertidumbre para todo el país durante y después del terremoto. Hasta el próximo día, nadie recibió informaciones sobre el local exacto del terremoto, la magnitud, y cosas así. Era difícil comunicarse con otros en Ecuador, entonces muchos tuvieron que esperar para confirmar la sanidad de sus amigos y familiares. La segunda cosa que oí en todas mis entrevistas es más positiva. Debido al terremoto, el país todo se juntó. Esta unificación se manifestó claramente en la enorme cantidad de donaciones y voluntarios que fueron mandados a las regiones damnificadas en la costa. La solidaridad demostrada por ecuatorianos a sus compatriotas y por otras naciones a los ecuatorianos es admirable. La presidenta de la junta parroquial de Mindo, Lilián Salazar, por ejemplo, me dijo que al día siguiente del terremoto, Mindo organizó una campaña de solidaridad. El lunes ya mandaron ocho carros llenos de comida, agua y medicamentos entre otras cosas a la costa. Mandaron mas y mas carros con provisiones en los próximos días. Campañas parecidas fueron organizadas alrededor de todo el país e internacional. En el futuro, ojalá los ecuatorianos preserven la compasión y solidaridad a sus compatriotas que han demostrado. Yo espero que más casas en la costa sean construidas con sistemas antisísmicos. También espero que el mundo todo se ponga más consciente de las dificultades enfrentadas por otros países. Y principalmente, que nunca nos olvidemos de la narraciones humanas por tras de todo desastre. •
Cocinando en Mindo
BY ZACHARY BILMEN
desayuno y comidas pocas breakfast and snacks
Bolones de Platanos Trucha es uno plato tipico en Mindo porque Mindo tiene los rios con eso pescado
Platanos verdes (4) Queso Aceite Vegetal Huevos
Bolones • Corta la piel de los platanos verdes. Pon un poquito de agua caliente y arina en una paila. Aplasta los platanos en la paila. Cuando los platanos esten aplastados, commienza a construir los bolones. Primero, tome un poco del plátano en la mano. Despues, usa tus manos para formar bollas y pon el queso en el centro de las bollas. Fríe las bollas por un tiempo hasta que se doren. Huevos • Pon aceite vegetal en una paila. Rompe dos huevos en la paila. Cocina los huevos por cinco minutos.
Queso (Mozarella) Sal Harina Limon Aceite Vegetal Agua caliente
Rompe cinco huevos en una procesador de alimentos. Pon la misma cantidad de harina, el jugo de uno limon, un poco de sal, y un poco de agua caliente en el procesador. Mientras se procesan los alimentos, pon agua caliente y harina en una paila. Cuando los alimentos en el procesador hayan alcanzado la textura adecuada, pon el liquido en la paila y aplaste todo junto. Dale vuelta a los ingredientes y ponles queso en el centro. Cerrarlos ingredientes adentro, para el queso no se escape de las empanadas. Las empanadas necessitan enfriarse por unos minutos. Despues, expande las partes de las empanadas lejos del queso y cocinalos en aceite por cinco minutos.
Ceviche con Camarones Es un plato especial (para trés personas).
Mostaza Tomate (3) Limon Cebolla Perejil Oro (Aceite Vegetal Camarones (~30)
Licuadora Cuchillo grande Tableta
Pollo a la Plancha
Ingredientes Pollo Arroz Papas (2) lechuga Tomate Perejil Aceite Vegetal
Primero, pon dos tomates, diez cucharras de mostaza, y el jugo de un limon en la liquadora de alimentos. Procesa los ingredientes hasta que los ingredientes estén finamente picados y mezclados en una salsa roja. Despues, corta el perejil y un tomate con un cuchillo grande en una tableta. Es tiempo de preparar los camarones. Pela y desvena los camarones. Despues, pon los camarones en agua limpia. Pon la salsa, los tomates, y el perejil en tres platos honods. Pon los camarones y un poco de agua en la salsa. Para la decoración, puedes poner una rodaja de limón en el tazón.
