Issue 27 - Junior Issue 2

Volume 118 Junior Issue #2

The Record

record.horacemann.org

Horace Mann’s Weekly Newspaper Since 1903

April 30th, 2021

Students vie for English Department Writing Prizes Audrey Carbonell Staff Writer

Upper Division (UD) students will have submitted poems, essays, and prose fiction pieces to the yearly English Department Writing Prizes by the deadline tonight in hopes of winning an award. These awards include the Paul Block Award for Creative Writing, the Alan Breckenridge Award for the Personal Essay, the Edward Simpson Prize for an Essay in Literary Criticism, and the Pandemic Writing Award.

Every submission is read by various English teachers at the school, who then select a winner based on their evaluations.

“Unlike in the past, students this year are only able to submit one piece per prize,” English Department Chair Vernon Wilson said. This will encourage students to take the time to go through their writing and select their best work, he said. By doing so, judges will have to read fewer submissions. The only exception to this new policy is the Paul Block Award for Creative Writing, where students can submit two works — one in prose and another in poetry.

The English Department receives over 150 submissions each year, Wilson said. Due to the large number of submissions, two or three teachers from the English Department read for each prize, he said. The submissions are judged anonymously. To decide on the winners and runner-ups, the judges choose their favorite pieces, make a case for the one they think should win, and then take a vote.

English teacher Dr. Jonathan Kotchian, who has reviewed essays submitted for the Edward Simpson prize in the past, looks for brilliance

in the essays he reads. “I look for something that has the potential to genuinely change how readers see a literary work,” he said. “This includes something that’s well argued, makes a lot of sense, but will also really make the reader reevaluate their relationship to the literary work being discussed.”

When judging, English teacher Dr. Andrew Fippinger looks for a specific, compelling voice from the author, he said. “I’m looking for some sense of style or flair,” he said.

Fippinger has different criteria

Vivian Coraci/Staff Artist

for each prize. In analytical essays, he looks for precision of writing, as well as the depth of analysis drawing from the language and evidence of the text, he said. In personal essays, he wants the reader to “show, not tell” and hear the specific anecdotes to feel as if he is in the moment, he said. “Poetry is a little harder to put my finger on exactly what I would be looking for, but it’s really an interesting, vibrant use of language and surprising terms of phrase.”

Tomoko Hida (11) plans to submit a series about breathing for the Paul Block Award, she said.

A good friend once told Hida that

the point of poetry is to convey to someone how one feels in words and to express a specific emotion, she said. “When I write, I try to grasp exactly what I’m feeling in two or three words with specific connotations and specific nuances that will allow the reader to imagine exactly what I’m imagining while I’m writing it.”

This year, Vivien Sweet (12) plans on submitting an analytical essay and a personal essay.

Last year, she wrote a short story and was awarded runner-up for the Paul Block Award for Creative Writing, she said. However, Sweet does not submit essays simply hoping to win an award, she said. “For me, the purpose of the essays is not about placing highly, but rather it’s about reading things about people you’ve never heard of before, and sharing what you’ve been writing with the schools community.”

Mekhala Mantravadi (11) is submitting a short story about an Indian woman that she worked on over the summer. The story reflects her mother’s life experience, she said. “I wanted to write about someone who is often overlooked, like the female immigrant who’s a housewife and following her husband, and the bravery [in this act].”

When assessing the essays, the judges are able to see students write in genres that they might not typically see in their English classes, said Kotchian. “I get to see lots of different student work, and a wider range of really good writing.”

“The judges and I look forward to reading the submissions,” Wilson said. “It’s great fun.”

Courtesty of Vidhatrie Keetha

INTERFAITH CLUB Students connect over Zoom.

Interfaith club holds dialogue with Al Noor School afterwards.

Ariella frommer and vidhatrie keetha Staff Writers

“I come to the dialogue sessions because it’s a great, really informal way to be honest, to talk to people, and to get to know other people that follow different religions than me,” Michael Shaari (11) said. Members of the Interfaith Club engaged in a dialogue with students from the Al Noor school, which has a predominantly Muslim population, over Zoom on Sunday.

The Interfaith Club holds two to three discussions each year, during which students learn about each others’ religions, upbringings, and communities, Maya Nornberg (11) said.

After students introduced themselves at the start of the dialogue, Co-president of the Interfaith Club Yana Gitelman (12) presented the group with a list of nine categories: friends and family, health, education, freedom, making a difference, security, happiness, wealth, and religion.

Students indicated which category mattered the least to them through the chat and discussed their choices

While the activity did not require personal responses or reactions, it did facilitate an important discussion about students’ values, Co-president of the Interfaith Club Leyli Granmayeh (12) said.

Granmayeh said that an important part of the activity was the variety of categories presented, which helped lessen the emphasis on religion. “That is, I think, one of the most apparent differences between our two schools and what the foundation of the relationship is built upon,” she said.

“But I also think that it’s important to sometimes acknowledge the other similarities and differences that we have.”

After this activity, both the leaders of the Interfaith Club and a similar club at Al Noor posed a number of questions to the group relating to the intersection of religion and political beliefs, as well as how religion is portrayed in the media. Fisher was surprised to learn that many students did not consider their political beliefs to be influenced by their religion, she said.

Shaari said that dialogues facilitate an intercultural understanding of people who grew up in different environments and have different moral priorities, he said.

Oliver Lewis/Photography Director

Jiya Chatterjee Staff Writer Since the senior class did not have the opportunity to experience many typical senior traditions due to COVID-19 restrictions, the administration wanted to do something for the graduating class that would make them feel celebrated, Class of 2021 Dean Susan Groppi said.

Last week, the school installed a tent on Alumni Field as a space where seniors can spend their free time during their last semester with their classmates.

The tent is stocked with different forms of entertainment, such as spin bikes, snacks, bean bags, a television, and more. It also has various board games, such as a life-sized version of Connect Four.

Coffee is also available in the tent every Friday, Upper Division Library Department Chair Caroline Bartels said. “The best part about the tent has definitely been the food,” Mabel Runyon (12) said. “It’s a nice place to just take a breather and get a Starbucks coffee.”

The seniors have been asking the administration about having another space that could be just theirs for some time, Dean of Students Michael Dalo said. “Some students had mentioned it

in passing during the fall, but due to the pandemic, it just wasn’t possible at the time,” he said. “Now that more students are in the process of getting or have been vaccinated, it was something that we could finally consider.”

Due to the limited capacity in the library’s Senior Lounge, Bartels is excited that the seniors will have another space where more students can gather, she said. “Only so many kids can fit in [the lounge], so we really hope that students will take advantage of everything in there and the fact that it’s outside.”

Head of School Dr. Tom Kelly and Director of Facilities Management Gordon Jensen spearheaded the project, setting up the new space over the two week online period following spring break, Dalo said. The Maintenance Department provided an artificial floor and carpeting, the Tech Department provided a large television, and FLIK committed to stocking the tent with drinks and snacks, Kelly said.

The senior tent came as a surprise to members of the Class of 2021. Students take advantage of the group-friendly activities available in the tent, like playing board games together, Mitchell Yu (12) said.

“The tent is nice because my friends and I all share a love of games, so it’s fun to have video games and other stuff that we can do together,” Anthony White (12) said.

The tent has become a regular part of many seniors’ lives. “A trip to the tent at least once a day to get snacks and meet up with friends has become a part of my daily routine,” Srijani Shreya (12) said.

While students are appreciative of the effort the administration has put in for their class, the tent does not replace the senior traditions that were lost because of COVID-19, Sonja Cooper (12) said. “What was great about those past experiences was that they united the class, but all this tent does is create another space for individuals to hang out with friends, and not necessarily interact with other people in their grade,” Cooper said. Nonetheless, most have felt the positive impact of the new addition, Shreya said.

“At the end of the day, we just want [our seniors] to be happy,” Groppi said.

“This has been such a hard, weird, and disruptive year, but despite that we just want them to graduate with some really great memories.”

2

THE RECORD OPINIONS APRIL 30TH, 2021

Activists: Include Palestinian rights in your conversations 74 years.

Yasmeen:

Yasmeen Masoud and Jacob Shaw Jacob:

Supporting human rights — and condemning their violations — should not be controversial, much less at a school that encourages tolerance.

We are lucky to be a part of a community in which almost every mention of injustice comes with a discussion of or demand for change, a community where teachers take the time to discuss — and often deplore — the inequities of our world.

But when I mention the illegal settlements in the West Bank, share a story about an Israeli police officer beating a Palestinian child, or even say the three words — “Palestinian human rights” — to the wrong person, I sense the tension that builds up inside their gut and the silence that ensues.

And, more often than not, the silence is followed by some justification (often accompanied with an unnerving smirk): “because they were probably terrorists,” “because they lost some war fifty years ago,” or “because they have denied every peace offer the Yitzhak Rabin or the United Nations promised them.” Other times, my classmates act like there is some impenetrable veil of geopolitical complexity that tables all discussion for a day that will never come.