Arroz • Pon aceite vegetal en una paila. Pon un baso de agua limpia en la paila. Cocina el arroz en la parilla por quince minutos. Ensalada • Limpia los tomates y la lechuga. Corta la lechuga en partes pequenos y los tomates en rodajas. Papas Fritas • Corta una papa así vas a tener papas medios. Freír las papas en una cacerola con aceite de vegetables por cuatro minutos. Mezcla las papas mientras se estan enfriando. Pollo • Pon un poco de aceite en una cacerola y cocina el pollo por dieciséis minutos.
Tilapia Ingredientes Tilapia (uno) Zahnoria Aceite Vegetal Mantequilla Pimiento Cebolla
Calienta una cucharada de aceite vegetal en un sartén a fuego medio alto. Pon el pescado encima del aceite. Cocina la tilapia en el aceite caliente hasta que el pescado se pueda deshacer fácilmente. Derrite dos cucharadas de mantequilla. Pincela la tilapia con la mantequilla derretida antes de quitarla del sartén.
Trucha con Tortilla de Papas Ingredientes
Receta Trucha Tomate Cebolla Arroz Papas (2) Tomate Zahnoria Lechuga Aceite de vegetales Pimiento
Licuadora Cuchillo grande Tableta
Arroz • Pon aceite de vegetales en una paila. Pon un baso de agua limpia en la paila. Cocina el arroz en la parilla por quince minutos. Ensalada • Limpia los tomates y la lechuga. Corta la lechuga en partes pequenos y los tomates en rodajas. Tortillas de Papas • Pela las papas y limpialas. Pon un poquito de agua caliente y arina en una paila. Despues, aplasta las papas en la paila. Cuando todas las papas esten aplastadas, comienza hacer las tortillas (o llapingachos) con tus manos. Calienta las tortillas en el otro paila can aseite de vegetales. Salsa • Corta las zahnorias y la cebolla. Pon los vegetables en una paila con aceite. Trucha • Pon la trucha (con piel) en una paila con aceite. Cocina el pescado hasta que el pescado se pueda deshacer fácilmente.
Pastel de chocolate Ingredientes Arida Roya Chocolate Huevos (5) Azucar Limon
Rompe cinco huevos en la licuadora y pon la harina y una mano de azucar en la licuadora. Mezcla todos los ingredientes. Inicia el mezclador a baja y aumentar la velocidad como sus ingredientes vera que empiezan a reunirse. Continua mezclando hasta que se incorporen todos los ingredientes y la mezcla del pastel es suave. Despues, pon la liquida en una paila y pon la paila en el horno. Pon el polvo de chocolate encima de la liquida. Usa una cuchilllo para ver que el pastel es completa.
Pastel de zahnoria Ingredientes Dos zahnorias Roya Arina Azucar Limon
Rompe cinco huevos en la licuadora con la harina, una mano de azucar, y las rodajas de zahnoria. Inicia el mezclador a baja hasta que los ingredientes esten listos. Despues, pon la liquida en una paila y pon la paila en el orno. Usa una cuchilllo para ver que el pastel es completa.
Caras de Mindo a glimpse into the lives of Mindo’s UEFTE boarding school students
WALTHER SALDARRIAGA age 16
If you ask around the halls of UEFTE for Walther, you will be received with, “Buscas a anta?” Anta is the Spanish word for Tapir, a nocturnal, hooded mammal native to the tropics of South America. Walther’s friends cheerfully call him anta, because of the said resemblance he poses to the animal. Conveniently, both the animal and Walther live in the cloud forest of Mindo and have similarly chipped teeth. In line with his funny nickname, Walther, too, is funny. Although I only had the opportunity to spend a week’s time with Walther, I became very familiar with his comical side. He is the type of student who will begin building a tower out of the plethora of pencils in his backpack, if a class become overly boring. More telling, all of his peers will take his lead and pitch in. When he’s not attempting to entertain himself and those around him during class, Walther enjoys playing soccer. But, I can say from experience, that Walther is a versatile sportsman who is also skilled in the art of playing basketball. Despite having many friends and a girlfriend in Mindo, he still misses his family and home in Esmeraldas, the coast of Ecuador. Nevertheless, when Walther graduates from UEFTE, he wants to continue to play soccer with his friends in Mindo. Walther was the first person I met when visiting UEFTE, and he set a warm example for how I would be welcomed on the school’s campus throughout my week there. In class, he made sure that I understood what the teacher was saying and the content that was being covered. Above all, he kept me laughing through what would have likely been an uncomfortable experience without him.