I do not eat pork, and I speak out about the worldwide rise in antisemitic hate crimes. But when I mention Palestine, I am treated as not only a traitor of my people but an active antisemite.

This article is not about geopolitics; if you want an academic take on history or politics, ask Yasmeen or me for our reading lists. As with almost any current geopolitical issue, there are perspectives and interpretations which we have neither the historical expertise nor word limit to do justice. The actions of the Israeli and Palestinian governments, past and present, have been responsible for inexcusable death and devastation.

We believe in the rights of any person or people to security and stability, to call a land their home, and to protest what they — and they alone — deem unfair, including your right to disagree with us. This op-ed is about our own experiences — mine as a Jewish American and Yasmeen’s as a Palestinian American — as members of a Horace Mann community, which all too often seems to willfully disregard the human rights violations that have ravaged the Palestinian people for over

When we speak about Palestinian human rights, we hear a plethora of responses, most of them negative. In many discussions, there seem to be two acceptable courses of action: supporting Israel or staying silent. Specifically, I have noticed, people find it easier to dismiss arguments in favor of Palestinian human rights than confront them.

Within the school, Palestinian human rights seem to be overshadowed by highbrow geopolitical arguments from the other side. People often chalk up innocent deaths as inevitable incidents of a complicated conflict or, worse, mere collateral damage from the actions of extremists.

A person’s identity is an essential part of their life.

It is something many of us take pride in and enjoy sharing with others. As a Palestinian American, my identity has often been dismissed at school.

Being Palestinian at this school means walking around with a political burden on my shoulders — from smaller inappropriate comments to fullon hate speech, my identity alone seems to anger people.

I was walking into class one day when I noticed a peer of mine squinting at my shirt. He asked what the shirt said, and I told him that it said “Palestinian” in Arabic. His face turned cold. “Oh, well, that’s bold of you,” he said, giving me the side-

“

“Palestinian human rights seem to be overshadowed by highbrow geopolitical arguments. Students often chalk up innocent deaths as inevitable incidents of a complicated conflict or, worse, mere collateral damage from the actions of extremists.”

eye as if I owed him an apology. Microaggressions of that sort are my life as a Palestinian American — the dirty looks when I wear a Kafiya or a Palestinian flag keychain on my backpack are things that I experience daily, especially at school, all on account of my ethnic background. Others have labeled me as childishly radical, unrealistic, unjustifiably nationalist, and even a terrorist for expressing my Palestinian identity with pride.

There is an idea that since the remaining parts of Palestine are under Israeli occupation, Palestinian culture no longer “validly exists.” In the progressive

language of our community, this is called erasure.

But when the subject is Palestine, this is called opinion. When I speak about the brutality my extended family, living under Israeli occupation, is forced to endure, people get especially angry. The root of this anger dumbfounds me — but the pain

“

“We must expand the discussion of human rights and systemic racism to include Palestinians. We must hold up the critical lens we use in challenging the actions of our own government with those of Israel. We can not stand in support of the human rights of only select groups; we cannot pick and choose who we think deserve justice, liberty, and freedom and who does not.”

and humiliation my family faces living as secondclass citizens in the land that was once their own is a denial of their equal right to human decency.

Coming from a place that carries such a horrific past and present affects every aspect of my life. Palestine has been torn by bloodshed, land disputes, and oppression. I, as a privileged individual, will always feel the need to speak out for Palestinians. It is my right to do this, and — I believe — my responsibility, but being silenced by a community that claims to encourage discussions of this sort has restricted me immensely. As both my Palestinian identity and pro-Palestinian views are widely disagreed with by members of the community, I feel a constant need to walk on eggshells during the rare moments in which we discuss the Israeli-Palestinian conflict at school. I am hesitant to even tell people of my identity out of fear that they will form an automatic prejudice about me.

The Israeli-Palestinian conflict is exactly that — a conflict. But it is by no means equal. Eleven of every thirteen deaths caused by conflict are Palestinian; nearly one in three Palestinians killed

by Israeli security forces are minors. Rights to water, healthcare, and housing are constantly encroached upon. It would be inaccurate to deny that the Israeli-Palestinian conflict has two sides, each of which has committed atrocities, but it would be comparably inaccurate to assert a level of proportionality between the damage endured by either side. The notion that this inequality is justifiable glosses over all value of Palestinian life.

I have lived in the United States my entire life, so I can never truly understand the pain and torture Palestinians face. My family is from the West Bank, a portion of the land still called Palestine (on some maps) that has experienced immeasurable bloodshed and hardship. Unlike the majority of Palestinians, we have a home.

We have not been made refugees at the hands of Israel. This, however, does not mean my extended family is living well, or freely. My cousin recently texted me: “COVID cases and deaths have been increasing. We have nothing to reduce the transmission, especially since occupation isn’t allowing us vaccines.” Another told me, “It’s almost impossible to leave Ramallah. The men at the checkpoints all carry assault rifles and treat us like animals.”

My family is made up of peaceful individuals, but their pride in their Palestinian identity has made them default criminals in the eyes of Israel.

Jacob:

I, of course, do not speak for all Jews, as they do not speak for me. But, I argue that support for the modern state of Israel and Judaism are two separate things. While the former may draw from

Lauren Kim/Art Director

Managing Editor Katya Tolunsky Features Lauren Ho Arushi Talwar

News Jade Ciriello Claire Goldberg

Opinions Mia Calzolaio Purvi Jonnalagadda

Staff

Staff Writers Max Chasin, Alex Lautin, Jillian Lee, Hannah Katzke, Vidhatrie Keetha, Zachary Kurtz, Clio Rao, Ayesha Sen, Emily Salzhauer, Aden Soroca, Emily Sun, Madison Xu Staff Photographers Kelly Troop, Sophie Gordon, Amanda Wein, Emma Colacino, AJ Walker, Lucas Glickman, Lauren Ho, Sean Lee, Juliette Shang Staff Artists Eliza Becker, Felix Brenner, Vivian Coraci, Riva Vig

Editor-in-Chief Liliana Greyf

Lions’ Den Yin Fei

us that we must love people around us — even the Egyptians who enslaved us, even the people whom we were taught to think of as enemies — because we have suffered oppression ourselves. In the twenty-first century, we are still the children of survivors, and we must still have empathy. To the Jews at Horace Mann: let us break from seventy years of history and open our eyes to the world of today. Let us be the first to reach out a hand to our Palestinian brothers and sisters who, like us, were made b’tzelem Hashem — in the image of G-d.

Simply by listening to your heart or reading the Torah it becomes abundantly clear: no state which scourges, segregates, and slaughters may truly call itself a Jewish state.

Yasmeen and Jacob:

Let’s return to the idea of “acceptable opinions.”

Both on campus and in society at large, we, as a community, are allowed to speak up against injustice, but, whether due to the actions of our peers or our reluctance to speak out against a vehement pro-Israel majority, there is an overwhelming pressure to stay silent. As a Palestinian American and a Jewish American, our identities are directly implicated in this situation.

They also give us an automatic stake in and passion for these issues. But, if there is one thing we want you to understand, it is that you do not need to be Palestinian, Israeli, Muslim, or Jewish to have a vocal opinion on the conflict.

Silence during these conversations, while meant to prevent frustration and animosity, only prolongs human suffering. In the long run, your silence does nothing but leave the Palestinian plight unheard. We must expand the discussion of human rights and systemic racism to include Palestinians. We must hold up the critical lens we use in challenging the actions of our own government to those of Israel. We can not stand in support of the human rights of only select groups; we cannot pick and choose who we think deserves justice, liberty, and freedom and who does not.

All activists of the world have always been, and will always be, fighting for equity. Let us fight for a world where people who need help can get help, and all people — no matter what flag they fly — are free to live and prosper in a home where they are accepted. We call upon the Horace Mann community to oppose injustice and remember the people of Palestine.

We want to conclude our piece not by pushing a political point, but by reminding the student body that no word of this article was politically motivated. We ask that you read, learn, discuss, ask questions, and stand up to injustice — whatever that means to you — and we ask that you stand for what you believe is right.

The Record encourages discussion and conversation within the community. If you have a response to this opinion, please contact record@horacemann.org to publish a Letter to the Editor.

Junior Issue #2 Editorial Board

A&E Hanna Hornfeld Rowan Mally

biblical verses to bolster their political arguments, their conclusions often arrive at points quite removed from what I understand to be the spirit of the faith. The Judaism I read in the Tanakh and Mishnah — the Judaism I love — is a religion of peace. Deuteronomy 23:7, for instance, teaches

Middle Division Devin AllardNeptune Lucas Glickman

About Founded in 1903, The Record is Horace Mann School’s award-winning weekly student newspaper. We publish approximately 30 times during the academic year, offering news, features, opinions, arts, Middle Division and sports coverage relevant to the school community. The Record serves as a public forum to provide the community with information, entertainment, and an outlet for various viewpoints. As a student publication, the contents of The Record are the views and work of the students and do not necessarily represent those of the faculty or administration of the Horace Mann School. Horace Mann School is not responsible for the

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Editorial Policy

Art Lauren Kim Riva Vig

accuracy and contents of The Record and is not liable for any claims based on the contents or views expressed therein.

Editorials All editorial decisions regarding content, grammar, and layout are made by the senior editorial board. The unsigned editorial represents the opinion of the majority of the board.

Opinions Opinion columns represent the viewpoint of the author and not of The Record or the school. We encourage students, alumni, faculty, staff, and parents to submit opinions by emailing record@horacemann.org.

Letters Letters to the editor often respond to editorials,

Photography Faculty Adviser Oliver Lewis David Berenson Daniel Schlumberger

articles, and opinions pieces, allowing The Record to uphold its commitment to open discourse within the school community.

They too represent the opinion of the author and not of The Record or the school. To be considered for publication in the next issue, letters should be submitted by mail (The Record, 231 West 246th Street, Bronx, NY 10471) or email (record@ horacemann.org) before 6 p.m. on Wednesday evening. All submissions must be signed.

Contact For all tips, comments, queries, story suggestions, complaints and corrections, please contact us by email at record@horacemann.org.

HORACE MANN NEWS APRIL30TH, 2021

Juniors propose change through SOI Action Plans Audrey Moussazadeh and Rachel Baez Staff Writers This week, members of the junior class submitted their finalized Seminar on Identity (SOI) Action Plan projects, a process that culminated in student-written policy memos that aim to improve parts of the school.

The objective of the project was for each student to “consider [themselves] as an equity consultancy tasked with identifying ways our school can become more inclusive of all students and stakeholders,” according to the project instructions. “[The project] walks students through the process of first identifying a problem, providing data that proves the problem is really a problem, thinking critically about who is needed on board and why it is important to connect with them, then creating change,” Head of Upper Division, Dr. Jessica Levenstein said. “Seminar on Identity is inspiring people to be agents of change,” she said.

Acting Director of the Office for Identity, Culture, and Institutional Equity (ICIE) Ronald Taylor designed this year’s project as the capstone for SOI, he said. “The action

project takes the learning and makes it applicable, as opposed to allowing it to sit in isolation,” he wrote. After the proposals were submitted, Taylor and Levenstein read through each one and felt inspired by the plans that these students created.

In Ryan Finlay’s (11) finalized project proposal, he asked the administration to create a “prayer room,” a physical space within the school that would allow students to practice their religions during the day. Right now, there is no location in the school dedicated to practicing one’s religion, Finlay said.

Finlay spent around three to four SOI periods compiling a rubric to outline their plans for a “prayer room” with his three partners.

Joaquin Ramirez Villarreal’s (11) Action Plan proposed ways to increase the diversity of political opinions at the school, he said. For example, his group suggested that the Speaker Series incorporate more diverse viewpoints, he said. By doing so, students would feel comfortable presenting their point of view without being shamed, he said. Villarreal’s group came up with the proposal’s idea after members of the group felt like they were unable to share personal opinions that could be deemed controversial, Villarreal said.

In Annelise Jones (11) and Alex Rosenblatt’s (11) action plan, they asked the school to incorporate more forms of LGBTQ+ education into the school’s history and health curriculums, Jones said. “A lot of times [LGBTQ+ history] is only taught in elective history courses and not in general courses,” Jones said. As a result, many LGBTQ students feel like there is a lack of education on the subject, she said.

To further expand the diversity of the school’s history curriculum, Jaiden Wilson (11) advocated for the dedication of a larger portion of the mandated history curriculum to include Asian-American history, she said. Only some of the electives, such as Comparative Race and Ethnicity, shine a light on Asian history, she said.

Taylor incorporated the SOI Action Plan project into the curriculum because of its success when he originally initiated

it at Syracuse University. “The project was transformational then because I had a class of 20 students, who did a much deeper project sequence than SOI, produce amazing projects on things like restructuring the United States History course to focus on the missing voices opposed to the present voices,” he wrote. Taylor hopes that the project will help students gain a sense of agency in their school community.

“The world has a lot of problems, [but] you can be part of the solution if you use your resources well,” Levenstein said. This project gives students the opportunity to have a stepby-step route on how to create change, she said. “Even if you are young, you are never powerless.”

Senior Announcements Senior prom will be held in person, at The Tavern on the Green in Central Park, on Friday, June 4th at 7:30 pm. Only the senior class is allowed to attend the event, and the grade is excused from school for the day to prepare for the evening.

Jaden Kirshner (12) has been elected to be the class valedictorian.

Sarah Aaron/Staff Artist

Conversation about criminal justice: Wasserberger leads panel on law, activism, and academia Mira Bansal and Ava Westreich Contributing Writers Jordan Wasserberger (11) led a Zoom panel last Monday about recent progressive trends in policing, legal reform, infrastructure development, and mass protests and their impacts on crime statistics, community development, and incarceration.

At the event, guest speakers Manhattan DA Candidate Tali Farhadian, President of the Vera Institute of Justice Nicholas Turner, and Professor of Criminology at The University of Pennsylvania Dr. Aaron Chalfin represented three aspects of criminal justice: law, activism, and academia, providing viewers with a diverse array of perspectives on these critical issues, Wasserberger said.

Wasserberger hosted the panel because he feels strongly about the current social justice issues within our system, he said. “Especially over the past two years, criminal justice and criminal justice reform has become much more of a focus, certainly nationally but also among us here at Horace Mann,” he said.

As students became more involved in these issues, Wasserberger conducted more research about criminal justice, he said. “It increasingly became something I wanted to shed a light on and use my abilities at Horace Mann to reach a wider audience.”

Madhav Menon (12) felt that the discussions were diverse because Farhadian’s opinion was more conservative-leaning, Chalfin’s was based on statistics, and Turner’s was more liberal, he said.

During the panel, Wasserberger raised the point that some of the media have coined the idea that all cops are bad, he said. Turner brought up the widely used rhetoric that policing in the modern era

crimes, no matter who they are, and no matter what uniform they are wearing, she said.

Society expects police to deal with some weighty problems that we have all created, Chalfin said.

“There are some institutional features of policing that have created racially disparate impacts, but we also deploy police on the basis of where violence happens,” he said. “It’s very easy for us to throw police under the bus,

evolved from slave catchers, but Chalfin and Farhadian disagreed. Wasserberger felt that the disagreements between the panelists were important and necessary in creating a more balanced and healthy discussion, he said.

“It’s insane to say that everyone who wears a badge is racist, and that’s a shocking statement,” Farhadian said. However, we still do have to hold individuals accountable when they commit

because we don’t want to deal with the fact that we’re all sort of complicit in creating the society that we have.”

Turner, on the other hand, said that frustration with the police and policing system is warranted.

“American policing has a troubled and difficult history; there is no part of American policing that hasn’t demonstrated racially disparate outcomes,” Turner said.

“The distrust people feel — that you can reform that system and

cleanse it of all that — is not an unreasonable thing.”

Regardless of these diverse opinions, the panelists were still able to have a grounded and empathetic conversation about race, Turner said. “Even though all three of them seemed to differ politically, they all agreed that changes needed to be made to the criminal justice system,” Menon said.

“A lot of times when we talk about topics like criminal justice, the conversation tends to be incredibly one sided,” Menon said. “When most of the school has one political viewpoint, it can be very hard for people with differing viewpoints — no matter how slight that difference may be — to feel safe or feel like their opinion matters.”

Difficult conversations are necessary for progress, Turner said. “Searching with inquiry, integrity of thinking, and wrestling with the hard questions is important,” he said. The transformation of the American justice system is going to require generations of work, so we need to encourage a level of sophisticated conversation and exploration among this generation, he said.

“We live in a nation with free speech, people have a right to differing opinions so long as they are based on facts, logic, and reason,” Wasserberger said. “We have to make sure our opinions are valid, heard, and respected.”

FTC Robotics team competes.

FTC Robotics Teams qualify for NYC Championships

Divya Ponda Staff Writers

First Tech Challenge (FTC) robotics teams 9681, 7890, and 16568 all competed and won awards in the FTC Robotics virtual competition qualifier round last Sunday, and teams 9681 and 16568 qualified for the NYC Championships. Team 9681 earned second place for the Think Award, third place for the Motivate Award, and fifth overall in the competition. Team 16568 earned second place for the Inspire Award and first place for the Motivate Award.

At the competition, the teams virtually presented the robots that they coded, designed, and assembled to perform specific tasks. This year’s challenge was to create a robot that picked up rings that were laid out on a playing field, FTC Robotics faculty advisor Lester Lee said.