KEVIN ESMERALDAS age 16 Un día, Kevin Esmeraldas, un interno en la Unidad Educativa Fiscomisional Técnico Ecuador (UEFTE), salió de su colegio sin hablar con nadie. En UEFTE, los internos solo pueden salir con permiso de un professor o administrador. Cuando regresó, Kevin estaba metido en un gran lío. La rectora le dio dos opciones de castigo: una suspensión de quince días o un corte de pelo muy corto. En el mismo día, Kevin fue a una peluquería, donde le cortaron su pelo con la numero tres. “Eso le paso un mes atrás,” dice Kevin, “mi pelo ya está un poco mejor.” Hace seis años que el bonito campus de UEFTE, situado entre las verdes, nubladas montañas de Mindo, es el segundo hogar de Kevin. UEFTE ofrece tres concentraciones o carreras para sus estudiantes en el bachillerato técnico: comercio y administración, mecánica, y agropecuaria. Kevin está en el 6º grado, el ultimo año, de agropecuaria. Antes de venir a Mindo, el vivía cerca de Quito. Hoy en día, su madre aún vive allá, y su padre vive en La Concordia, al noroeste del Ecuador. Kevin tiene cuatro hermanos en total, dos paternales y dos maternales. A Kevin le encanta visitar su padre en la costa en las vacaciones para disfrutar del clima mas caliente. Desde 2008, un grupo de medicos y sus hijos han venido a Mindo de Miami cada año para proveer servicios medicos gratis para personas de Mindo y de los alrededores. Este grupo es organizado por una organización llamada Mindo Futures. La misión medica usa el campus de UEFTE para sus servicios. Hace cuatro años, Kevin conoció un chico de la misión medica que le enseñó los básicos de la guitarra. Desde esta experiencia, Kevin ha aprendido por si mismo la guitarra. El toca con frecuencia, y cuando toca, produce armoniosos sonidos que manifiestan claramente su pasión por la música. Kevin quiere mucho expandir su conocimiento de música, especialmente de teoría musical. Lamentablemente, UEFTE no ofrece clases de música en el bachillerato. Sin embargo, el esta decidido a seguir una carrera en ingeniería en sonido. A diferencia de matemática (sobre la qual Kevin dice “Tragame tierra”), la música y otros temas relacionados a sonidos “me atraen mucho,” dice Kevin. El cuenta que probablemente va a estudiar en una universidad en Quito, pero por ahora no quiere pensar sobre esto. Claro, a Kevin muchas reglas del internado no le gustan, pero en UEFTE el encontró una comunidad que ahora el considera parte de su familia.
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Opening Fall 2017
Opening Fall 2017
我的整个童年，都在北京。然而，在离开故乡的五天前， 都从未去过南锣鼓巷，这条北京最著名的胡同。 I spent my whole childhood in Beijing. However, I never went to Nanluoguxiang, the most famous Beijing Hutong until 5 days before I left my hometown. A Hutong is an alleyway or narrow street common in Chinese cities. 第一次听到南锣鼓巷这个名字的时候，我眼睛亮了。这 简朴的四个字听起来古典，优雅，仿佛这条巷子里有一段神 秘的过往。南锣鼓巷是中国最古老的巷子之一，已经存在 了740多年。南锣鼓巷地势中间高，两边低，像极了驼背的 人，因此成为“罗锅巷”（罗锅是驼背的意思），到了清朝 后改成南锣鼓巷。明清的时候，很多官人贵族都会在这里出 行，直到贵族的衰落，南锣鼓巷才慢慢的改变成了现在的这 样。如今，巷里变成了小吃一条街，同时也变成了一个3A级 景点。由于巷子很窄，人很多，所以在今年春天，南锣鼓巷 撤除了3A景点的称号。对于南锣鼓巷的评价，一直是众口 不一，众说纷纭。我一直想去看看，朋友们却说：“别去那 里，没必要去。” “这个算什么景点，人又多，去别的地 方吧”。身旁人的恶评使得我动摇了，因此，我一直都没有 去成。 When I heard about Nanluoguxiang the first time, my eyes sparkled--The name is so elegant and nostalgic! This Hutong was established more than 740 years ago. It is one of the oldest Hutongs in China. The middle of the Hutong is higher than the two sides, assembles like a hunchback, thus, it got its first name as “hunchback Hutong”. It received its current name Nanluoguxiang in the Qing Dynasty. During the Qing Dynasty, many royals came here.
nan luo gu xiang
by Lynn Rong
A STROLL DOWN
After the history of royals faded away, Nanluoguxiang became its current look. Right now, there are numerous shops and restaurants in the Hutong and it was once named as a AAA (China has a rating system for tourist attractions, ranging from one to five As) scenery spot. Because the Hutong was too narrow and there were too many tourists, the title of AAA scenery spot was removed earlier this year. The reviews of Nanluoguxiang are so drastically different from different people. “Don’t bother going there!” my friend said, “What kind of scenic spot it that? It is too crowded. Go somewhere else!” Hearing the bad reviews, I changed my mind about visiting. 2016年的春天，我忽然决定要去上爱文世界学校。曾经没 有打算来美国的我，在不久后就要来到美国。曾经住在北京 的时候，什么时候想去南锣鼓巷都可以去，到了美国就没那 么容易了，于是临走之前，我才决定，去参观一次这个北京 著名的巷子。 In spring 2016, I decided to go to Avenues: the World school. I was going to America soon! When I lived in Beijing, I could go Nanluoguxiang whenever I liked. However, after I moved to America, it would not be this easy, so, I finally decided to visit this famous Hutong before my departure. 我快走之前的一个星期，选了一个好天，和我朋友起去 了南锣鼓巷。在去之前，我对这个据说是“名不副实”的地 方并没有抱任何希望。刚坐公交到了鼓楼站，外面的景色让 我瞠目结舌这胡同的古色，棕色的老房子，用红色油漆装饰 着，透着古典的韵味。屋檐上镶着灰蓝色的瓦，墙上有灰 白的砖，好似回到了民国时期。此时还没有真正踏进南锣鼓
巷，但景色已经出乎我意料。离巷子越近，路边卖小吃的越来 越多，人流也越来越多。在一个不起眼的拐角口，我终于看到 了那个牌子，上面刻着四个字——南锣鼓巷。 On a sunny day before my departure for the United States, my friend and I went to Nanluoguxiang together. Before I went, I didn’t have much expectation to this “fake scenic spot.” As soon as got off the bus, I was surprised — The Hutong looks ancient and elegant. Brown old houses are decorated by red paint. Greyish blue tiles are arranged neatly on the roof and the walls are built with grey white bricks. The scene brought me back to 100 years ago. As I approaching the Hutong, there are more and more food stands, more and more people. Finally, in a unnoticable corner, I saw the banner “Nanluoguxiang”.
all over again. In a light green house, clothes from the olden days were hanging: Qipao, Hanfu, I pictured a woman wearing Hanfu and sewed shoes, holding a fan and slowly walking towards me. If I had to choose my favorite food, it would to be the milk pudding store, with decorations in crimson red, spreading the light smell of milk. This pudding is sweet just to the right degree. I usually eat in big bites, but I ate this with the tip of my spoon, putting off finishing it. My favorite store of all is this narrow yet crowded store named “Don’t come in if you don’t have a childhood.” I contained mementos from the 80s, 90s, and 00s. It is filled with candy, toys, and ice cream. As I left the store, I smiled. I bet the other people in that store are probably also thinking about their childhood too.
这条巷子里，楼房比外面更吸引人：红色，棕色，茶白色的 装饰，透着古代的气息。每一个转角，都叙述者明清时期的故 事，每一条路，都似乎印着他们的脚印。因为那天是周二，人 不算最热闹，但依然人来人往，像是回到了古代的闹市。有人 拿着买的老酸奶，有人拎着新买的衣服。有两个女孩子带着微 笑闲谈，还有一个男生带着一个东张西望的女生买冰激凌。我 看着也笑了，拽着我的朋友走了进去。 In this Hutong, the buildings are even more impressive inside than out: red, brown, and white decorations, complemented by an ancient scent. Every corner tells a story from the past; every road seems to have ancient footprints. Since it is a Tuesday, the hutong is not crowded, yet there are still people walking up and down the street, just like in an ancient Chinese market. Two smiling girls chatted, a boy brought ice-cream for a girl wandering around the streets. I smiled, and dragged my friend through the crowd.