During the competition, one of Team 9681’s judges was former computer science teacher Danah Screen, Abigail Morse (12) said. This was a highlight and surprise for Morse.

To prepare for the competition, members of the team brainstormed the design and controls of the robot, Morse said. “[We had to make] sure that all the mechanisms could run because we were focusing on driving the robot manually with game controllers,” she said. “It helped us score a lot of points.”

The teams also recorded videos of the robot and sent them to the judges, Avi Rao (10) said. The videos consisted of recorded matches that showed the robot’s execution of an autonomous code, a pre-programmed code that the robot completes on its own for the first 30 seconds, Justin Burrell (11) said.

After the robot performed, the drivers moved the robot with a controller to score additional points.

Due to COVID-19 restrictions, the teams’ season was largely online, so they only had three weeks to build a robot, Rao said.

The time constraint was especially difficult for the hardware section of the team because they could only prepare in the shop at the school, while other parts of the team, like software, could test the robot with the code anywhere, Zeba Packer (9) said.

Despite these challenges of competing online, Lee is grateful the teams were able to have a competition at all, he said. “It was looking very uncertain at the beginning of the year, and looking back, I’m proud of how much progress the students have made,” he said.

Though Packer’s team, 7890, did not qualify, they still won the Control Award for second place. Packer and her team are excited about the results of the competition because they were hoping to win the Control Award, she said. “We still have a lot to work on, and that will happen in the next following weeks.”

Rao is happy that two of the three teams qualified, and he is confident that the other team will qualify at their other competitions, he said.“Overall, it’s great that we were able to have two teams qualify in spite of our very limited shop time.”

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THE RECORD FEATURES APRIL 30TH, 2021

Exploring the school’s reading habits Jillian Lee and Zachary Kurtz Staff Writers “Reading is an intellectual and emotional haven – a bridge to understanding our world and connecting with the humans who live in it on both an ideological and personal scale,” Avery Lin (11) said.

Approximately 80% of Upper Division (UD) students occasionally read for pleasure, according to an anonymous poll of 144 students at the school conducted by The Record this week. Still, about 70% of students wish they could change their reading habits.

Athena Spencer (10) read more when she was in lower and middle school due to the simplicity of the books and their digestibility, she said. “I didn’t really have a phone, or YouTube, or anything, so [reading] was just my entertainment that I had.”

Because she has access to technology, Ariela Shuchman (10) doesn’t read for pleasure — she finds television to be more appealing, she said. Schuchman prefers television when she wants to relax since it has both audio and visual components, while books have neither, she said.

UD Katz Library Department Chair Caroline Bartels believes the appeal of technology is the main reason why students do not have as much time to read for pleasure, she said. “The way binge-watching works now is that you immediately just roll into the next show — you Felix Brenner/Staff Artist

have to kind of make yourself stop.”

While reading during childhood years was relatively easy, now, it seems like a chore because of schoolwork, Caroline Madaio (10) said. Instead, Madaio finds herself using social media.

As Willa Davis (10) has gotten older, she has progressively had less time to do different activities that she enjoys, like reading. “For the past couple of years my reading has steeply dropped off, just because I’ve had a lot more work and a shorter attention span,” she said. “I do really wish I read more.”

A lack of time is also a factor for Ryan Finlay’s (11) reading schedule. “When online school became a reality, I thought that I would have a lot of downtime just at home, not doing anything, that I would use to read,” he said. In reality, Finlay ended up not having as much time to read as he previously expected, as he fills up his schedule with other miscellaneous tasks.

For Jiyon Chatterjee (10), the additional free time created by the pandemic has given him the opportunity to create a list of books that he wants to read, he said. He recently read the book “Of Mice and Men” by John Steinbeck, which changed the way he thinks about literature. “It changed me because the novel had a really nuanced take on human relationships and the value of honoring other people’s humanity,” Chatterjee said.

For Bartels, quarantine highlighted the permanence of literature and the comfort that books bring her, she said. Whether she was standing in a line waiting for her vaccine or sitting on the stoop in front of her house when the weather was warm, she was always reading a book.

Bartels reads over 60 books every year by setting aside time every night and on the weekends for the sole purpose of reading, she said.

Most of the reading that she does is so that she is able to later recommend books to students.

Leah Sepiashvili (11) often asks Bartels for book recommendations and finds her to be super helpful as she is extremely well read. “[Bartels] is a great resource,” she said. “I’ll talk to her and she will just have a book in mind for me immediately.”

Mekhala Mantravadi also relies on Bartels for recommendations. “Bartels is a wealth of

knowledge and [she] definitely has helped me with finding so many different books,” she said.

“She gave me this book, ‘A Woman Is No Man’

by Etaf Rum, and it literally changed my life.”

Reading is a medium to hear other people’s stories and perspectives, allowing Louise Kim (10) to learn about the lives of those who are different from herself, she said.

“I really enjoy reading other people’s writing and how they express certain themes or certain experiences that they’ve gone through,” they said.

The form of expression that writing allows in genres like magical realism, fantasy, and science fiction can also describe real experiences using surreal elements which give the reader a new perspective of events, English teacher Sarah McIntyre said. “It’s a way of re-encountering things that you take for granted,” she said. “In non-realist and fabulist genres, it can catapult you into unexpected territory and that sense of exhilaration that comes with that I really enjoy.”

When McIntyre reads, she separates her books into two piles, work and pleasure — the first tends to be full of more challenging books which she absorbs, thinks about, and responds to for herself. “Reading these books is purely for my own interests,” she said. “I take issue with the phrase ‘pleasure reading’, because it’s not always the experience of pleasure that I’m after, but the experience of reading without any contingencies.”

For those who prefer reading books unrelated to academic matters, the obligation to read books in school can make pleasure reading feel extraneous, Sylvie Seo (10) said.

As an English teacher, McIntyre recognizes that in some respects she is the enemy to students’ literary enjoyment as she is forcing students to read a book that they did not choose, she said. “I see that a new layer of reading pleasure can occur if I impose the structures that seem superficially to reduce students’ pleasure, but hopefully, will lead to another level of deeper understanding and analysis.”

If there were more opportunities to read books of her choice in class, Emma Chan (10) would read more for pleasure, she said. Chan enjoyed how her eighth grade English curriculum incorporated several “free” reading assignments in which she was allowed to choose the

books she was obligated to read. This is why she did more reading in middle school compared to high school, she said.

While certain genres can help readers analyze the world from different perspectives, books themselves are a mode to understand the complexities of human nature as a whole, Lin said. Beyond learning about the world, pleasure reading can be an opportunity for students to enrich their knowledge about subject matter that they are passionate about.

For example, Finlay is interested in history, urban planning, and architecture. His pleasure reading habits give him an advantage in school as it allows him to use the knowledge he garners in his free time for assignments, he said.

Some students, like Davis, enjoy re-reading books. “It serves the same principle as re-watching TV shows over and over again,” she said. “You know what’s gonna happen; you don’t have to focus as hard if you don’t want to because you already know the plot.”

Bartels also reread the entire Harry Potter series with her niece when she went to stay with her sister’s family for a month, she said.

“It was really a fabulous moment of completely bonding with each other.”

Reading is entwined in Bartels’ memories as she has been reading ever since she was a kid, she said. She can still hear her mom’s voice when she reads the poems that were read to her during her childhood. “Reading for me — it’s just life,” Bartels said. “I couldn’t get through a day if reading wasn’t there.”

Felix Brenner/Staff Artist

Felix Brenner/Staff Artist

Book Recommendations: Quick reads for on-the-go students They Called Us Enemy

The Girl on the Train

By George Takei

By Paula Hawkins

Library Technology Coordinator Melissa kazan In this graphic memoir, George Takei, known for his role as Sulu in the original Star Trek television series and films, portrays in gut-wrenching detail his memories as a child living in two Japanese internment camps during World War II. Told through the eyes of a young child, Takei makes it a point to show readers how his four-year-old self viewed his family’s former imprisonment, as well as how, as a teenager and adult, his father helped him understand the racism and injustice that Japanese people have endured. Takei points out the difficulty of reconciling feelings of anger for a country that imprisoned so many with loving a nation and its democratic ideals. Part of Takei’s deeply felt message is aimed at preventing history from repeating itself.

In addition to Takei’s moving words, Harmony Becker’s accompanying artwork adds a layer to the text and serves to enrich Takei’s memories.

Graphic novels — and in particular graphic memoirs and other non-fiction — are a great way to delve into an important subject in a relatively quick manner.

Easy-to-read, they are absorbing nonetheless and perhaps a bit more accessible than prose.

Lauren Kim/Art Director

Dalia Pustilnik (11) “The Girl on the Train” is a mystery book turned thriller, told from three different and intertwined perspectives: Rachel, Anna, and Megan.

Lauren Kim/Art Director

The Anatomy of Dreams

By Chloe Benjamin

Avery Lin (11) In her debut novel The Anatomy of Dreams, acclaimed author Chloe Benjamin evokes the tender, thorny, and sometimes mystifying depths of human life and psyche through exploration of the enigmatic world of dreams. Interjecting the past into the present and deftly creating a tension-thrumming narrative until a stunning revelation, Benjamin unfurls a story at once familiar and eerily unconventional — both pragmatic and poetic.

Engaged by her lyrical but accessible prose, novice and veteran Horace Mann readers alike will connect with the narrator’s trajectory. From elite boarding school to liberal arts college to esoteric academia, its psychological and emotional trajectory holds the symbolic core of this novel. As erudite palates savor the scientific discourse, the more subtle equivocalities and unplumbed implications will enjoin intellectual and reflective meditation.

Bridging science, fiction, psychology, and personal memoir, The Anatomy of Dreams is a simultaneously abstruse and concrete segway into speculative fiction through the chronicle of a shrewd, maturing woman for whom a resilient relationship from her youth engenders a physical and mental journey into cryptic, unsettling depths.

Rachel is a woman who, on her train ride to work each morning, sees a straight couple through the window and begins to fixate on their relationship. Megan, the woman in this relationship, details her struggles with her past and present. Anna is the wife of Rachel’s ex-husband — a relationship Rachel has still not fully processed. The book weaves between these three women’s points of view as their stories become increasingly more connected.

When Megan goes missing, their lives are affected dramatically and each character becomes a suspect.

“The Girl on the Train” combines the typical mystery storyline with extra details that intensify the plot.

It breaks from the typical structure of a novel by incorporating different perspectives that escalate the narratives. For readers who enjoy thrillers, hidden details, and connections between seemingly separate characters, “The Girl on the Train” delivers.

Lauren Kim/Art Director

HORACE MANN FEATURES APRIL 30TH, 2021

300 vs 400: Assessing rigor while program planning Emily Sun and Alex Lautin Staff Writers As rising 11th and 12th grade students choose their course selections for next school year, many face the dilemma of balancing their true interests with the pressure to take 400-level courses.

“I definitely think about whether it’s a 300 or 400 first [when I’m choosing courses],” Alex Nagin (11) said. He takes two 400-level classes — Studies in French and Vast Early American History — partly because he wants to challenge himself in the fields he is interested in and because 400-level courses may make him look like a stronger applicant during the college process, he said. “There is a perception that if you take a 400-level course, colleges see you as more impressive or intelligent because it’s a more challenging course.”

The Program of Studies describes 400-level courses as “elective courses with substantial additional rigor that require a strong understanding of foundational work in the field,” while 300 level courses are “elective courses appropriate for all Upper Division students who have taken the prerequisite foundational coursework.”

“400-level classes should not just equal being impressive to colleges, they should equal you being interested in the subject and wanting to challenge yourself in it.”

- Alex Nagin (11) According to English Department Chair Vernon Wilson, 400-level courses are not of a higher quality than 300-level courses; rather, they demand more time, effort, and output from students who take them, he said. “It means ‘I’m going to have to step up my game to be in this course and thrive in it, and if I’m not on board to do that, maybe I ought to take a 300 level — there’s nothing wrong with that.”

However, the number system that the school uses to describe courses may lead students to think less of themselves if they don’t take the hardest ones, Jaden Richards (12) said. It sets up a comparison that 300-level classes are not as worthwhile as 400s, even though that is not true, he said. “I did not look at the 300-level courses because in my head, they just weren’t as good.”

The pressure to take high-level courses stems from what some colleges say on their admissions websites, Richards said. “They tell students to take the hardest classes available to you across a range of different disciplines, so when parents and students read that, they feel like they have to do that sort of thing if they want to go to that college.”

Richards has heard various admissions officers say that an important component to a student’s application is their course rigor and respective grades, he said. This compels students to organize their high school experience around outcomes, rather than learning for the sake of learning, he said. “It’s a paradox where in order to study what I want at university, I have to limit my options in high school.”

When faculty created the new numbering system for courses, they knew the conversation surrounding college admissions at the school might compel students to shoot for the 400-level courses and disregard the rest, Wilson said. Many families choose the school so their child has a better chance to get into a top college, he said. “Students are going to be stressed out and feel like ‘I have to squeeze every ounce of juice out of these years and take that 400 course, even if I don’t want to, because what’s going to happen to me if I don’t?’”

Like Nagin, Richards considered the course numbers of a class before their content. When deciding between 300 and 400-level courses, Richards chose the more difficult classes he was less interested in over those of a lower level with more intriguing subject matter. Richards originally wanted to take the 300-level classes

Ethics in School and Society, Comparative Race and Ethnicity, and the History of the Silk Road in junior or senior year. However, his advisor told him it would look better for college applications if he took two 400-level history classes each year, so he took AP European History and Global Environmental History in his junior year and Vast Early America and Contemporary US history this year instead, he said.

Course levels also came first in the course selection process for Henry Bloom (12), who takes AP Physics, Math Seminar, Software Engineering, Global Environmental History, and AP Calculus BC, all of which are 400-level courses.

“If the 400-level options were less interesting than the 300s, I still would have felt the pressure to take a 400 [level class] just because that is the culture of the school and the college counseling office encourages taking tougher classes,” Bloom said. The school environment pushes students to take the hardest courses possible, and Bloom’s teachers encouraged him to take challenging classes as well, he said.

Students are also responsible for perpetuating the school’s competitive culture when they compare themselves to one another and base their worth on the grades they get and the courses they are in, Zöe Swift (12) said.

“We value ourselves in A’s and B’s.”

Myra Singh (11), who takes Biology 2A/B: Molecular Genetics and Cellular Physiology, originally felt pressure to take 400-level classes in history and world languages, even though she is not interested in humanities classes.

“There’s a desire to show colleges that you’re taking the hardest courses possible, meaning you’re good at everything and well-rounded.”

Even though colleges say they evaluate applicants holistically, they still value their grades and the difficulty of their course load, Swift said. That pushes students to fill up their schedule with what looks the most impressive to colleges, rather than what is the best fit for them. “Everyone is willing to sacrifice their mental health to be a perfect example of what their dream school wants on paper.”

The administration can do more to challenge the idea that 400-level courses are key to getting into a top college, Nagin said.

“400-level classes should not just equal being impressive to colleges, they should equal you being interested in the subject and wanting to challenge yourself in it.”

The school recommends that students take no more than three full-credit 400-level courses per year. Before students are approved to take four of these classes, Deans must speak with them and generally only allow this if one course is a Math or Language Seminar, Upper Division Dean of Faculty Dr. Matthew Wallenfang said.

The level of the courses will factor into students’ course selections, but it should not be the foundation of what they choose, Wilson said. The first question students should ask

5

Riva Vig/Art Director

themselves is what will be most inspiring and stimulating to them as a learner, not how they can have the hardest schedule possible. He encourages students to ask themselves: “What is really worth your time and energy, and what do you want to get out of your education?”

Rohan Buluswar (11) takes AP Calculus BC Honors and plans to take Math Seminar and Statistics and Probability, two 400-level courses, next year. The fundamental difference between the honors Physics class Buluswar takes this year and the Chemistry class he took last year is the interest of the students, he said. This year, his science class is made up of students who are interested in the topic, while last year, most students were solely focused on fulfilling a requirement, he said. Given the choice, Buluswar would take a 400-level class rather than a 300-level class because he wants to be challenged academically, he said.

To prevent students from taking the 400-level English course Seminar on Literary Studies solely because it is a high-level class, the department asks students to submit a Statement of Intent as a prerequisite, Wilson said. It asks students to reflect on why they want to take the class, why they are suited for the course, and what they value about the subject, he said.

Those who take the course should be passionate about it because it is a much larger commitment than the 300-level senior electives,

Riva Vig/Art Director

Wilson said. They write longer assignments, interpret denser literary theory, and engage in deeper analysis of the material they read.

“We want students who feel themselves to be serious English students and want to have a more concentrated English experience.”

The History Department implemented a rotation system to alternate which history courses are 400-level every year to give students more chances to study their interests at various levels, History Department Chair Dr. Daniel Link said. The history teachers did not want to favor certain courses, so the new system enables all faculty to teach their elective at both the 300 and 400-level, he said.

The 400-level classes offered by the History Department meet five times per week instead of four, read harder academic sources, and conduct a year-long research paper, Link said. “There are different ways that students can participate in class, but the expectation is that the level of class discussion will be a sophisticated one and that students are really digging into the material deeply.”

There is a more prominent historiographical component to the 400-level courses as well, Link said. “Students wrestle with how historians have debated and disagreed with one another and figure out which historians made a more compelling argument, or how interpretations have changed over time as historians use new approaches to studying history.”