走出南锣鼓巷，我却依然在感叹那里的美丽。它让我回 到了儿时，回到了民国，回到了清朝明朝。这个穿越千年 的古巷，为何有人不喜欢呢？大概期待越大，失望越大。 不去期待什么，反倒容易发现惊喜。有些事情，眼见才能 为实，要用自己的眼睛和心去感受。道听途说的杂话和传 闻不能轻易相信。我笑了笑，最后一次回头看了一眼南锣 鼓巷这四个大字。 Walking out of Nanluoguxiang, I am still shocked about the beauty. It made me go back to my childhood, go back to the period of the Qing and Ming dynasties. This old ally that travel thousands our years, why would someone hate it? The greater the expectation one holds, the higher the potential for disappointment. I did not expect anything, and this Hutong gave me a surprise. Some things, we have to see to know it’s true, and experience the place with our own eyes and heart. The words spoken by others might not be believable. My mouth curved up into a smile again, I turned my head to look at the four big characters, 南锣鼓巷, Nanluguxiang, once more.
街边有各种传统老字号，从清朝就建立的寿衣店，双皮奶 的店，到买古玩的小店，各色各样的都有。我拉着朋友东瞧瞧 西看看，还没走到一半，就被南锣鼓巷的小吃填满了肚子。一 个面包店的墙上，贴满了书信，车票根，和纪念贴画。每一 个贴画背后都有一个陌生人的往事，读完后仿佛走进了他们的 历史，度过了他们的人生。一个浅绿的小屋里，挂着古典的衣 服：旗袍，汉服，一个个映入眼帘，还有一个百年买鞋的老 店，里面摆满绣花的小鞋，仿佛一位女子会穿着汉服与绣花 鞋，拿扇子捂着嘴，盈盈的冲着我走来。要说最好吃，莫过于 传统的双皮奶店，那里有暗红色的装饰，飘散着淡淡的奶香 味，这个双皮奶甜而不腻，平时狼吞虎咽的我却一点点的用勺 尖吃，生怕一下子吃完了。这当中我最喜欢的店，还是得是那 个小小窄窄的，却挤满人的“无童年，勿入内”的店。里面摆 着80年代，90年代，00年代的儿童回忆。里面有当时一毛钱 就能换来的糖果，所有孩子最喜欢吃的口哨糖，电脑还没出之 前的简陋小精灵游戏机，和所有孩子放学后在操场放飞的竹蜻 蜓。这一幕幕让我想起了我上小学时的点点滴滴。那时买不起 哈根达斯，一个绿舌头足以让我笑得很甜。那时没有手机，蹲 在地上打画片，交换画片却成了我们最大的乐趣。走出那个 店，我脑袋里却停留在了我10年前的光景。我嘴角微微一笑， 那个店里的其他人或许也在想他们天真的童年吧。 The streets are filled with old shops: a shroud store established in the Qing dynasty, a Chinese milk pudding store, and antique shops where one could find everything and anything. My friend and I wander around the shops, shocked and excited. Before we reach half way, our stomachs are already filled by the food in Nanluoguxiang. On the wall of a bakery, thousands of notes, train tickets, and stickers are on the wall, containing the stories of thousands of strangers. Every time I read a note, I felt like I felt like I living their lives
千百年来，时代迁移，南锣鼓巷见证着百年前一代又一 代的人经历了他们辉煌与落寞。时代赋予了它太多新的意 义。然而，它本身似乎又从未变过，它依旧是这个元朝年 间的那个古巷，承载着热闹与喧哗，冷落与凄凉。它随着 历史一步一步的往前走，饱尝人间冷暖，世态炎凉。“人 生代代无穷已，江月年年望相似”。山涧，流水，孤月， 时间流逝，物是人非，它却依然在那守望一切。在千万年 后，月亮依然是今天的月亮，流水依然是今天的流水，南 锣鼓巷依然是元朝年间的南锣鼓巷，我们却已经不是那些 年的我们。 如今，当我走在纽约的街道，都会情不自禁地 想起，在千里之外的中国，我的家乡，有这样一条年轻又 古老的街道。 Nanluoguxiang has witnessed hundreds of years of the glory and desolation of generation after generation. Time has given the Hutong many new definitions. But at the same time, it seems to have never changed. It is still the Hutong from the Yuan dynasty that holds excitement and liveliness, desolation and gloom. To quote a Chinese poem, “Life has infinite generations, but the moon and river will always be the same.” After millions of years, (we hope), the moon will still be the moon of today, and the rivers will still be the rivers of today. Nanluoguxiang will still be the Nanlugouxiang of the Yuan dynasty, but we will never be who we are again. Today, when I walk through the streets of New York, I could not stop thinking that thousands miles away in China, my home, there is a Hutong that is at once young and old. • 65
Humor / Headliners By Antonio Rivoli