Some aspects of 400-level classes are a step up from 300-level ones, with longer readings and an expectation for students to do consistent work, Bloom said. However, he does not think the level of discussion differs in between his 400-level courses and 300-level English elective, Zombies in Literature and Film, though they often move through material at a quicker pace.

Students in 400-level science classes learn at a faster pace, read primary research, and write several formal lab reports, Science Department Chair Dr. Lisa Rosenblum said. “The 400-level courses are generally survey-like in nature, but students build on the foundational skills and knowledge they learned in their biology, chemistry and physics courses, which allow them to narrow their focus and go deeper into each subject.”

Rosenblum’s advice for planning whichever class, 300 or 400, is to take what is interesting and to plan a schedule of challenging classes, but not overwhelmed, she said.

When selecting courses, Sam Korff (10) feels that it is important to check in with himself so that he chooses classes he cares about, rather than just the highest ones, he said. “If I’m going to be pushing myself, I want to make sure that I’m doing it for the right reasons,” he said. “Otherwise, what is the point of all the inevitable stress and hard work?”

6

Showcasing work from members of Poetry Out Loud Golden hour

By Jhanaé Ottey (11) Previously perceived as the sweet liquid gold Pouring down smooth and warm before the ever-too-soon Setting sun cools and hardens like chocolate Below the horizon— I was lied to all these years Thinking that this liquid gold freshly melted chocolate Only pours down in afternoon time Yet I woke up this morning to see this chocolate Seeping through the cracks of my blinds Stretching out thin and bold Onto my floors and cleaned sheets Stumbled teary eyed Yawning dried-drooled mouth and Heavy footed to the kitchen To see the glory of that runny rich chocolate gold flooding the now shimmering counters Pouring over each edge And meddling in the looming presence of last night’s dishes Revelry for its beauty Acceptance for each dust carefully drifting through it Mourning for every rare golden moment missed

HORACE MANN ARTS AND ENTERTAINMENT APRIL 30TH, 2021

Poetry café celebrates National Poetry Reading Day Allison Markman Staff writer Students gathered to recite and listen to poems in the Shakespeare Garden at a poetry café hosted by Poetry Out Loud (POL) in celebration of Wednesday’s National Poetry Reading Day. At the café, students recited poetry that they, or one of their favorite poets, wrote, Co-president of POL and co-organizer of the event Mekhala Mantravadi (11) said.

Because of COVID-19 safety protocols, POL held the event outside behind Spence Cottage, as opposed to its typical location in Olshan Lobby.

The café has taken place for a number of years; last year, the club hosted one poetry café before the switch to online learning, Upper Division Library Department Chair Caroline Bartels said.

At this year’s café, Louise Kim (10) performed an original poem titled, “Twenties (1920s / 2020s / 20s) Epitaph and Reflection,” a poem that explores the time periods outlined in its title. “It is an auditory experiment or experience of reading something,” she said. “It is a visual piece in terms of structure and whitespace on the page, so I wanted to try reading it out loud and think of the different ways I could go about that.”

In her poem, Kim focused heavily on the flow of words through the use of alliteration and pauses. This focus on how the poem sounded as well as how it looked on the page created a deeper sense of meaning within the poem, they said.

The café provided the opportunity for listeners to hear how Jhanaé Ottey (11) interprets her own piece and wants it to be recited, she said.

“Sometimes when you’re reading poetry, the wording or spacing can

get lost in translation in terms of how the poet wanted it to be written or interpreted,” Ottey said.

Ottey participated in the café because she wanted to work on the oral aspect of poetry. “This is just one of the many ways that I immerse myself in literature,” she said.

Planning for the event began last week, when Bartels realized that Wednesday would be National Poetry Reading Day. She then reached out to the leaders of POL to plan the event.

She, along with the co-presidents of the club, wanted to provide a space for students to simply show up and recite a poem, Bartels said.

Mantravadi’s hope for the event was to create a safe space for students to feel comfortable sharing their poems, she said. “I hope they take away that poetry is not so inaccessible or distant, and that poets or writers in this school feel empowered to share their work.”

To prepare for their performances, many poets workshopped their poems in POL meetings, Mantravadi said. In these meetings, they received suggestions about their work from other club members. “You could ask questions about, ‘Oh, does this sentence work? Does this phrase work?’”

Kim workshopped her poem during one of these sessions. She read her poem aloud to the group, then received commentary and suggestions on it, she said.

Kim also enjoyed reading the piece outside in the nice weather and among the flowers in the garden, they said.

The poetry café was a great place to relax, Mantravadi said. “I always find myself just drifting off into space and listening to all these amazing poets.”

Ottey was excited to be vulnerable and share her poetry with the school’s

community. “Through any means possible, [it] is really important for me to put myself and my poetry out there,” she said. Ottey was glad she could get her poetry out into the world and listen to her peers’ poems, she said.

Jake Federman (12) did not originally plan to attend the café, but he went to the event along with his English class and spontaneously chose to read in front of the group.

Jackson Feigin’s (12) performance of a poem — one he personally enjoyed analyzing in class — stood out to Federman. “When he stepped up to the mic and read the title, I smiled under my mask,” Federman said.

Ottey thought the event was a success. “I’m glad that I could get my poetry out into the world, as well as listen to my peer’s poems and poems from poets that inspired them,” she said.

Mantravadi hopes to host more cafés in the future, because she wants people to experience the same happiness she feels when she hears poetry. “[Poetry] encapsulates so much in so little,” she said.

Oliver Lewis/Photography Director

POET OUTDOORS Feigin (12) recites.

Lament for Lady Liberty

By Jacob Shaw (11)

Four years undone, rot prone in rancid bile; Three ravaged branches failed, prostrate to mud; Two factions bound, from tug war 'cross the aisle, One blade withdrawn, rejoice in gilded blood.

Gleaned freedom out of Visionary’s war, With dreams of change you lifted us from strife; Ungrateful though we were for all you bore, Your grave we dug by counting on your life.

Blasphemed your name, in stolen savior’s cloak, Your guards forswore their sins, they’d ne’er atone, Yet on your natural rights their speech won’t choke, While those profaning words defile your throne!

Remember, trembling world, for all we wailed, She fell the day we let her be assailed.

Paper boats

By Mekhala Mantravadi As a child, leaning over the rocks, listening to the liquid murmur of water, bubbles gargling delicately, I’d sail paper boats made of newspaper.

To steer their pointy noses down the stream, filling them to the brim with starry jasmine, and carry their scent to distant places.

On a clear day I could see the sky’s reflection imprinted onto the water.

The light dancing on each ripple like restless shuttles weaving gold tapestry.

Gently dipping each vessel onto a water cloud, to be blown downstream.

Snapshots of photography teacher Aaron Taylor’s journey

Hannah Katzke Staff Writer

Photography teacher Aaron Taylor always dreamed of being an actor, but when his drama teacher banned him from the school production for goofing off with his cousin, he found his true passion: photography.

Although Taylor’s first pictures were blurry, he remained dedicated as he learned the basic skills of photography, he said. He quickly fell in love with the process. While his friends spent their

There, he got a job working in the darkroom. Two years later, he applied and got into the School of Visual Arts in New York City.

Living in the city provided Taylor with an array of opportunities after graduating college. For ten years, he worked in the industry as a freelance photographer shooting for fashion week, magazines, Samsung, and Director X.

19 years later, NYC still allows Taylor to explore his passion for street photography; when he takes the train, he often brings his phone or camera to take candids of his surroundings, he said.

CourtesyofofAaron AaronTaylor Taylor Courtesy

THE CITY THROUGH HIS LENS Taylor captures street life in NYC. nights partying, Taylor was developing photos in his darkroom. “I just loved what I did,” he said.

As a high school junior, Taylor toured historically Black colleges, such as Howard, Dillard, and Morehouse. “I came back with a new fire for the college process,” he said. However, schools with good photography programs did not accept him.

Instead, Taylor attended his local community college in Tucson, Arizona to hone his craft.

After spending time pursuing different forms of photography, Taylor went to graduate school at the School of Visual Arts for a master’s degree in Art Education. “[My Mom] always told me that I would become a teacher,” Taylor said. “I wasn’t so sure.” Ultimately, teaching came naturally for Taylor — his mother taught dance, so he frequently spent time working with kids.

After Taylor received his master’s degree, a friend told him of a job opening at the

school, he said. For eight years since then, he has taught photography classes to students ranging from eighth to 12th grade.

These courses have allowed Taylor to explore different kinds of photography with his students, from digital photography to developing film in the darkroom. He has also taught Filmmaking and the summer school course Street Photography NYC. In the fall, Taylor will teach a new advanced course, Directed Study in Photography, as a replacement for the AP Photography course he used to teach. In the class, students will use different photographic mediums to compose a book centered around a theme of their choice.