“We don’t need WAM,” say students struggling to walk up 515 stairs. Avenues bringing the upper east side to Chelsea with 10:30 brunch. After incident in 515, Avenues implements mouse drills. Freshman talks back to Ms. Trotter... Visitor supposedly uses school elevator without help from security, missing since Tuesday. “Our bags are too heavy” says students who refuse to use their lockers. After incident in 515, Avenues providing free musophobia therapy. SURPRISE: Assembly Committee more selective than Stanford. Avenues POLL: 156% of students don’t know where their iPad is, also don’t care. Clubs moved to after-school because students “aren’t busy.” Riot breaks out after seniors excluded from 5th term trips. REPORT: Student completes English homework without using Sparknotes. Financial aid now offered for cafe, students still don’t know prices. “We don’t need WAM,” say students struggling to walk up 515 stairs. Avenues bringing the upper east side to Chelsea with 10:30 brunch. After incident in 515, Avenues implements mouse Despite a pretty good turn supposedly around this time, we stillelevator had a lotwithout of newshelp to cover.These are the storiessince Tuesday. drills. Freshman talksthere backbeing to Ms. Trotter... Visitor uses school from security, missing “Our bags are too heavy”The says studentshad who use their lockers. After incident in 515, Avenues Highliner to refuse pass onto (I guess ink is as expensive as a Global Journeys trip)providing free musophobia therapy. SURPRISE: Assembly Committee more selective than Stanford. Avenues POLL: 156% of students don’t know where their iPad is, also don’t care. Clubs moved to after-school because students “aren’t busy.” Riot breaks out after seniors excluded from 5th term trips. REPORT: Student completes English homework without using Sparknotes. Financial aid now offered for cafe, students still don’t know prices. “We don’t need WAM,” say students struggling “WE DON’T NEED WAM,” SAY STUDENTS STRUGto walk up 515 stairs. Avenues bringing the upper east side to Chelsea with 10:30 brunch. After incident in 515, GLING TO WALK UP 515 STAIRS Avenues implements mouse drills. Freshman talks back to Ms. Trotter... Visitor supposedly uses school elevator AVENUES BRINGING THE UPPER EAST SIDE TO without help from security, missing since Tuesday. “Our CHELSEA WITH 10:30 BRUNCH bags are too heavy” says students who refuse to use their lockers. After incident in 515, Avenues providing free musophobia therapy. SURPRISE: Assembly Committee AFTER INCIDENT IN 515, AVENUES IMPLEMENTS more selective than Stanford. Avenues POLL: 156% of stuMOUSE DRILLS dents don’t know where their iPad is, also don’t care. Clubs moved to after-school because students “aren’t busy.” FRESHMAN TALKS BACK TO MS. TROTTER... Riot breaks out after seniors excluded from 5th term trips. REPORT: Student completes English homework without using Sparknotes. Financial aid now offered for cafe, stuVISITOR SUPPOSEDLY USES SCHOOL ELEVATOR dents still don’t know prices. “We don’t need WAM,” say WITHOUT HELP FROM SECURITY, MISSING SINCE students struggling to walk up 515 stairs. Avenues bringing TUESDAY the upper east side to Chelsea with 10:30 brunch. After incident in 515, Avenues implements mouse drills. Freshman talks back to Ms. Trotter... Vis- “OUR BAGS ARE TOO HEAVY” SAY STUDENTS WHO itor supposedly uses school elevator without help from security, missing since Tuesday. REFUSE TO USE THEIR LOCKERS “Our bags are too heavy” says students who refuse to use their lockers. After incident in 515, Avenues providing free AFTER INCIDENT IN 515, AVENUES PROVIDING musophobia therapy. SURPRISE: Assembly Committee FREE MUSOPHOBIA THERAPY more selective than Stanford. Avenues POLL: 156% of students don’t know where their iPad is, also don’t care. Clubs moved to after-school because students “aren’t busy.” SURPRISE: ASSEMBLY COMMITTEE MORE SELECRiot breaks out after seniors excluded from 5th term trips. TIVE THAN STANFORD REPORT: Student completes English homework without using Sparknotes. Financial aid now offered for cafe, stuAVENUES POLL: 156% OF STUDENTS DON’T KNOW “We don’t need WAM,” say dents still don’t know prices. WHERE THEIR iPad IS. ALSO, “DON’T CARE” students struggling to walk up 515 stairs. Avenues bringing the upper east side to Chelsea with 10:30 brunch. After incident in 515, Avenues implements mouse drills. Freshman CLUBS MOVED TO AFTER-SCHOOL BECAUSE talks back to Ms. Trotter... Visitor supposedly uses school STUDENTS “AREN’T BUSY” elevator without help from security, missing since Tuesday. “Our bags are too heavy” says students who refuse to use RIOT BREAKS OUT AFTER SENIORS EXCLUDED their lockers. After incident in 515, Avenues providing free musophobia therapy. SURPRISE: Assembly Committee FROM 5TH TERM TRIPS more selective than Stanford. Avenues POLL: 156% of students don’t know where their iPad is, also don’t care. Clubs REPORT: STUDENT COMPLETES ENGLISH moved to after-school because students “aren’t busy.” HOMEWORK WITHOUT USING SPARKNOTES Riot breaks out after seniors excluded from 5th term trips. REPORT: Student completes English homework without using Sparknotes. Financial aid now offered for cafe, stuFINANCIAL AID NOW OFFERED FOR CAFE, dents still don’t know prices. “We don’t need WAM,” say STUDENTS STILL DON’T KNOW PRICES students struggling to walk up 515 stairs. Avenues bringing the upper east side to Chelsea with 10:30 brunch. After incident in 515, Avenues implements mouse drills. Freshman talks back to Ms. Trotter... Visitor supposedly uses school elevator without help from security, missing since Tuesday. “Our bags are too heavy” says students who refuse to use their lockers. After incident in 515, Avenues providing free musophobia therapy. SURPRISE: Assembly Committee more selective than Stanford. Avenues POLL: 156% of students don’t know where their iPad is, also don’t care. Clubs moved to after-school because students “aren’t busy.” Riot breaks out after seniors excluded from 5th term trips. REPORT: Student completes English homework without using Sparknotes. Financial aid now offered for cafe, students still don’t know prices. “We don’t need WAM,” say students struggling to walk up 515 stairs. Avenues bringing the upper east side to Chelsea with 10:30 brunch. After
THINGS THAT COULD DO YOU IN
BY CAROLINE YU
Not having your school ID. Making waffles. Not using the crosswalk. Trying to take the elevator pretty much any time you need to take the elevator. Trying to go to the cafe. Ever. The stairs in 515. A mouse in 515. Plastic cups in 515. Avenues Thanksgiving lunch on any day but Thanksgiving. Fire drills, despite Ms. Trotter’s very thoughtful maps. Homework. New doors and walls on the 10th Floor that weren’t there before. Monthly cafe bills. Trying to go on virtually any website on Avenues Wifi. That 8 AM start time. When your computer needs 2 minutes to log in, but you only have 1. Connecting to the wrong room’s AirServer. Oops. Not worrying about your grades. Worrying about your grades. The weight of your backpack. Asking if Avenues is a “paperless” school.