Beyond his interactions with his class, Taylor has formed relationships with students through storytelling. “I’ve had a lot of experiences in a lot of different situations, especially working in the industry,” he said. “I like to share the stories when they arise and how they can relate to photography.”

For example, Taylor often tells his students about meeting rapper Kanye West in 2008. Taylor knew he and Kanye would be at the same event, so he wrote a letter asking to be his personal photographer. Taylor tells this story because, while he never heard back from Kanye, he did not give up on seeking larger opportunities, he said.

Hearing Taylor’s stories and working in the darkroom are Emily Weidman’s (9) favorite parts of her Photo 1 class. She loves to see how her final photos turn out after they develop in the darkroom, she said.

The darkroom is part of the magic Taylor enjoys sharing each year, he said. He loves to see students’ reactions when their photos fully develop.

Visual Arts Department Chair Dr. Anna Hetherington appreciates the energy Taylor puts into his classes, she said. “Students respond to his talent and enthusiasm and know that they can be themselves in his classes.”

Taylor also teaches students about people of color in the photography industry, he said. His high school teachers did not cover diversity within photography, and he wants to change this pattern. “I’ve always tried to incorporate diversity

in my teaching because representation matters,” he said.

Last year, Laila Farmer (11) switched into Taylor’s advisory. Taylor’s identity as a Black man allows Farmer to foster deeper conversations with him during advisory. Knowing she has this kind of support from a faculty member has helped Farmer navigate attending a predominantly white institution, she said. She also loves to spend time “demolishing” him in games of Uno. “He’s got a great personality, but he can also connect [more deeply] with me on certain topics,” she said.

Taylor is involved with the school in and outside the classroom. In the past, he has coached soccer, basketball, lacrosse, and softball at the school. “[Coaching] gives you an opportunity to see students outside the classroom and build a different type of relationship with them,” he said.

“It’s nice to see students operate within something they’re passionate about, and it’s a different way to build rapport.”

Taylor is always interested in being a team player, Hetherington said. When a fellow teacher was absent, he was the first to respond, offering to cover the class. Currently, he is also the faculty advisor for the school photo publication, International Organization for Standardization (ISO).

Despite the fact that his students work at different paces, Taylor always helps everyone with their projects, Myra Singh (11) said. “It must be really chaotic for him because he’s always running around.”

With Taylor’s help, Singh has developed an artistic eye and ability to frame her images since her first photography class in 8th grade.

For Taylor, teaching introductory courses is an amazing feeling, as he gets to watch his students evolve as photographers while sharing his love for the art form with beginners. His favorite part of teaching at the school is seeing his students grow from year to year, he said.

“Mr. Taylor has taught me to always put in what I want to get out,” Sunshine Quinones (11) said. “I can really tell from him that when he wants to do something, he’ll do it well, and I think it has to be the same for me.”

THE RECORD MIDDLE DIVISION APRIL 30TH, 2021

Coming of age over Zoom: Bar and Bat Mitzvahs during COVID Clio Rao Staff Writer

“I really missed the whole Bar Mitzvah party experience, but I’m lucky that I was still able to have some form of a service,” Ethan Furman (7) said. Due to the effects of the pandemic, many members of the school community have had to make serious adjustments to their Bar and Bat Mitzvah celebrations, including the cancellation of parties and a transition to remote services.

Will Chasin’s (7) Bar Mitzvah ended up being very different from his pre-COVID plans, he said. He was planning to have a service with all of his family and friends followed by a big party at a hotel with a larger guest list. The day after, he was also planning on having a celebratory lunch with family, he said. “I was really looking forward to having a bigger party,” Chasin said. “I always wanted to dance, sing, have fun, and play games with my friends and family,” he said.

Chasin had to limit the number of people who could attend his service at the synagogue to a small number, he said. Although all of his

family could attend, none of his friends were able to be there. He was also disappointed because he was not able to have a party, he said. After his brother’s Bar Mitzvah, he was excited to have his own big celebration with friends and a larger group of people at the synagogue, he said. Instead, his friends were not allowed to watch his service in person, and there was a small outside dinner instead of a party.

Ella Hecht (7) was also planning a larger event before the pandemic and was disappointed because she was very excited to have a party. “Although I got to Zoom with a few friends to chat and play games afterwards, that was really all,” she said.

Due to the COVID-19 restrictions of his synagogue, Furman also had to limit the number of attendees at his Bar Mitzvah service to 50 people— a much smaller number in comparison to the original 200, he said.

Furman also had a livestream option available for those who wanted to watch the service but could not attend in person.

Following a similar format to Furman and Chasin’s Bar Mitzvahs, Chloe Ludwig’s (7)

Lauren Kim/Art Director

Courtesy of Ethan Furman (7)

MASKS ON THE BIMAH Ethan Furman (7) has socially distanced Bar Mitzvah service. service had both virtual and in-person aspects. Her synagogue protocols only allowed her immediate family and her grandparents to be there, so her aunt and cousins could not come, which was disappointing, she said.

Ludwig had originally planned a party of over 180 adults and 150 kids at a hotel in midtown, she said. The service was going to have the same headcount, plus those who were opting out of the party, she said.

Although Ludwig was initially upset about the adjustments to her Bat Mitzvah, having just her immediate family during the service made the celebration more special and intimate, she said. “I was upset at first, but then I began to realize that it really wasn’t the worst thing in the world that the pandemic brought,” Ludwig said. “Honestly, in the end, I really didn’t mind that parts had to be online.”

Social distancing protocols also caused difficulties to the service itself, Chasin said. “The rabbi and cantor couldn’t be by my side, so they wouldn’t be able to whisper a correction if I made a mistake, he said.” This added pressure to not make any mistakes during the service because nobody would be able to correct him, Chasin said.

Learning that her service would be entirely virtual, Hecht was relieved because she thought there would be fewer people watching her than during a traditional in-person service, she said. However, when she realized that the same amount of people would be watching over a livestream, she felt that she would be underprepared, she said. “After realizing this, I tried to focus on preparing as much as I could,” Hecht said.

Despite not being able to have an in-person celebration, Chasin found time to celebrate with his friends during an outdoor dinner, he said. “The dinner after the service

with my friends was definitely my favorite part of my Bar Mitzvah,” Chasin said. “Even though it wasn’t a big party with hundreds of people and music, everyone was celebrating for me, and it felt really good.”

Although his guest list had to be restricted, Furman’s favorite part of his Bar Mitzvah was spending time with those able to attend in person. “It was really nice to see all of the family and out-of-town friends that I hadn’t been able to see for over a year,” he said.

While Furman could not have an in-person party, he had lunch after his service with his immediate family. To celebrate with a larger group, he had a Zoom party with his friends, he said. Although he would have preferred an in-person party with more people, it was still fun to celebrate over Zoom with his closest friends, Furman said.

Instead of an in-person party, Ludwig also had a small lunch with her family after the service, she said. To celebrate with her friends, she went mini-golfing with them the Sunday after and gave out her Bat Mitzvah sweatshirts. “I wouldn’t say it was an actual party, just a smaller celebration with a few friends,” Ludwig said.

For Ludwig, the best part of her Bat Mitzvah was the time spent with her family and the feeling of satisfaction after it was over, she said. “I worked for over a year preparing, and I just felt very accomplished since it paid off.”

Ludwig said for those who have an upcoming virtual Bar or Bat Mitzvah, it’s very important not to go into it with a bad attitude.

“Although I was unhappier at first, it ended up being way better than I thought,” she said. “It was definitely super special nevertheless, and I really enjoyed having just my family there.”

Muse: Middle Division’s literary and arts journal Maeve Goldman Staff Writer For the past twenty-two years, the Middle Division (MD) literacy and arts journal, Muse, has offered MD students a unique space to share their creative works with the school community.

The annual literacy publication consists of a variety of artistic work submitted by MD students and their English teachers, Faculty Coordinator Isaac Brooks said. “We are looking for any print, any written work, any text created by middle school students with no limitations,” Brooks said.

To create Muse each year, students individually submit their work to Brooks. Although publishing in the journal is a student’s personal decision, English and art teachers play a significant role in the process by encouraging students to submit certain pieces to the magazine, Brooks said.

“In my individual English classes, if a piece really strikes me, sometimes I will ask students to submit work,” Middle Division English teacher Kathy George said.

All submitted work is accepted to allow all students the experience of publishing, Brooks said.“[Muse] strives to be a welcoming space for all students to publish, in contrast to exclusive literacy magazines.”

Because of this policy, Muse has created an inviting space where students feel comfortable submitting their work, Ramatou Karimou (8) said. “I like that the Muse is open and accessible for all,” she said.

After students submit their work, the pieces need to be edited before they can be published, Brooks said. Since the publication is teacher-edited, the work will be proofread for grammatical errors either by Brooks or the student’s English teacher. However, the content of the student’s work will always be preserved, Brooks said. “We want students to be able to stand by their work and have it reflect well on them,” he said.