BY CAROLINE YU
GEMINI MAY 21- JUNE 20 You will have to make a significant decision in this month. Make sure that you take your time to think things through. Stay determined and focused on your goals on your path to success. Buckle down on your work this month, and be confident in your final product. Famous Geminis: Donald Trump, Kanye West, Marilyn Monroe, Prince, Angelina Jolie, Iggy Azalea
CANCER JUNE 21- JULY 22 This month, you might make impulsive decisions. Make sure that you are practicing patience throughout the month, and be conscientious with your work, and take your time when looking for solutions to problems. Show generosity towards your loved ones, and remind them how much they mean to you. Famous Cancers: Selena Gomez, Ariana Grande, Lionel Messi, Kevin Hart, Khloe Kardashian, Robin Williams
LEO JULY 23- AUGUST 22 This month, your hot temper may get you in trouble. Make sure that you take time to do collaborative work; you might find something that interests you in the future. Embrace your inner-dreamer, and take risks. Famous Leos: Barack Obama, Kylie Jenner, Demi Lovato, Madonna, Chris Hemsworth, Arnold Schwarzenegger
VIRGO AUGUST 23- SEPTEMBER 22 This month, your inner perfectionist will help you achieve your goals; however, make sure that your attitude does not get directed at your friends and family. You will receive good news this month. Famous Virgos: Beyonce, Michael Jackson, Zendaya, Dylan Oâ€™Brien, Bernie Sanders, Blake Lively
LIBRA SEPTEMBER 22- OCTOBER 22 This month, your interest in societyâ€™s balance, harmony, and justice will kick in. Your ability to see all sides of a story will impact your decision making this month. Make sure that you keep track of time so that it does not slip away. Famous Libras: Kim Kardashian, Eminem, Zac Efron, Snoop Dogg, Gwen Stefani, Hilary Duff
SCORPIO OCTOBER 23- NOVEMBER 21 This month, you will be able to do the things you love, and be able to satisfy your wanderlust. While exploring, you will also be able to take time to reflect on yourself. Your enthusiasm in life will allow you to take advantages that others will not be offered. Famous Scorpios: Drake, Hillary Clinton, Leonardo DiCaprio, Caitlyn Jenner, Pele, Lorde
SAGITTARIUS NOVEMBER 22- DECEMBER 21 This month, you will encounter obstacles on your path. Do not let these restrictions get in the way and discourage you. Try and slow it down this month, and take the time to smell the roses. Famous Sagittariuses: Taylor Swift, Miley Cyrus, Sia, Jay Z, Walt Disney, DJ Khaled
CAPRICORN DECEMBER 22- JANUARY 19 This month, you will uncover some of your deepest fears, feelings, or secrets. Use these new discoveries to learn about yourself, and how much potential you truly have. Try new things this month, and do not be scared to fail. Famous Capricorns: Grant Gustin, MLK, Elvis Presley, Gabby Douglas, Michelle Obama, Kate Middleton
AQUARIUS JANUARY 12- FEBRURARY 18 This month, your inner explorer will take charge. You will travel to new places, and branch out. Use this opportunity to build relations, and to collaborate in life. You will receive long outstanding recognition. Famous Aquarii: Ellen DeGeneres, Justin Timberlake, Bob Marley, Abraham Lincoln, Emma Roberts, Shakira
PISCES FEBRURARY 19- MARCH 20 This month will be a time for learning. Use this time to try new things, and become more confident in yourself. Make sure that you are taking time to thank the ones who taught you, and to continue your communication with other mentors in your life. Famous Pisces: Rihanna, Stephen Curry, George Washington, Steve Jobs, Simone Biles, Kesha
ARIES MARCH 21- APRIL19 This month, remember to keep aiming high. Do not let a dip in the year let your standards drop. You will find yourself in an advantageous position. Make a grand gesture to show your love or passion for someone or something this month. Famous Aries: Robert Downey Jr., Victoria Beckham, Keira Knightley, James Franco, Russell Crowe, Emma Watson
TAURUS APRIL 20- MAY 20 This month is a busy month for you. You may be feeling unusually stressed, or under pressure. It is important to focus on your work, but you also need to remember to pamper yourself. Acknowledge relationships in your life, and make sure to be thankful for the support you receive from friends and family. Famous Tauruses: John Cena, Channing Tatum, Dwayne â€œThe Rockâ€? Johnson, Adele, Gigi Hadid, Queen Elizabeth II
Kung Fu Enthusiast
None of these in 515
A delicious food, but also school leadership
Undefeated fall sports team
down Student Council President 1 Got Schoolâ€™d 2 Phrase they took off the HIP Math worksheet this year 3 Cabaret theme 6 Spring Break trip with Mr. Dolan 7 Dr., not Ms. 9 Innovation! 10 Beloved game we play in Chinese class 11 Leads a philosophical movement 13
Published on Dec 11, 2017