To create the final copy of the publication, Brooks creates a digital spreadsheet that organizes the work to allow him to visualize the layout of the publication before it is printed. “I figure out what order to put the pieces in based on what aesthetics I find interesting and engaging,” Brooks said. “You want to vary the length, vary the genre, vary the tone, and vary the topic.”

Former MD teacher Lisa Mitchell created Muse to give middle schoolers a space to publish their creative pursuits, Brooks said.

She felt as though MD students needed their own publication since Upper Division students had journals that give them the opportunity to be published, he said.

Due to the pandemic, last year’s edition of Muse was entirely digitized. To make the digital copy accessible, Brooks created a special Muse website owned by the school, he said.

Although students could not see their work published physically, the digital version had its advantages, Brooks said. The online publication allows students to share work immediately, has the ability for individuals to comment, and can be quickly sent to relatives online, Brooks said.

The digital Muse allows students to read the Muse at any time, Joaquin Estrella (7) said. “It’s good that all people online and inperson have the opportunity to read the digital Muse,” Estrella (7) said.

In the future, Brooks hopes to publish a digital version of Muse in January and release a printed edition at the end of the school year. “I think that the initial intention of Muse is the physical publishing of seeing yourself in print; that’s the tradition of the journal,” Brooks said. “But, I see the future of writing to be represented in the digital version.”

This year, Brooks has already begun working on the newest Muse edition, which he hopes will be prepared for digital publishing in two weeks and physical publishing at the beginning of May, he said.

“In middle school, kids are beginning to feel an affinity with writing and feeling like they have something to say, and the Muse

gives them a place to say it,” George said.

Overall, MD students can’t wait to share their work and read their classmates’ work, Gillian Ho (8) said. “I am excited for the Muse to come out to read my peers’ work.”

ART AND WRITING Louise Kim’s (10) 2019 Muse cover.

Lions’ Den Record Sports

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APRIL 30TH, 2021

Boys Varsity Lacrosse welcomes new head coach Joe Del Visco Allison Markman Contributing Writer

When the Boys Varsity Lacrosse Team came to practice in the pouring rain, many members were initially unenthusiastic about playing, Matthew Edelman (10) said.

However, after Boys Varsity Lacrosse Head Coach Joe Del Visco arrived on the field, their attitudes immediately improved. “He turned us from being sad about the rain to happy to have the opportunity to play lacrosse,” Edelman said.

Del Visco began his lacrosse career in middle school, when he played for a local Connecticut program. He was drawn to the sport because, regardless of their height, anyone has a chance to excel, Del Visco said.

Although Del Visco played both baseball and lacrosse while growing up, he ultimately chose to pursue lacrosse. In college, he became a midfielder on the Men’s Lacrosse team at Wesleyan University, he said.

“That ended up being a great decision for me because it’s been a big part of my life ever since.”

In order to play as a midfielder, Del Visco needed to practice both offensive and defensive skills. His experience as a midfielder gave him

the ability to understand and coach every position, as he knows how to be aggressive when playing offense and how to be quick when playing defense, he said.

After graduating from Wesleyan University, Del Visco coached lacrosse for seven years at a summer program and a private boarding school in New England. He then came to work at the school, where, two years later, he has now assumed the role of Head Coach, he said.

As the new Head Coach, Del Visco has made an effort to project enthusiasm during every practice.

“I’m a very positive person, and I like to connect with players on an individual level,” he said. “If I’m excited about playing lacrosse every day, then [the players] are going to be excited to come to practice each day.”

Assistant Coach of the Boys Varsity Lacrosse Team Gregg Quilty appreciates Del Visco’s astounding leadership, ability, and experience with the game, he said. “I really like the way he runs practices, and he has a great attitude towards coaching the kids,” Quilty said. “He’s passionate about the sport and very knowledgeable, and I think the team has been learning a lot this season.”

Del Visco is particularly apt at explaining the details of the sport

Matthew Jacobson/ Contributing Photographer

IN HIS ELEMENT Coach Del Visco on the field.

while ensuring that everyone is having a good time, Edelman said.

“He wants us to learn and get better, but he does not make practice too serious.”

Walker McCarthy (11) also appreciates Del Visco’s support when coaching the team through different skills and activities. “He has an incredible amount of patience and willingness to stick with us during a drill when we’re not getting it or we’re just not quite there yet,” he said.

The biggest difficulty the team has faced thus far is the safety requirements put in place due to COVID-19, Del Visco said. “It is tough not being able to play in full pads with contact, but it’s a great group of kids who have really done a great job adapting to everything that we have had to go through, procedure-wise, this year.”

While COVID-19 has impacted the team negatively, it has also allowed Del Visco to emphasize the importance of mastering fundamental skills and basic techniques. “[Players] can get a little too ahead of [themselves] jumping right into contact sometimes,” Del Visco said. As much as lacrosse is a contact sport, it is still crucial to focus on skill work with the stick, he said.

Del Visco also places strong emphasis on teamwork when coaching, Jack Yoon (9) said. “During practice we have been focused on playing better as a team,” Yoon said. In order to achieve this goal, the players have been working on improving communication and agility on the field, he said.

As a result, the team has forged a stronger connection this season, Julien Harcourt (10) said. “Coach Del Visco has worked tirelessly to build unity within the program. His personable demeanor has brought the team closer than its been in years.”

In his first year as Head Coach alone, Del Visco has had a profound impact on the lacrosse players, McCarthy said. “He makes me excited to play on the team,” he said.

Matthew Jacobson/ Contributing Photographer

GAME DAY Boys battle it out on the field..

Matthew Jacobson/Contributing Photographer Matthew Jacobson?/ Contributing Photographer

DON’T DROP THE BALL Players hone technique.

Matthew Jacobson/ Contributing Photographer

TEAM HUDDLE Del Visco emphasizes camraderie.

No cuts due to COVID: MD Girls Softball nearly doubles in size Athena Rem and Sophie Rukin Contributing Writers The Middle Division (MD) Girls Softball team did not make cuts this season because of COVID-19 restrictions, leaving the team with a total of 50 members practicing on the field each day. Typically averaging 18-20 members in past years, the team had to undergo several alterations to adjust to their new size.

Organization among the coaches has been imperative to the function of the season, with the number of coaches expanding to match the greater number of players, MD Girls Softball Head Coach Michael Duffy said. Previously, Duffy only worked with one other coach, but now he is grateful to have the opportunity to collaborate with assistant coaches Matthew Russo, Thatcher Woodley, and Tony Wright, he said. Together, they conduct daily meetings to prepare for team practices and scrimmages.

Having multiple coaches also allows each adult to divide their

knowledge of the game and teach individual strategies. “I might focus on the pitching while Coach Woodley might focus on fielding,” Duffy said. “Everybody brings something to the table and collectively makes it a very good coaching experience.”

One obstacle that the coaches tackled at the beginning of the season was ensuring team safety while practicing indoors, Duffy said. “We want to have everybody have a very active practice and also stay safe, so the biggest challenge was finding space for 50 players.”

However, as spring weather begins, moving outdoors has become the natural solution, he said.

To further keep practices manageable and COVID-safe, the coaches split the team into smaller groups. The 15 members learning fast-paced windmill pitches come to practice D period, while all the other members come E period, Duffy said.

During the E period practice, there is a rotation of various drills where coaches teach fundamentals such as fielding ground balls, Woodley said.

Malina Patel (7), who could not

play softball in the past year due to COVID-19, supported the change to not have cuts. “Even if [a player] wasn’t good enough to make the team, [now they are] still able to

still manage to give specific advice suited to each player, she said.

Although Rebecca Tanenbaum (7) does not mind the number of players, she believes that there has Courtesty of Flickr

CHAOS ON THE FIELD MD softball team practices. practice and get better at softball,” she said. Patel also finds that the difference in size does not impact how much she learns, as the coaches

been a limited amount of individual attention from the coaches as a result. “There’s less one-on-one practice and less individual tips

because they have a lot of other kids as well,” she said. Even so, Tanenbaum feels that the coaches’ tips are helping her improve and that the lack of personal guidance has not ultimately affected her gameplay, she said.

If it had been her decision, Leah Marquardt (8) would have made cuts on the team, she said.

She thinks the current method of staggering girls between periods is not ideal; if the team was smaller, it would be easier to play games and learn from the coaches, she said.

Still, Marquardt has enjoyed being on the team this year, as it has given her the opportunity to meet new people and grow closer to the seventh graders she did not know before, she said.

Despite the difficulties a larger team may face, Duffy is excited about the great number of players who demonstrated an interest in softball, he said. “I hope they are enjoying it and having a fun experience, [and] I look forward to seeing who really sticks with it out of the 50 girls.”